Speech or language
“Specific learning disability” means a disorder in one or more of
the basic psychological processes involved in understanding or
in using language, spoken or written, that may manifest itself in
the imperfect ability to listen, think, speak, read, write, spell or
to do mathematical calculations, including conditions such as
perceptual disabilities, brain injury, minimal brain dysfunction,
dyslexia, and developmental aphasia.
Specific learning disability does not include learning problems that
are primarily the result of visual, hearing, or motor disabilities; of
intellectual disabilities; of emotional disabilities; of environmental,
cultural, or economic disadvantage.))
Dyslexia is distinguished from other learning disabilities due
to its weakness occurring at the phonological level. Dyslexia is
a specific learning disability that is neurobiological in origin. It
is characterized by difficulties with accurate and/or fluent word
recognition and by poor spelling and decoding abilities. These
difficulties typically result from a deficit in the phonological
component of language that is often unexpected in relation to
other cognitive abilities and the provision of effective classroom
instruction. Secondary consequences may include problems in
reading comprehension and reduced reading experience that can
impede growth of vocabulary and background knowledge.
“Speech or language impairment” means a communication disorder,
such as stuttering, impaired articulation, expressive or receptive
language impairment, or voice impairment that adversely affects a
child’s educational performance.
“Speech-language pathology services” means the following:
1. Identification of children with speech or language
impairments;
2. Diagnosis and appraisal of specific speech or language
impairments;
3. Referral for medical or other professional attention necessary
for the habilitation of speech or language impairments;
4. Provision of speech and language services for the habilitation
or prevention of communicative impairments; and
5. Counseling and guidance of parents, children, and teachers
regarding speech and language impairments.
“State assessment program” means the state assessment program in
Virginia under the Act that is the component of the state assessment
system used for accountability.
state-operated programs” means programs that provide educational
services to children and youth who reside in facilities according to
the admissions policies and procedures of those facilities that are
the responsibility of state boards, agencies, or institutions.
“Supplementary aids and services” means aids, services, and other
supports that are provided in general education classes or other
education-related settings to enable children with disabilities to be
educated with children without disabilities to the maximum extent
appropriate in accordance with this chapter.
“Surrogate parent” means a person appointed in accordance with
procedures set forth in this chapter to ensure that children are
afforded the protection of procedural safeguards and the provision
of a free appropriate public education.
“Timely manner” if used with reference to the requirement for
National Instructional Materials Accessibility Standard means that
the local educational agency shall take all reasonable steps to
provide instructional materials in accessible formats to children
with disabilities who need those instructional materials at the
same time as other children receive instructional materials.
“Transition from Part C (Early Intervention Program for Infants
and Toddlers with Disabilities) services” means the steps
identified in the Individualized Family Services Plan (IFSP) to be
taken to support the transition of the child to:
1. Early childhood special education to the extent that those
services are appropriate; or
2. Other services that may be available, if appropriate.
