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Glossary of Acronyms in Special Education

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Glossary of Acronyms in Special Education

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Glossary of IEP Terms

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Could you all add the phrases "home game" and "away game" to this glossary?  I am guessing it could be partido en casa y partido fuera but I am not sure.

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Could you all add the phrases "home game" and "away game" to this glossary?  I am guessing it could be partido en casa y partido fuera but I am not sure.

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Answers common questions about the rights of parents and guardians who are not proficient in English because it is not their primary language.

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Fact Sheet: Information for Limited English Proficient Parents and for Schools and School Districts that Communicate with Them (Available in 11 languages)

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Fact Sheet: Information for Limited English Proficient Parents and for Schools and School Districts that Communicate with Them (Available in 11 languages)

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Available in English, Spanish, Chinese: Mandarin Traditional and Mandarin Simplified, Cambodian, Hmong
Korean, Laotian, Russian, Tagalog, Vietnamese

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Jump to navigation Jump to Content

You are here

1. Home ›

2. Fact Sheet: Information for Limited English Proficient Parents and for Schools and School Districts that Communicate with Them

This fact sheet answers common questions about the rights of parents and guardians who do not speak, listen, read, or write English proficiently because it is not their primary language.

Translations of the fact sheet are available in the following languages:

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Fact Sheet: Information for Limited English Proficient Parents and for Schools and School Districts that Communicate with Them

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Jump to navigation Jump to Content Home › Fact Sheet: Information for Limited English Proficient Parents and for Schools and School Districts that Communicate with Them This fact sheet answers common questions about the rights of parents and guardians who do not speak, listen, read, or write English proficiently because it is not their primary language.

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Los Angeles Unified School District: School Forms & Resources

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Los Angeles Unified School District: School Forms & Resources

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Multiple school forms and documents available for download in English and Spanish. Student Emergency Information Form in English / Spanish / Korean / Chinese.

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Students with disabilities are entitled to a free appropriate public education (FAPE). The COVID-19 pandemic had a negative effect on schools resulting in learning disruption nationally. Students with disabilities may need Compensatory Education services to remedy any educational or other deficits that resulted from a student with an IEP or Section 504 plan not receiving the evaluations or services to which they were entitled during the COVID-19 pandemic.

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etting It Right: Reference Guides for Registering Students with Non-English Names, 2nd Edition

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Registering Students with Non-English Names (Reference Guides)

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Registering Students with Non-English Names (Reference Guides)

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Getting a student’s name right is the first step in welcoming him or her to school. (...) The guides are currently available for students with home languages of Arabic, Chinese, Hindi, Korean, Russian, Somali, Spanish, Tagalog, Ukrainian, Urdu, and Vietnamese.

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From Nebraska Department of Education

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NAETISL - Glossary of Educational Terms - English & Spanish

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Glossary - Helpful Terms Defined - Madison Metropolitan School District

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Glossary - Helpful Terms Defined - Madison Metropolitan School District

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Schools' Civil Rights Obligations to English Learner Students and Limited English Proficient Parents

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Schools' Civil Rights Obligations to English Learner Students and Limited English Proficient Parents

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The obligation not to discriminate based on race, color, or national origin requires public schools to take affirmative steps to ensure that limited English proficient (LEP) students, now more commonly known as English Learner (EL) students or English Language Learners (ELLs), can meaningfully participate in educational programs and services, and to communicate information to LEP parents in a language they can understand. The following materials include information for students and parents, OCR guidance and resources for education officials about their obligations to EL students and LEP parents, and added resources with related information. For Students and Parents For Education Officials Self-Evaluation Materials Related Resources
U.S. Department of Education Resources

U.S. Department of Education Funded Resources and Partnerships

LEP.gov (federal interagency website on limited English proficiency)

U.S. Department of Justice Civil Rights Division

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civil rights; racial discrimination; national origin discrimination; limited english proficient; english (second language); language proficiency; title vi; english learner (el) students; limited english proficient (lep) students; english language learners (ells)

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Schools' Civil Rights Obligations to English Learner Students and Limited English Proficient Parents

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OCR resources about civil rights issues regarding English Language Learning and Limited English Proficient students

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Accident vasculaire cérébral (AVC) : Évènement qui se produit dans le cerveau, soit par hémorragie ou par blocage du flot sanguin, et qui cause des dommages au cerveau. Articulation : Composante de la parole qui relève des articulateurs (lèvres, langue, pharynx, cavité nasale), de la précision et de la coordination de leurs mouvements.

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National LGBT Health Education Center Glossary (SPANISH)

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National LGBT Health Education Center Glossary (SPANISH)

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Guía de estilo para traducciones al español | Style Guide for Translations to Spanish

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Guía de estilo para traducciones al español | Style Guide for Translations to Spanish

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Explore esta guía de estilo en la cual puede encontrar las mejores prácticas lingüísticas que son útiles para proporcionar información importante a la comunidad de Head Start de habla hispana.

Acerca de la Guía de estilo

La Oficina de Head Start (OHS, sigla en inglés) solicita a sus Centros Nacionales, contratistas y proveedores que utilicen esta guía, junto con el Glosario bilingüe de Head Start, cuando se realice la traducción de materiales. Las mejores prácticas y los estándares incluidos en esta guía de estilo se aplican a todos los materiales publicados en el Centro de Aprendizaje y Conocimiento en la Primera Infancia (ECLKC, sigla en inglés).

Utilícela para realizar traducciones culturalmente sensibles y funcionales en todos los recursos digitales de Head Start en español.

1. Lenguaje sencillo y estilo

Por lenguaje sencillo se entiende cualquier información que el público pueda entender la primera vez que lo lee u oye. El público de Head Start que lee y habla en español es diverso. Está compuesto tanto por proveedores como por familias de diferentes orígenes y culturas.Esto puede ser un desafío para los traductores y lingüistas. Sin embargo, la OHS ha creado recursos específicos para proporcionar materiales en español que sean precisos, concisos y fluidos en el siguiente estilo.
1.1. Tono
El contenido publicado en español a través del ECLKC es:

informativo y educativo,

escrito en un tono amistoso y original,

claro para todos los lectores de habla hispana,

fiable y con autoridad.

1.2. Voz
El ECLKC proporciona información y servicios a una población de habla hispana muy diversa.Nos esforzamos por establecer relaciones con las comunidades a las que brindamos servicios a través de varias plataformas digitales.

Para el contenido en español publicado en las comunicaciones del ECLKC y HSICC, utilice el pronombre personal formal "usted".

Solo para las redes sociales en español, use el pronombre personal informal "tú".

2. Antes de comenzar a traducir

Revise estos consejos antes de comenzar a traducir. Lo ayudarán a iniciar el proceso de traducción al español con el formato adecuado utilizado en las publicaciones de la información y los recursos en línea.
2.1. Títulos y referencias
Antes de traducir un título (de artículos, libros, recursos, títulos de páginas, etc.) que haga referencia al ECLKC o títulos de recursos externos, asegúrese de que aún no ha sido traducido.

Para páginas o títulos del ECLKC con hiperenlaces y sin hiperenlaces, compruebe si estos han sido traducidos previamente a través de la barra de búsqueda del ECLKCy, a continuación, vaya a la versión en español de la página para encontrarlos.

Para páginas o títulos externos con hiperenlace y sin hiperenlace, realice una búsqueda rápida en Google para buscar una posible traducción oficial y utilizar ese título en español.

Para ambos casos, en un párrafo o sección de referencias, cuando el título tiene un hiperenlace y aún no ha sido traducido, tradúzcalo y luego agregue la anotación "(en inglés)" para que el lector sepa que el contenido está disponible solo en inglés. No hay necesidad de mantener el título original en inglés porque está vinculado a una fuente donde el lector puede encontrarlo.

Para ambos casos, en un párrafo o sección de referencias, cuando el título no tiene un hiperenlace y aún no ha sido traducido, mantenga el título original, agregue la anotación "(en inglés)" para que el lector sepa que el contenido solo está disponible en inglés y, a continuación, traduzca el título entre corchetes.

2.2. Hiperenlaces

Cuando un texto con hiperenlace lleva al lector a una página en inglés, agregue la anotación "(en inglés)" después del título con hiperenlace o URL.

Ejemplo: Recursos para abordar el uso indebido de sustancias durante el embarazo (en inglés)

3. Ortografía, gramática y formato del texto
3.1. Acentos

Acentúe las letras en mayúscula cuando sea necesario.

Ejemplo: Área de juego
3.2. Abreviaturas, acrónimos y siglas

Cuando escriba acrónimos y siglas en inglés por primera vez en una página web o documento, escriba la palabra completa, luego agregue el acrónimo o sigla seguido de la notación "(sigla en inglés)".

Ejemplo: Oficina de Desarrollo en la Primera Infancia (ECD, sigla en inglés

No utilice la notación "(sigla en inglés)" en los títulos. Agréguela cuando el término aparezca por primera vez en el cuerpo del artículo o página.

Los acrónimos y siglas en plural no llevan "s" al final ni apóstrofo.

Cuando la palabra vuelva a aparecer en el mismo recurso o documento, solo tiene que utilizar la abreviatura.

Ejemplo: Los niños que son DLL se comunican usando palabras de uno o más idiomas.

Los acrónimos que son nombres propios y tienen más de cuatro letras se escriben solo con la primera letra en mayúscula.

Ejemplo: Unesco

Abrevie "por ejemplo" en español (p. ej.,) cuando se ha abreviado en inglés (e.g.,).

Ejemplo: P. ej., las familias pueden esperar fuera del aula.

Agregue un punto después de las abreviaturas.

Ejemplo: Dra. o pág.
3.3. Apóstrofos (')

No utilice el apóstrofo en números ('99) al traducir al español.

Ejemplo: Esta es la promoción del 99.
3.4. Listas con viñetas y numeradas

En las listas compuestas por una sola palabra, escriba en minúscula la primera palabra, y use una coma o no use ningún signo de puntuación al final de la palabra.

En las listas compuestas por frases, escriba en minúscula la primera palabra y use una coma o un punto y coma al final de la frase.

Si utiliza una coma o punto y coma en listas compuestas por una sola palabra o frase, utilice un punto al final del último elemento de la lista.

En listas con oraciones completas, escriba la primera palabra en mayúscula y use un punto al final de cada oración.

En las listas de títulos o subtítulos, no use puntos.

Referencia: http://ow.ly/d/2ndo
3.5. Uso de mayúsculas

Escriba con mayúscula:

acrónimos y siglas,

solo la primera palabra de un título o subtítulo, a menos que esta se encuentre escrita con mayúsculas en todas las palabras en una referencia oficial o confiable,

Solo la primera palabra de un eslogan o campaña (p. ej., campaña Cimientos seguros, futuros saludables).

No escriba con mayúscula:

los días de la semana y los meses,

los puntos cardinales,

los idiomas, las nacionalidades, las etnias y las religiones,

los títulos, los cargos y las profesiones (p. ej., especialista en la primera infancia, director),

cualquier tipo de materia (p. ej., derecho, matemáticas, psicología),

la primera palabra después de dos puntos, a menos que sea una cita o parte de un subtítulo en un encabezamiento
(p. ej., Los diferentes colores que usarán son: blanco, amarillo, verde, gris y azul),

las palabras entre paréntesis, a menos que sea un acrónimo o una abreviatura,

las palabras como web, internet, federal, calle, avenida, zona, barrio.

3.6. Comas

La coma de Oxford (coma que en inglés se escribe delante de la conjunción con la que se cierra una enumeración) no se utiliza en español.

Utilice una coma antes de "y" o de "o" cuando haya una frase que enumera varios elementos e inmediatamente después de que se introduzca una nueva oración, o cuando se introduzca una oración compleja con más de un sujeto.

Ejemplo: En la mañana los niños estuvieron tranquilos, alegres y ordenados, y después
de almuerzo estuvieron muy inquietos.
3.7. Fecha y hora

Añada una coma entre el día y la fecha.

Deje un espacio entre "p." y "m." o "a." y "m." cuando utilice estas abreviaturas.

Añada el huso horario con este formato: (hora del este).

Ejemplo: La reunión se llevará a cabo el martes, 25 de diciembre de 2019 a las 9 p. m. (hora del este) en el salón general.
3.8. Raya (-)

Escriba la raya justo al lado de la primera y la última palabra de la cláusula.

Ejemplo: Para todos los maestros -los que se encontraban en la reunión- era esencial dialogar sobre ese tema.
3.9. Cursiva

Cuando se refiere al texto en otro idioma dentro de un texto en español.

Ejemplo: Los muffins para el desayuno de los niños eran saludables.

Cuando se usan palabras mal escritas intencionalmente.

Ejemplo: Mis hijos van pa' l parque todas las tardes.

Títulos de libros y periódicos; obras literarias, científicas y artísticas; y títulos de sitios web dentro de un texto (no en una biografía).
3.10. Números

Utilice cifras para todos los números superiores a nueve.Escriba con letras todos los números inferiores a 10.

Utilice cifras numéricas para todas las edades, dimensiones, fracciones, millas, sumas de dinero, porcentajes y horas del día.

Para intervalos numéricos, utilice una preposición en lugar de un guión (por ejemplo, páginas 94 a 98 o páginas 94 y 95).

Evite iniciar una oración con un número; escríbalo con letras o reescriba la frase si es posible.

Para cifras monetarias, use la puntuación en inglés: $1,276.50, ya que la audiencia de Head Start está compuesta por hispanohablantes en E.E. U.U. y sus territorios.

Para las abreviaturas de los números ordinales, utilice (º, ª, er, os, as) siguiendo este orden: número, punto y letra voladita.

Ejemplos:
1.º/.er, 2.º/.ª, 3.er, 4.ª, 21.er, etc.
La 2.ª edición se publicará muy pronto.

Evite el uso de números fraccionarios como números ordinales.

Ejemplo: Use "decimosegundo" en vez de "doceavo".
3.11. Porcentajes (%)

Si el texto en inglés utiliza la palabra completa "percent", úsela también en español (por ciento).

Si el texto en inglés utiliza el símbolo (%), úselo también en español y deje un espacio entre el número y el símbolo.

Ejemplo: El 32 % del personal no asistió a la conferencia.
3.12. Prefijos

Los prefijos se escriben unidos a la palabra principal, sin guion, excepto cuando esa palabra está en mayúsculas, es un acrónimo o un número.

Ejemplo: expresidente, sociocultural, anti-Brexit, pro-LGTBQ

Los prefijos se escriben separados cuando se anteponen a varias palabras que forman una unidad.

Ejemplo: ex vice presidente
3.13. Puntuación

Los signos de puntuación se escriben fuera de las comillas, los paréntesis, los corchetes y las rayas.

Los signos de exclamación y los signos de interrogación se utilizan al principio (apertura) y al final (cierre) de las oraciones: ¿? ¡ !.

No utilice punto en los índices, pie de imágines o leyendas de diagramas.

No use los dos puntos entre una preposición y un enlace, hiperenlace o URL.

Ejemplo: Suscríbase en https://eclkc.ohs.acf.hhs.gov/es
3.14. Citas

Cuando reproduzca una cita, utilice dos puntos y escriba la primera letra en mayúscula.

Ejemplo: El estudio señala: "Los niños pueden comunicarse con los adultos desde que nacen".

Siempre agregue un punto al final de cualquier cita que termine en un signo de exclamación o de interrogación.

Ejemplo: "¡Es una estrategia excelente!".
3.15. Símbolos

Cuando utilice un símbolo, como la abreviatura de unidades de medida (kg, oz), no utilice formas plurales ni agregue puntos.
3.16. La expresión "y/o" es incorrecta en español.

Esta expresión solo se aplica a la gramática en inglés. En español, la conjunción "o" tiene ambos valores, por lo que "and/or" debe traducirse como "o".

4. Recursos útiles

Revise algunos recursos útiles que lo ayudarán a proveer traducciones, subtítulos en español y servicios de interpretación que sean claros, centrados en el lector y de alta calidad.
4.1. Recursos para reglas gramaticales y preguntas de lingüística 4.2. Orientación para las traducciones 4.3. Recursos federales adicionales
5. Términos incorrectamente traducidos al español

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Guía de estilo para traducciones al español | ECLKC

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Explore esta guía de estilo en la cual puede encontrar las mejores prácticas lingüísticas que son útiles para proporcionar información importante a la comunidad de Head Start de habla hispana. La Oficina de Head Start (OHS, sigla en inglés) solicita a sus Centros Nacionales, contratistas y proveedores que utilicen esta guía, junto con el Glosario bilingüe de Head Start, cuando se realice la traducción de materiales.

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American Indian or Native American? Tips for Using Appropriate Terminology

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American Indian or Native American? Tips for Using Appropriate Terminology

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The Impact of Words and Tips for Using Appropriate Terminology (from Native Knowledge 360)

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Resources | Governor’s Council on Developmental Disabilities EN/SP/Marshallese

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Resources | Governor’s Council on Developmental Disabilities EN/SP/Marshallese

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Resources

On this page you will find downloadable copies of many of our publications. Under the drop-down Resources page menu at the top of each page, you will see links to additional resource pages including Links, Advocacy, ABLE, Civic Engagement, Employment, Emergency Preparedness, among others.

Outreach and education are a very important part of the Council's work. Click the image of the document you wish to download. The document will open in a new browser window. Call or email the Council office with questions - DDCStaff@dfa.arkansas.gov or by phone at 501-682-2897.

About the Council and the Arkansas DD Network

Guide to Common Disability Related Acronyms
English
Emergency Preparedness Checklist
What would you do if you found yourself in an emergency situation? We've put together a checklist that can help you prepare for the worst.

English

How to apply to serve on the Arkansas Council.
English The publication previously known as the "Parent Pack (You Are Not Alone)" is no longer available. GCDD plans to support a project to produce a revised resource guide in the near future.

Electronic distribution is our preferred method of sharing our publications, but if you need printed materials, please complete and return the GCDD Publications Order Form via email to DDCStaff@dfa.arkansas.gov .

For more info, please contact the Council administrative staff via email to DDCStaff@dfa.arkansas.gov or by phone at 501-682-2897.

This page links to PDF files. Use this link to download Adobe Reader if needed.

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Resources | Governor's Council on Developmental Disabilities

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On this page you will find downloadable copies of many of our publications. Under the drop-down Resources page menu at the top of each page, you will see links to additional resource pages including Links, Advocacy, ABLE, Civic Engagement, Employment, Emergency Preparedness, among others. Outreach and education are a very important part of the Council's work.

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ASQ questionnaires have been translated into many languages to meet the growing needs of early childhood programs working with diverse families. Several translations of ASQ-3 and ASQ:SE-2 are available to purchase or license. See the full list below.

Available to Purchase

ASQ-3 Arabic

ASQ-3 Chinese

$175.00 * Stock Number: 53367 * 2018 * ISBN 978-1-68125-336-7

ASQ-3 French

ASQ-3 Spanish

$240.00 * Stock Number: 70038 * 2009 * ISBN 978-1-59857-003-8

ASQ-3 Vietnamese

ASQ:SE-2 Arabic

ASQ:SE-2 French

ASQ:SE-2 Spanish

$240.00 * Stock Number: 79574 * 2015 * ISBN 978-1-59857-957-4

ASQ-3 Danish

ASQ-3 Hmong

ASQ-3 Italian

ASQ-3 Japanese

ASQ-3 Somali

ASQ-2 Norwegian

ASQ-2* Norwegian paper questionnaires are available for purchase through R.BUP, Norway. Contact the publisher at marianne.brekke@r-bup.no for more information. Purchase digital questionnaires from CheckWare Norway.

*Please note this is an earlier edition of ASQ-3.

ASQ:SE-2 Danish

ASQ:SE Hmong

ASQ:SE Somali

ASQ:SE Norwegian

ASQ:SE* Norwegian paper questionnaires are available for purchase through R.BUP, Norway. Contact the publisher at marianne.brekke@r-bup.no for more information. Purchase digital questionnaires from CheckWare Norway.

*Please note this is an earlier edition of ASQ:SE-2.

Available to License

ASQ-3

Aboriginal Australian*
Bengali
British English
Bulgarian
Croatian*
Czech*
Dutch
Estonian
Finnish*
Georgian
German
Greek
Haitian Creole (Kreyol)
Hebrew
Hungarian*
Indonesian*
Japanese*
Kannada*
Kinyarwanda*
Korean
Latvian*
Luganda*
Norwegian*
Polish*
Portuguese (Brazil)
Portuguese (Portugal)
Russian
Serbian
Swedish*
Thai*
Turkish*
Ukrainian*
Urdu*

*Selected intervals available

ASQ:SE-2

British English
British English
Bulgarian ⁴
Czech*
Estonian
Georgian ⁴
Hebrew*
Indonesian*
Korean
Luganda*
Norwegian*
Polish*
Serbian
Urdu*

*Selected intervals available
⁴ Earlier Edition

Download the PDF

Contact us

" ASQ-3 has helped make our staff and our families more aware of developmentally appropriate growth and development. The resources that come with the ASQ-3 have been instrumental for parents to provide school readiness activities at home and to understand the objectives that we cover in our plans."

Jessica Trail, Head of Faculty & Administration, The Young School

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ASQ questionnaires have been translated into many languages to meet the growing needs of early childhood programs working with diverse families. Several translations of ASQ-3 and ASQ:SE-2 are available to purchase or license. See the full list below.

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English and Punjabi

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NAETISL- Glossary of Educational Terms - English & Chinese

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Idioms and expressions (Spanish, German, Arabic, Italian, Portuguese and more)

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CVC. Refranero multilingüe. Lista alfabética de paremias (A).

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Lista alfabética de paremias que comienzan con la letra A pertenecientes al refranero multilingüe del Centro Virtual Cervantes, proyecto que recoge refranes y frases proverbiales en español con sus equivalentes en alemán, catalán, francés, gallego, griego antiguo, griego moderno, inglés, italiano, portugués y vasco.

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Saying and Expressions - English with Spanish Equivalents

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Free Spanish digital textbooks from Center for Applied Linguistics & Ambassador of Mexico

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El bilingüismo entre la comunidad mexicana y mexicoamericana en EUA define nuestra identidad y refleja una realidad ineludible: somos pueblos hermanos unidos con una historia común. Por ello, nos interesa que conozcas esta plataforma digital que hemos preparado junto con CAL para que fomentemos juntos esta identidad compartida, el correcto aprendizaje de nuestros idiomas.

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American Indian or Native American? Tips for Using Appropriate Terminology

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American Indian or Native American? Tips for Using Appropriate Terminology

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The Impact of Words and Tips for Using Appropriate Terminology (from Native Knowledge 360)

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Biblioteca Digital de la Academia Norteamericana de la Lengua Española

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Biblioteca Digital de la Academia Norteamericana de la Lengua Española

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Collection of classic literary works in Spanish and texts discussing the culture and evolution of the Spanish language in North America.

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This book is an outline of Spanish writing principles based on established Spanish grammar, spelling, and syntax and the way writing is taught in the Spanish-speaking world. It follows established standards while acknowledging the influence English has on Spanish usage today.

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Gentilicios, abreviaturas, etc.

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Thank you so much for sharing the link to the ANLE (Academia Norteamericana de la lengua Española). I am looking forward to explore their multiple materials included in the digital library.

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Thank you so much for sharing the link to the ANLE (Academia Norteamericana de la lengua Española). I am looking forward to explore their multiple materials included in the digital library.

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-Aida Kuettle

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96 Super Common English Idioms With Meanings and Pictures

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96 Super Common English Idioms With Meanings and Pictures

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Have you ever heard an English phrase that didn't make sense even though you understood all the words? It was probably an idiom: a phrase that doesn't translate literally.

Idioms are super common, so you need to understand them to understand English.

Read on to learn 103 English idioms you can use in conversation to sound more fluent!

Contents

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

English Idioms with Common Verbs

Literally, hit the books means to physically hit your reading books, but this phrase is actually used to say that you're going to study.
Sorry, but I can't watch the game with you tonight. I have to hit the books.
The literal meaning of this would be physically hitting or beating a sack (a large bag), but idiomatically, it means you're going to bed. You can also say hit the hay.
It's time for me to hit the sack. I'm so tired.
To twist someone's arm would be rather painful if you took it literally, but it really means they've been convinced to do something they wouldn't have done otherwise.
I wasn't going to go to the party, but my friends twisted my arm and got me to go.
While it still hurts, the idiomatic meaning of this phrase is not nearly as painful as literally being stabbed. What this actually means is to hurt someone who trusted you by betraying them.
I can't believe she would cheat and stab me in the back like this! I really trusted her.
No, this doesn't mean you've lost your physical sense of touch. To lose your touch actually means to lose a skill you once had.
She used to be the best hairstylist in town, but she's really losing her touch.
This does not mean you sit down and hold your body as tightly as you can. If a person tells you to sit tight, what they really want you to do is wait patiently.
Sit tight while I go see if Mr. Henkel is ready to see you.
This phrase may once have had a literal meaning to do with farm work (think pitchfork), but it isn't used that way now. Figuratively speaking, it means to contribute (give) or to join in.
Let's all pitch in a few dollars so we can buy Sally a really good present for her birthday.
To go cold turkey means to suddenly stop a (usually dangerous) behavior, such as drinking alcohol. A person who suddenly quits something addictive can suffer from pale skin and goosebumps, making them look like a cold, uncooked turkey.
I quit smoking cold turkey and never felt the need to go back.
If someone tells you to face the music, they want you to deal with the reality of a situation and accept all the consequences.
You need to face the music. You failed because you didn't study, so you need to take the class again next semester.
When someone says something that you may have heard before, but don't remember entirely, you can use this phrase to let them know it's familiar but you may need a reminder.
That name rings a bell, but I can't quite remember where I know her from.
If you're experiencing some strong feelings and need to calm down, you can blow off steam by doing something to get rid of the stress.
If my mom gets mad, she'll usually go on a run to blow off some steam.
When somebody tells you to cut to the chase, it means that you've been talking too long and you need to get to the point. Be careful how you use this idiom; it could be rude or disrespectful if used with someone like a boss or teacher.
Hi, guys. We don't have much time here, so I'm going to cut to the chase.
English Idioms with Common Prepositions

Prepositions are words that indicate where one thing is in relation to another. These include the words up, on and over, as you'll see in the idioms below.

If someone tells you that things are up in the air, it means that a situation is uncertain or unsure. It's as though a ball has been tossed upward, and no one knows exactly where it will land.
Our plans for this weekend are up in the air until Jen tells us when she gets off of work.
If you're on the ball, it means that you're very quick to understand things or react quickly (and correctly) to a situation.
Wow, you've already finished your assignments? They aren't due until next week. You're really on the ball.
Imagine something happens that upsets you, but as time goes on, you stop feeling as strongly about it. This means that you've gotten over it: you no longer worry about it and it no longer affects you in a negative way.
It took a while, but I finally got over breaking up with Chandler.
If you're getting older (especially over 50) and can't be as physically or socially active as you used to be, you might say you're over the hill. Be careful with this idiom, though, since it's rude to say it about someone else.
I had to slow down after my knee surgery, but I don't think I'm over the hill just yet.
When you're loyal to someone, you support them no matter what happens, good or bad. This is an idiom you can use to say so.
Roger and Sally made it to their 50th anniversary because they stood by each other through thick and thin.
If you watch "America's Got Talent," you may have heard host Mel B exclaim that an act was "off the chain!" That means it was especially exciting or impressive-usually in a good way, though the expression can also mean "out of control."
The Spice Girls concert was off the chain! https://www.fluentu.com/blog/english/english-idioms/
English Idioms About Money

Bucks here is a slang term for "dollars." If someone tells you that you look like a million bucks, it means you look absolutely fabulous!
Wow, Mary, you look like a million bucks. I love your dress!
This refers to someone who comes from a wealthy and successful family.
John was born with a silver spoon in his mouth, so he doesn't know what it's like to work hard.
"Rags" here refers to old, tattered clothes. This means you've gone from being poor to having a lot of money.
Jim Carrey went from rags to riches. He was once living in a van, but eventually became one of the highest-paid comedians in the world.
Use this one when you have to pay a lot of money for something. You can also say that something "costs an arm and a leg."
Nowadays, you have to pay an arm and a leg just for a tank of gas.
If you have sticky fingers, you probably steal a lot. This whimsical idiom suggests that other people's valuables stick to you when you touch them.
The manager fired the cashier because he had sticky fingers. He stole more than $200 in a month.
If you are competing with someone and you feel like you really had to work hard to outdo them, you can say they gave you a run for your money:
Joe really gave me a run for my money in the chess tournament. He almost beat me!
This means you need to pay for something or settle a debt.
Pony up and give me the $5 you owe me.
comes from the game of poker, where players bet their money before the cards are dealt. Over time, the idiom has come to refer to any type of payment someone owes-not just in poker.
You'd better ante up and give me that $10 I loaned you last week.
A similar idiom to ante up is , which means "raise the stakes." When people up the ante, they bet more money than the person before them. This is used similarly in everyday conversation, when someone raises a bet or agrees to do more.
I wanted to place a $10 bet on the soccer match, but Daniel upped the ante and raised the bet to $50.
This is the term you use when you've spent a certain amount of money, then earned roughly the same amount to balance it out.
The trip to the beach cost me $100, but I almost broke even after winning $90 in a contest.
This refers to something that is overly expensive-something that requires more money than you have.
Taking a week-long vacation would break the bank. There's no way I could afford to do it.
To be close-fisted (or closefisted) is to be reluctant to spend any money, almost like you're physically gripping it in your fist. Other words for this could be stingy or cheap.
Carl is so close-fisted, he won't even buy snacks for the Christmas party.
This is used when everyone pays for their own meal at a restaurant. (Note that this may be perceived as offensive to or by Dutch people.)
Usually we go Dutch when we eat out, but this time I paid for her food since it was her birthday.
This means you hand out money to pay for something. It uses "shell" in the sense of shelling peas from a pod.
I wish I hadn't gotten that new car now that I'm shelling out $1,000 a month in payments.
This idiom comes from the story of King Midas, who turned everything he touched into gold. It's used to say that someone is very successful in their business ventures and has an easy time making money.
Jane really has the Midas touch. Every business she starts becomes very successful.
If you receive a kickback, it means you are receiving money illegally, like a bribe.
The police chief was arrested after it was revealed that he was receiving kickbacks to ignore certain crimes.
This means you're barely earning enough to survive: any money that comes into your hand is immediately spent on food to put in your mouth.
The family has been living hand to mouth ever since their father lost his job.
If someone is loaded, it means they have a lot of money.
Billy paid his Harvard Law School tuition with cash. His family is loaded.
This refers to making enough money to cover the necessities, like buying food and paying the bills.
I don't make much from my job as a cashier, but I'm able to make ends meet.
This is an American idiom that is used to say something is fake. The U.S. never made three-dollar bills, so there's no such thing as a genuine three-dollar bill.
Those supposed designer bags they sell on the street are as genuine as a three-dollar bill.
In a traditional ledger book, debits (losses) are noted in red ink. To be in the red is to lose more money than you make.
I'm in the red this month after paying that speeding ticket.
The opposite of being in the red is being in the black, which means that you've made more money than you spent.
After working a couple of small jobs over the weekend, I earned an extra $500 and am back in the black.
English Idioms with Body Parts

Sometimes you don't need an exact measurement: a rough estimate is good enough. When you estimate an amount of something based on how it looks, you can say you're eyeballing it.
I've made this recipe often, so I didn't bother to measure out a cup of rice; I just eyeballed it.
If you hear someone say as a rule of thumb, they mean that it's a general, unwritten rule learned from experience, as opposed to exact guidelines.
As a rule of thumb, you should always pay for your date's dinner.
If you're having a hard time, a supportive friend might tell you to keep your chin up. This means they are encouraging you to stay positive and not let difficult circumstances get you down.
I know it's hard having a sick family member, but keep your chin up.
If you find yourself in a new situation, like living in a new country and having to get used to a new college, you could say you need to find your feet. It means that you're still adjusting and getting used to the new environment.
I only moved to France two months ago, so I'm still finding my feet.
If someone says they're playing it by ear, it means they're responding to circumstances as they develop without having a plan, like a musician jamming without a musical score.
Don't ask me where I see myself in five years. I'm playing life by ear.
To knuckle down is to work hard or seriously at a task. If you tend to procrastinate, then you know when it's time to do this.
My essay is due tomorrow morning! I have to knuckle down and get it done tonight.
English Idioms About Food

To spice things up means to make them more interesting or exciting.
Instead of just buying Sam a birthday gift, let's spice things up by taking him out for dinner.
A piece of cake refers to a task or job that's easy to do, like eating a delicious piece of cake! If you don't prefer cake, you can also say it's easy as pie.
I expected the English test to be difficult, but it was a piece of cake.
Cucumbers have a refreshing taste and leave you with a cool, calm feeling. If you're cool as a cucumber, you're someone who's very calm and relaxed.
My friend is nervous about taking his driving test, but I'm cool as a cucumber.
A couch potato refers to someone who spends a lot of time sitting on the couch, watching TV.
After my uncle retired from his job, he became a couch potato.
To bring home the bacon means to make an income or earn a living to support your family.
Ever since her father was injured, she's been working two jobs to bring home the bacon.
When someone is in hot water, they're in a bad situation or serious trouble.
Kevin is in hot water after committing tax fraud.
Apples are very different from oranges in both appearance and taste. This idiom is used to suggest that such different things are best considered for their own merits.
I'm not sure which I enjoy more-pottery or dancing. It's like comparing apples and oranges.
If something is not your cup of tea, it's an activity you have no interest in, don't do very well or don't enjoy.
Camping is really not my cup of tea, so I'm going to visit my friend in New York instead.
How much does a bird eat? Not very much, right? To eat like a bird is to eat very little.
Don't trouble yourself cooking such a big meal. I eat like a bird.
Now, a horse is much bigger than a bird. You'd be right to guess that to eat like a horse is to eat a lot.
My mother has to cook a lot of food when my brother comes to visit. He eats like a horse.
To butter someone up is to flatter someone in order to win their favor.
I'm going to butter up my mom so she lets me hang out with my friends later.
Food for thought refers to something that's worth thinking carefully about.
Your proposal gave us a lot of food for thought. We'll get back to you with a decision in a few days.
Here's an easy one. A smart cookie is an intelligent person.
It shouldn't be hard too hard for a smart cookie like you to learn Spanish.
Packed like sardines describes a place or situation that's very crowded, such as a concert hall or sports event.
Were you at the football game last night? We were packed like sardines in the stadium.
To spill the beans is to accidentally or prematurely give out information that's supposed to be kept secret.
Owen spilled the beans to Joyce about her surprise party, so she knows what's happening.
If you have a basket of apples and one of them is rotten, the rot can spread quickly to the rest. Idiomatically, a bad apple is a person who creates problems or is a bad influence on the other people in a group.
John's the bad apple: he gets his friends to do dangerous and illegal things.
Bread and butter are some of the most basic food items that one can live on. The idiom bread and butter refers to a job that makes the money you need to live and afford basic necessities like food, housing, etc.
Fishing is the bread and butter of the friendly people I met on the island last summer.
To buy a lemon means to buy something (usually a motor vehicle) that doesn't work well and is therefore worthless.
The car looked so new and shiny. I had no way of knowing I was buying a lemon.
Is it easy to crack open a nut? Well, a hard nut to crack refers to a person who's difficult to get to know or get information out of. (Also appears as a tough nut to crack.)
I want to know what secret she's hiding, but she's a hard nut to crack.
Do you like eating cakes, candy and other sweet-tasting food? If you do, then you can say you have a sweet tooth.
I definitely have a sweet tooth: I need dessert every night. https://www.fluentu.com/blog/english/english-expressions/
English Idioms About Weather

If you're feeling under the weather, you're not your usual self and could be feeling a little sick.
I was feeling under the weather, so I called my work and told them I wasn't coming in.
This idiom is used in anticipation of trouble. Usually it means there's been some kind of sign that this trouble is coming.
She decided to go ahead with their wedding, even though all they've been doing lately is arguing. I can sense a storm is brewing.
The air may be still before a storm actually hits. To say there is a calm before the storm is basically saying that things may be peaceful now, but it won't last.
They had a bit of a honeymoon phase, but that was just the calm before the storm.
It's not exactly enjoyable to sit through a storm, so it makes sense that this idiom refers to enduring something that is difficult.
They really had to weather the storm while they waited for more people to be hired to help.
Bad luck tends to come in batches. This idiom illustrates the phenomenon with the idea that any rain will become a downpour.
First he was laid off, then his wife got into a car accident. When it rains, it pours.
Have you ever tried to chase a rainbow? If you have, you know catching it is an impossible task. This is why someone pursuing a very difficult goal is said to be chasing rainbows.
He's not very artistic, but he insists on being a professional painter. He's always chasing rainbows.
If you are dedicated to getting something done no matter what, you are willing to do it rain or shine. This is one of the rare idioms that's also often used literally, for outdoor events that will take place whether it rains or not.
We're having our soccer tournament tomorrow, rain or shine.
This idiom refers to everything on Earth and is usually used as part of a superlative.
Gili Trawangan must be one of the most beautiful islands under the sun.
A silver lining is the little bit of good that can be found in every situation, like sunlight peeking from behind a cloud.
Sure, you took the wrong trail, but you got to see a beautiful waterfall. Every cloud has a silver lining! When the economy showed the first signs of recovering, everyone started investing and spending more. A rising tide lifts all boats.
Boats of all sizes float at the same level: if the water rises, all the boats rise with it. Usually this idiom refers to how a stable economy often benefits everyone.

English Idioms About Nature
He got into deep water when he borrowed a lot of money from a loan shark.
This idiom is pretty close to the literal meaning: being in deep water means you're in a tricky situation that is hard to escape.
She hated seeing her two best friends arguing, so she got them together and poured oil on troubled waters.
If you pour oil into the sea, it has a calming effect on the waves. You shouldn't do that in reality, but you can use this idiom to say that you're trying to soothe the tension following an argument.
She likes to make waves with her creative marketing campaigns. They get a lot of attention from customers.
Much like dropping a stone into a pond to make ripples, to make waves is to cause trouble or change things in a dramatic way.
Just go with the flow and see what happens!
To go with the flow is to allow things to happen and accept them as they are, like a leaf floating along on the surface of a river.
I feel lost at sea. I just don't think this is the career path for me.
Just as you'd be overwhelmed if you were stranded in the ocean, to be lost at sea is to feel unsure about what to do or that you don't have any purpose or plan.
A lot of people don't like him because he sails too close to the wind.
This means to act just within the limits of what's legally or socially acceptable. You may try to push boundaries and could sometimes cross the line.
She shouted at him for being five minutes late. She really made a mountain out of a molehill.
A molehill is very small, so if you act like it's the size of a mountain, you are exaggerating the severity of the situation.
We've really gained a lot of ground in our group project, and I think we'll finish on time.
If you're gaining ground, you're making good progress. This can mean physically crossing ground quickly, as in a race, or it can be figurative.
She's been walking on air since she found out that she's pregnant.
Use this is you feel very excited or happy. "Over the moon," "on cloud nine," "in seventh heaven" and "in good spirits" are a few more expressions you can use to talk about happiness.
She only comes to visit once in a blue moon.
A blue moon comes every two to three years, so saying that something happens once in a blue moon is saying that it happens very rarely.
Many moons ago, we used to be two very close friends. Now we've gone separate ways and lost contact.
This is one of those English expressions that's a little bit formal or dated. You'll most likely hear it in stories, or when someone is trying to create a dramatic effect. It means that something happened a long time ago.
Seeing the world used to be a castle in the sky for most people, but globalization is helping people travel more easily.
This one sounds a bit like something from a fairytale, which makes sense since it is a daydream or hope that's not likely to come true. Building castles in the sky refers to fantasizing about an unrealistic future.
He's my favorite professor; he's so down to earth.
To be down to earth is to be modest, practical, unassuming and unpretentious.
My father is the salt of the earth. He works hard and always helps people who are in need.
If you are the salt of the earth, you are a good and honest person.
Exceptionally long drought periods are just the tip of the iceberg when it comes to the global impact of climate change.
The majority of an iceberg is below the surface of the water. If someone says something is the tip of the iceberg, it means that there's a lot more going on than what's immediately obvious.
He made a weather joke to break the ice.
If you're in a group of strangers, things can be a bit awkward, so you might need to ease the tension. This is when you'll try to break the ice, or say something to loosen everybody up and attempt to make friends.
Stop burying your head in the sand. You haven't been happy with him for years, so why are you staying together?
This one means that you're trying to avoid a particular situation by pretending that it doesn't exist. It refers to a popular myth that ostriches would stick their heads in the sand to "hide" when frightened.
You just received big news. Let the dust settle before you make any decisions.
This means you are allowing a situation to become calm after something exciting or unusual has happened.
He's a great scientist, but I find his explanations in class are as clear as mud.
Mud is not a transparent substance, so this means that something is actually not clear at all.
She never smiles. She seems as cold as stone.
Stones can be very cold. If you say that someone is just as cold, you're saying that they are unemotional or not empathetic. Cold as ice has the same meaning.
I can understand why she couldn't make up her mind about what to do. She's really between a rock and a hard place.
This means that you are faced with a choice between two equally unsatisfactory options.
Managers should know how to nip performance issues in the bud, or they'll only get worse.
This is to stop a bad situation from becoming worse by taking action at an early stage of its development.
After years of rivalry with her cousin, she decided to hold out an olive branch and invite her to lunch.
If you're holding out an olive branch, you're extending a hand of friendship and offering peace to a rival.
I don't have much time, so stop beating around the bush and tell me what actually happened.
This means you spend a long time getting to the main point of what you're actually trying to say.
The surgery went very well, so he's officially out of the woods. He just needs to recover now.
This means the worst part of a difficult situation is over, and the end goal is in sight.
He's worried about the flowers, but the rest of the wedding has been beautiful. He just can't see the forest for the trees.
This means someone is unable to see the whole situation clearly because they're looking too closely at small details.
If you think she's going to lend you money, you're barking up the wrong tree. She never lends anyone anything.
This means that efforts have been put into something that won't produce the desired outcome. Picture a dog barking to scare a squirrel out of a tree...but the squirrel is hiding in a different tree.

How to Practice English Idioms

To learn idioms efficiently, it's important to be exposed to native-spoken English as much as possible, whether it's in person or virtually. Take any chance you can to try out a new idiom in conversation.

The next time you watch an English movie or TV show, write down any strange and funny expressions you hear so you can look them up later.

You can also search the language learning program FluentU for an idiom or a phrase, and you'll see any videos that contain it.

FluentU's video library contains English language content made by and for English speakers. This means you can learn how to actually use idioms from authentic videos like news clips, movie trailers, commercials, music videos (there are lots of idioms in songs!) and more.

The hover-over subtitles will also let you discover even more idioms and phrases naturally. You can add new words and sayings to your custom flashcard decks and study them later with FluentU's personalized exercises.

The more comfortable you get using English idioms, the closer you get to reaching full English fluency!

Looking for even more? You're in luck! Here you go:

Download: This blog post is available as a convenient and portable PDF that you can take anywhere.Click here to get a copy. (Download)

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103 English Idioms You Should Know to Sound Fluent | FluentU English Blog

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English idioms are extremely common and understanding them is key to understanding the language as a whole. This post will introduce you to 103 of the most frequently used idioms and their meanings, along with examples of how they are actually used in conversation!

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Can you hang?

Want to up your cool factor? Be a hipster? Understand the youths? Become a venture capitalist (or just sound like one)? Or maybe you're just looking for some more creative ways to insult people? We've got you covered with this list of slang words you need to know this year. And you know these slang words are legit because when I read them to my three teenagers to make sure I was using them correctly, they said, and I quote, "Big yikes, mom! This is the cringiest thing I've ever heard." To which I replied, "...OK, Zoomer." I win. If you missed last year's list, here are the 30 slang words from 2019 we love.

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23 New Slang Words You'll Be Hearing More of in 2020

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Want to up your cool factor? Be a hipster? Understand the youths? Become a venture capitalist (or just sound like one)? Or maybe you're just looking for some more creative ways to insult people? We've got you covered with this list of slang words you need to know this year.

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Comprehensive Tests of Academic Achievement

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Comprehensive Tests of Academic Achievement

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Descriptions

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NAETISL - Comprehensive Tests of Academic Achievement

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English definitions

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NAETISL - Psychoeducational Evaluiation Terms

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Code of Ethics and Standards of Practice for Educational Translators and Interpreters of Spoken Languages

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Code of Ethics and Standards of Practice for Educational Translators and Interpreters of Spoken Languages

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NAETISL Code of Ethics and Standards - 2020

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Special Education Acronyms - English Only

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Special Education Acronyms - English Only

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NAETISL - Pre-Session Definition and Samples

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Remote Interpretation: Resources & Suggestions

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Remote Interpretation: Resources & Suggestions

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NAETISL - Remote Interpretation Resources & Suggestions

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English/Spanish

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NAETISL - Pre-Session Definition and Samples

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Working with a Professional Interpreter in Education - Guidelines for School Personnel

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Working with a Professional Interpreter in Education - Guidelines for School Personnel

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NAETISL - Working with a Professional Interpreter in Education

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Bell Curve - To use as visual when interpreting evaluation results

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Bell Curve - To use as visual when interpreting evaluation results

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English, Spanish, Arabic, Korean, Tagalog, Vietnamese, French, German, Chinese,

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American Speech-Language-Hearing Association

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Definitions

Interpreter -a person trained to convey spoken or signed communications from one language to another. Interpretation services may be provided

Clinicians are responsible for considering the goals of the session, discussing the client's/family's needs, evaluating the benefits of service in all language(s) necessary to facilitate the sessions goals, and determining the optimal interpreter to assist in the provision of services (Langdon & Saenz, 2016).

Transliterator -a person trained to facilitate communication for individuals from one form to another form of the same language. This person is most often used for individuals who are d/Deaf or hard of hearing (D/HOH) who use oral, cued, or manual communication systems rather than a formal sign language. Transliterators differ from interpreters in that interpreters generally receive information in one language and interpret the information in a different language.

Translator -a person trained to translate written text from one language to another.

Role of Cultural and Linguistic Brokers

Interpreters, transliterators, and translators may serve in the role of a cultural broker (Torres, Lee, & Tran, 2015) or a linguistic broker (Orellana, Martínez, & Martínez, 2014).

Cultural Broker -a person knowledgeable about the client's/patient's culture and/or speech-language community. The broker passes cultural/community-related information between the client and the clinician in order to optimize services.

Linguistic Broker -a person knowledgeable about the client's/patient's speech community or communication environment who can provide valuable information about language and sociolinguistic norms in the client's/patient's speech community and communication environment.

An informant or broker can provide

grammaticality judgments, indicating whether the client's/patient's language and phonetic production are consistent with the norms of that speech community or communication environment;

information on the language socialization patterns (i.e., use of language in socially appropriate ways based on the culture) of that speech community or communication environment; and

information on other areas of language, including semantics and pragmatics.

Roles and Responsibilities of Audiologists and SLPs

When collaborating with interpreters, transliterators, or translators, audiologists and SLPs remain responsible for planning the session, selecting culturally relevant materials, and appropriately administering assessment and treatment. Although the list below outlines ideal characteristics, sometimes it is not always possible to find an interpreter meeting all of these criteria in a timely manner. The interpreter or transliterator assists the clinician in gathering the appropriate data and provides language support for services appropriate to the client.

Appropriate roles and responsibilities of audiologists and SLPs when collaborating with an interpreter, transliterator, or translator include the following:

Identifying clinical exchanges for which collaborating with an interpreter, transliterator, or translator is necessary.

Identifying the appropriate language(s) of service for clients/patients/families, including identifying the preferred language for meetings, services, and written documentation.

Advocating for access to an interpreter, transliterator, or translator.

Making advance arrangements to ensure appropriate physical accommodations (e.g., space, lighting, noise) necessary for successful collaboration, including placement of phone, computer, and/or video screen to ensure visibility and audibility during remote sessions.

Creating a foundation for successful collaboration, including

scheduling additional time in sessions to accomplish goals;

verifying the cultural appropriateness of assessment and treatment materials and reviewing potential bias;

reviewing prompts in assessment materials for linguistic influences of a second language and consulting with additional experts and resources to review phonetic information and potential syntactic influences;

arranging for documents written in unfamiliar languages to be translated, to ensure that they, as clinicians, are aware of the content of the documents; and

understanding that the translation of written material from English to a non-English language may alter the intent and overall readability of the document.

Understanding that not all spoken and manually coded languages, including American Sign Language (ASL), have a written form.

Seeking an interpreter, transliterator, or translator who has knowledge and skills that include

having native or near-native proficiency in the appropriate language(s), dialect(s), and communication system(s)-and the ability to provide accurate interpretations, translations, and transliterations;

understanding the client's/patient's/family's particular culture and speech community or communicative environment;

understanding the basic principles of assessment and/or intervention and having the ability to provide context to the client/family to understand clinical objectives and professional terminology;

understanding professional ethics, client-patient confidentiality, and the need to limit bias; and

understanding that each country has its own sign language and that dialectal differences exist in sign languages.

Establishing collaborative relationships with interpreters, transliterators, and translators to maximize the effectiveness of services.

Maintaining appropriate professional relationships among the clinician, the client/patient/family, and the interpreter, transliterator, or translator (ASHA, 2016).

Seeking information on the features and developmental characteristics, when available, of the language(s) and/or dialect(s) that are spoken or signed by the client/patient/family.

Obtaining information on the client's/patient's/family's significant cultural and linguistic influences, when possible.

Understanding the standardization process for assessments and how collaboration with an interpreter, transliterator, or translator may influence or possibly invalidate standard scores.

Educating the interpreter, transliterator, or translator regarding the goals and intent of the session.

It may be difficult for a clinician unfamiliar with the language to judge the quality of interpreting, transliteration, or translation services. Clinicians must do their best to ensure that services provided are reliable and must make every effort to become familiar with their clients' languages (e.g., language structures, phonemic inventory, how translation/interpretation may impact the message, etc.). ASHA's (2016) Code of Ethics (Principle I, Rules A and B; Principle II) provides the baseline for the quality of services that the clinician is expected to provide. Clinicians must provide all services competently, which indicates using the best resources available under the circumstances.

Selecting an Interpreter, Transliterator, or Translator

Factors included in the selection of an interpreter, transliterator, or translator include the individual's

Requirements for education, training, certification, and/or licensure of interpreters, transliterators, and translators vary by state and employer. Some state laws and regulations impose additional standards and requirements for working in specialized settings (e.g., legal, medical, and educational), particularly when serving individuals who are D/HOH. See State-by-State Regulations for Interpreters and Transliterators and Interpreter Licensure by State for requirements for interpreters and transliterators for individuals who are D/HOH.

Employers such as school districts, courts, and health care systems may also have interpreting aptitude tests, performance assessments, or boards that evaluate interpreters before they can be hired. Additionally, these employers may require credentialing from a state or national organization. A growing number of state and national associations have professional standards and certification for trained interpreters (e.g., International Medical Interpreters Association, Registry of Interpreters for the Deaf). Trained and/or certified professionals have codes of ethics within their professions that they are expected to maintain. See the Registry of Interpreters for the Deaf, National Council for Interpreters in Health Care, and America TA.

Most of the time, the administration and/or the clinician's facility will provide the name of an individual who will serve as interpreter, transliterator, or translator. A clinician may or may not have the opportunity to provide input on the selection for the initial meeting with the client/patient/caregiver. However, to the maximum extent possible, employers are encouraged to use the same interpreter, transliterator, or translator for multiple assignments, so that the clinician may establish a familiar relationship and provide knowledge of the work process.

Individuals who serve as interpreters, transliterators, or translators include

This list, arranged in approximate order of preference, does not account for the unique variables inherent in clinical interactions.

Bilingual assistants and professional staff must consider their linguistic proficiency in both languages being used, including their proficiency in the local dialect of the language(s) being used by the client/patient/family and their own knowledge and skills for interpreting, transliterating, and translating. Dialectal mismatches-such as a Spanish-speaking individual from Mexico interpreting for a Spanish-speaking client from Spain or Argentina-may result in inaccurate interpretations, translations, and/or cultural misunderstandings (Ostergren, 2014).

Family Members or Friends Serving as Interpreters, Transliterators, Translators

On limited occasions, there may be reasons why a family member or friend serves as an interpreter, transliterator, or translator-either due to client preference or because all other efforts to locate an appropriate interpreter, transliterator, or translator have been exhausted. In addition, a facility may be unable to locate an individual who is able to meet the individual linguistic needs of the client. For example, family members may be the only source of information regarding speech patterns prior to a brain injury in a multilingual individual.

Family or friends acting as interpreters, transliterators, or translators may present potential conflicts. The reliability of the interpretation, transliteration, and/or translation may be compromised given the potential conflict of interest and likely limited training of the family member or friend. It is important to be mindful of risks in high-stakes situations, such as mediation, evaluations, or situations where cognitive capacity might be in question. Children may not possess the emotional maturity and sensitivity necessary to serve in the role to assist family members in the provision of services.

When using family members or friends in this role, the clinician considers the following factors:

Intent of the message (e.g., sharing a diagnosis of a cognitive-communication deficit, which may be met with resistance or a strong emotional response vs. providing safe swallowing techniques).

Age of the family member providing interpretation, the position and role of that individual within the family structure, and his or her overall linguistic ability.

The qualification of interpreters to provide services, be it in a school or a health care setting.

Title VI of the Civil Rights Act of 1964 and the Equal Educational Opportunities Act of 1974, public schools must ensure that English learner (EL) students can participate meaningfully and equally in educational programs. Joint guidance from the U.S. Department of Education (ED) and the U.S. Department of Justice (DOJ) reminds state education agencies (SEAs), public school districts, and public schools of their legal obligation to ensure that EL students can participate meaningfully and equally in educational programs (U.S. Department of Justice & U.S. Department of Education, n.d.)

According to the civil rights provision of the Patient Protection and Affordable Care Act (2013), Section 1557 expands on existing policies that prohibit discrimination based on race, color, national origin, sex, age, or disability. Health care providers who receive federal money from the U.S. Department of Health and Human Services must take reasonable steps to offer free, timely oral interpretation services to people with limited English proficiency. Providers must also provide free and timely aids and services (including sign language interpreters) for people with disabilities, and they must provide language assistance (including translation of documents). Providers cannot require clients to provide their own interpreters and may not rely on an adult accompanying the patient to interpret, except in an emergency or if the client specifically requests that the accompanying adult interpret or facilitate communication. Clients can decline the services of an interpreter.

Collaborating With the Interpreter or Transliterator

Successful collaboration is inherent to successful service delivery and is based on a shared understanding of the goals established by the clinician. This can be achieved by properly preparing the interpreter or transliterator for what to expect from the assessment or treatment session. Always keep in mind that the audiologist or SLP is responsible for the session and should remain in the room during the entire session. After the assessment or treatment session, the clinician and the interpreter or transliterator should discuss how the session went to be sure that no issues arose that need to be discussed (Langdon, 2002).

Collaborating with an interpreter or transliterator may influence a clinician's ability to diagnose, treat, and seek reimbursement for services. Interpreters or transliterators may inadvertently misrepresent a meaning when converting messages into another language and/or reporting client responses, particularly if they are unaware of the purpose of the exercise or assessment. Interpreters and transliterators may also influence client/patient responses or understanding of clinician questions. In some cases, seemingly small errors can change the meaning of a question or response and can have drastic effects on outcomes. For this reason, it is best to work with a trained interpreter or transliterator when possible. A clinician will need to provide training prior to the session to ensure the best possible outcomes during clinical sessions and should periodically check in to assist in the effective delivery of services (Langdon & Saenz, 2016).

SIG 16's Perspectives article Working With Interpreters to Support Students Who Are English Language Learners provides great information for how to debrief with an interpreter before and after your session.

Prior to the Session

Actions taken prior to the session to ensure a successful collaboration include the following:

Meeting in advance to allow adequate preparation time.

Reviewing and learning greetings and the appropriate pronunciation of names in the family's primary language.

Providing written information prior to the meeting, including proper names of those at the meeting, technical terms and abbreviations, copies of visual references, and topics to be covered.

Establishing a rapport with the interpreter or transliterator.

Discussing prompts or cues that the interpreter or transliterator can use if the clinician speaks too quickly or too softly or if the clinician's speech or meaning is unclear.

Reviewing the goals and procedures of the session or clinical interaction, including discussing

whether gestures may or may not be used;

the possible influence of vocal intonation;

the presence of feedback to the client/patient; and

other cues that may inadvertently influence the session in unanticipated ways.

Reviewing the impact of additional cuing and prompting through repetition of prompts in English by the clinician to target language.

Explaining confidentiality policies pertaining to the Health Insurance Portability and Accountability Act of 1996 (HIPAA) regulations and the ASHA Code of Ethics (ASHA, 2016), and documenting that these policies have been explained and accepted.

Reviewing assessment administration procedures or intervention techniques, and ensuring that the interpreter or transliterator is aware of (a) the purpose of such procedures/techniques and (b) the need to provide test stimuli-in the client's language-that are as close as possible to the English prompts to elicit the desired type of response.

Providing, in advance, a copy of assessment prompts to be used to avoid any sight translations.

Discussing the impact that fingerspelling may have on assessment results, and reviewing possible differences in the conceptual accuracy of some signs relative to spoken language.

Reviewing procedures for capturing the client's verbal and behavioral responses.

During the Session

Actions taken during the session to ensure a successful collaboration include the following:

Introducing the clinician and the interpreter or transliterator to the client in the client's native language.

Describing the role of the clinician and the interpreter or transliterator, and clarifying expectations.

Reviewing and discussing the process for data collection.

Using short, concise sentences, and avoiding the use of idiomatic expressions, as these are not conveyed easily between languages.

Pausing frequently to allow the interpreter or transliterator enough time to convey information accurately.

Allowing enough time for the interpreter or transliterator to organize information, recognizing that variations in narrative discourse across languages will influence the amount of information required to accurately convey intent.

Periodically checking with the interpreter or transliterator to see if the clinician's speech is too fast, too slow, too soft, or too unclear.

Understanding that words that express feeling, attitude, and qualities may not have the same meaning when directly interpreted or translated.

Talking directly to the client and ensuring comprehension of diagnosis, prognosis, and treatment recommendations, as the clinician would do with all clients.

Being aware of nonverbal body language and gestures that may be offensive to the client's/family's culture.

Observing nonlinguistic measures to supplement the interpreted or translated information.

Avoiding oversimplification of diagnoses, recommendations, and other relevant information.

Providing written materials in the client's/family's preferred written language.

Scheduling extra time for the session and scheduling breaks, as appropriate.

After the Session

Actions taken following the session to ensure a successful collaboration include the following (Langdon & Saenz, 2016):

Reviewing the client's responses, as well as the target responses, and determining if they may have been influenced by cultural and/or linguistic variables.

Discussing any difficulties or concerns.

Working With Translators

Special considerations for effective collaboration with translators include

Dialectal differences may influence translation. To the maximum extent feasible, ensure that documents are written in a way that is the most universally understood by speakers of different dialects of a written language.

All vital written documentation provided to the family should be translated into the client's/patient's/family's preferred language. Allow for sufficient time for the translator to work with the documents.

Provide all legal documents and highly relevant materials to the translator ahead of time. In a research setting, informed consent is presented to each human subject "in language understandable to the subject" (Federal Policy for the Protection of Human Subjects, 2001). Informed consent is documented in writing in most situations.

Paying for an Interpreter, Transliterator, or Translator

Funding for interpreters, transliterators, or translators may come from a variety of sources, as clients/patients are not expected to pay out of pocket for these services to ensure access to care.

For individuals who are D/HOH, the Americans with Disabilities Act of 1990, as amended, mandates that all public and private agencies that provide services to the general public, and all employers with 15 or more employees, must be accessible. Therefore, the agency, service, or business is responsible for payment for interpreting services. For students who are deaf and have an Individualized Education Program (IEP), educational interpreting is considered a Related Service under the Individuals with Disabilities Education Act of 2004 (IDEA). As with all IEP supports and services, there is no charge for Related Services. An educational interpreter or transliterator is a member of the IEP team for any student who is D/HOH receiving this service because educational interpreting and/or transliterating is considered a Related Service.

Title VI of the Civil Rights Act of 1964 mandates equal access to services regardless of language used. Executive Order 13,166 further stipulates that agencies receiving public funding, such as Medicaid/Medicare or IDEA funding, must provide and arrange for that access and are responsible for the funding of an interpreter, transliterator, or translator, as needed. Consideration is made for smaller agencies with lower annual operating budgets that may influence the agency's ability to provide access. See guidance provided by the U.S. Department of Health and Human Services.

At this time, third-party payers do not pay for the services of an interpreter. However, some third-party payers and insurers may require documentation for how the non-English language or communication system will be addressed prior to sending reimbursement.

Contracting

Clarify the party responsible for payment of interpreter, transliterator, or translator services when providing contracted services. For example, it may be determined that it is the facility's responsibility to provide appropriate accommodations for those services, or it may be decided that interpretation services should be listed as a line item in the services the clinician provides.

Service Provision

The client/patient/family should be consulted to determine the mode of communication or accommodation that is preferred and best suited to each clinical interaction. This choice may vary depending on the type of clinical encounter (i.e., meeting, counseling, assessment, intervention) and the needs of the setting. Consider that a client's equal access to services encompasses the continuum from making an appointment for services, to completing paperwork and case history forms, to participating in face-to-face meetings, to receiving written reports, as well as interaction during assessment and intervention.

During service provision, clinical encounters with the client and family may necessitate different types of interpreting, transliteration, and translation services.

Simultaneous Interpreting (SI) -the interpreter converts a speaker's or signer's message into another language while the speaker or signer continues to speak or sign. This approach may be used to keep meetings flowing without interruption in a clinical setting or when most persons at the table speak English. Simultaneous interpreting may be more commonly used with manually coded languages than with spoken languages due to the auditory interference that may be present in spoken language interpretations, if the interpreter is speaking at the same time as the clinician or the client/patient (Langdon & Saenz, 2016).

Consecutive Interpreting -the interpreter transmits the message after a section of the source language is produced and during a pause. The interpreted message is divided into segments of appropriate length in order to be conveyed to the target language and be well-understood. Compared with SI, consecutive interpreting may be more commonly used during assessment and intervention of spoken language. Additionally, interpreters of both spoken and manually coded languages may utilize consecutive interpretation when the client provides a great deal of information at once in order to fully comprehend the information and then accurately convey the meaning. Consecutive interpreting may also be preferred for clients/patients/families with compromised cognitive abilities (Langdon, 2002).

Effective interpreting may alternate between consecutive and simultaneous, depending on the needs of the clinical interaction and the communicative intent.

Oral Transliteration -the transliterator mouths words clearly so that people who are D/HOH and skilled in speech reading can understand what is being said by watching the transliterator's face, gestures, body language, and lips. Oral transliterators may choose to rephrase a message with words that are more visible on the lips when possible. They may also "voice" for individuals who are D/HOH (Registry of Interpreters for the Deaf, 2007).

Cued Speech Transliteration -the transliterator uses handshapes and movements in different locations near the mouth to depict sounds used in spoken language. Cued speech is generally used to support speech reading by providing a visual representation for the sounds in a language. However, it is not a form of sign language (National Cued Speech Association, 2006).

Sign Transliteration -the transliterator uses signs in the word order of the target spoken language (e.g., signed English) to convey the spoken message for people who are D/HOH who do not use a formal sign language (e.g., ASL).

Prepared Translation -the translator prepares the written version of a document, such as a letter or report, in advance. Enough time must be allowed on the basis of task complexity. A reminder-of-next-appointment letter will not take long. However, even a short assessment piece could take much longer, depending on the focus of the assessment. The clinician should be available to answer the translator's questions about the materials. Prepared translation may be the most common form of translation in clinical settings.

Prepared translation can be used to prepare instructions, assessment, treatment, and education materials in advance. In addition, prepared translation may be important when the clinician is providing written reports or documentation of assessments and progress, such as IEPs or discharge reports.

Sight Translation -the translator provides a spoken or signed translation while reading a written document in a clinical encounter reserved for more immediate and spontaneous needs. This approach is not a reasonable option for informed consent or other legal documents or for formal assessment measures. Sight translation may be used when the clinician decides that certain materials may be more appropriate to use in a clinical encounter than those which had been previously prepared (Langdon & Saenz, 2016).

Not all spoken and manually coded languages, including ASL, have a written form.

Technology

Technology offers opportunities for individuals to access interpretation, transliteration, and translation services.

Telephone or video relay/video remote interpreting services offer access to off-site interpreters or transliterators. Clinicians ensure that equipment will facilitate clear connections throughout the session and optimize communication.

Communication Access Realtime Translation (CART; or Computer Assisted Realtime) transcribes and instantaneously captions spoken language to relay messages; CART provides access to services for individuals who are D/HOH.

Apps and online translation allow for immediate translation. However, translation is more than merely word-for-word substitutions. Be cautious, as translation programs have not been proven to be a reliable source for quality translation.

Technology may be used to facilitate carryover and recall of strategies and techniques. Smartphones provide an opportunity to record spoken language and video signed languages to allow clients/patients/caregivers to revisit clinical recommendations.

Refusal of Services

At times, clients/patients/caregivers may refuse the assistance of an interpreter/transliterator. Clinicians consult with clients/patients/caregivers on the value of working with the assistance of the interpreter/transliterator in order to obtain the most accurate data. A signed release statement should be collected in cases where such services are declined.

On-Site Translation

All vital written documentation should be translated into the client's/patient's and/or family's preferred language, and clinicians should allow sufficient time for the translator to become familiar with these documents. Not all spoken or signed languages have written forms of communication.

There may be times when the interpreter or transliterator is asked to also provide translation services. However, translation requires different skills from interpreting and transliterating. Unless the interpreter is also a translator, the clinician should not expect this. Some qualified professional interpreters do not feel comfortable doing sight translation or written translation.

Software programs frequently look for verbatim substitutions and do not offer professional, reliable results. Interpreting and translating is not word-for-word substitution and may require more or fewer words to communicate an intended message as well as complete syntactic restructuring of sentences or even full paragraphs to maintain cohesion and coherence.

Assessment

The basis of an appropriate diagnosis of a communication disorder is a reliable, valid, and culturally and linguistically appropriate assessment. When conducting an assessment while collaborating with an interpreter, translator, or transliterator, clinicians

ensure that the interpreter or transliterator comprehends the importance of not cuing, prompting, or modifying prompts in an assessment situation and

recognize that, in many cases, words cannot merely be translated from English to the client's language (i.e., assessment lists for audiologic evaluations utilizing speech reception testing [SRT] are based on frequently occurring sounds in English).

Selection of appropriate assessment tools is based on the needs of the client/patient and the presenting concerns. Currently, only a limited number of tests have been translated, and an even smaller number of those assessments have been standardized for administration with the collaboration of an interpreter.

Prepared or on-site translation of formal assessments that have been standardized on English-speaking populations may provide the opportunity to gather information in a structured manner. However, the clinician must critically evaluate the validity of the translated materials. For example, speech sound elicitation materials may not elicit the same sounds, and allophonic variation will differ across languages; subject omission is acceptable in Spanish but not English, so in a sentence repetition task, take great care in how the data are used. Written permission is to be obtained from the test publisher before test materials can be translated for either a clinician's individual use or for dissemination of the translated version of the test for use on a wider scale (i.e., clinical program, district, or research group). In these circumstances, it is not appropriate to report standard scores.

Intervention

The intervention process and subsequent ongoing consultation allow for more prompting and feedback than assessment. Effective intervention also takes the cultural significance and relevance of goals into account. Therefore, it becomes critical for the clinician to share the overall goals of intervention sessions with the interpreter to optimize service delivery. When working with an interpreter or transliterator, the clinician does the following:

Considers the client's experience during the assessment process and, if possible, collaborates with the same interpreter or transliterator from assessment through intervention, as appropriate.

Explains to the interpreter or transliterator why and how various activities and exercises assist the client. Providing context for an activity is often helpful in accomplishing goals.

Understands that the role of the interpreter is to convey meaning-and, sometimes, there is not an equivalent word that can be translated. For example, in familiar word pairings used in a conceptual activity, the term "peanut butter and jelly" may not be culturally relevant to the client.

Engagement of family members may facilitate a carryover of clinical objectives and strategies to a functional environment that is beneficial to the client's progress. Intervention plans may include components on how to engage the family members and how the family will support the client in the home. The clinician considers communication preferences and interpretation/transliteration/translation needs for family members and caregivers, as well.

Documentation

Collaboration with an interpreter, transliterator, or translator and any observations regarding the impact of this collaboration on assessment and intervention findings should be documented in reports and submissions for insurance claims. Use of translated materials should also be indicated. This documentation provides an accurate record of clinical interaction and a legal record of the services provided. It also provides evidence of ethical conduct, consistent with Principle of Ethics I, Rules B and C (ASHA, 2016).

Legal and Ethical Concerns

Legal and ethical considerations are foundational to appropriate services. There may be times when services meet legal (local, state, federal) regulations/requirements but do not meet the fundamentals of ethical conduct. Codes of ethics or professional conduct are principles designed to help professionals conduct business honestly and with integrity, and are generally aspirational in nature. It is critical that clinicians have a working knowledge of both legal and professional ethics standards (i.e., practicing anti-discrimination in the provision of services, ensuring patient privacy)-as they pertain to working with interpreters, transliterators, and translators-to ensure appropriate clinical interactions.

State and Federal Legislation

State and federal regulations, along with industry standards, mandate equal access to services regardless of language used. A number of state and federal regulations have implications for audiologists and SLPs collaborating with interpreters, transliterators, and translators.

Rights to linguistic access to services may come from multiple pieces of legislation. "In 2008, all 50 states had at least two laws in place on language services in healthcare settings" (Au, Taylor, & Gold, 2009, p. 2). Differences in state regulations may be reflected in a number of requirements. See ASHA's state-by-state page for a summary of state requirements.

Executive Order 13,166

Executive Order 13,166 was signed in 2000 to provide guidance to federal agencies on the enforcement of Title VI of the Civil Rights Act of 1964 as it pertains to language access. It reminds agencies receiving federal funding that "health care organizations must offer and provide language assistance services, including bilingual staff and interpreter services, at no cost to each patient/consumer with limited English proficiency at all points of contact, in a timely manner, during all hours of operation" (Youdelman, 2008, para. 6). The guidance provided applies to any health care provider or entity that receives federal funding, including

Failure to ensure equal access may result in loss of funding.

Americans with Disabilities Act

The Americans with Disabilities Act of 1990 prohibits discrimination and ensures equal opportunity for persons with disabilities in the areas of employment, state and local government services, public accommodations, commercial facilities, and transportation. Congress has mandated the need for auxiliary aids and services-such as interpreters, transliterators, and translators-to ensure equal opportunity for individuals with disabilities (Americans with Disabilities Act of 1990). A language difference alone is not a disability. To confirm compliance, consult ADA's Checklist for General Effective Communication.

Equal Educational Opportunities Act of 1974

The Equal Educational Opportunities Act of 1974 states, "All children enrolled in public schools are entitled to equal educational opportunity without regard to race, color, sex, or national origin." No state can deny students the right to equal education by "failure by an educational agency to take 'appropriate action' to overcome language barriers that impede equal participation by its students in its instructional programs" (Equal Educational Opportunities Act of 1974).

Individuals with Disabilities Education Act (IDEA)

For school-age children, the Individuals with Disabilities Education Act of 1990 (IDEA) was enacted to ensure that all children with disabilities (age 3-21) have available to them a free and appropriate public education (FAPE) that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living.

Part B

IDEA states that, in the development, review, and revision of an IEP, the team must consider several factors with regards to interpreters:

(iv) Consider the communication needs of the child, and in the case of the child who is D/HOH, consider the language and communication needs, opportunities for direct communication with peers and professionals in the child's language and communication mode, academic level, and full range of needs including opportunities for direct instruction in the child's language and communication mode, and (v) Consider whether the child requires assistive communication devices and services. [IDEA § 1414(d)(3)(B)]

Parents and IEP teams assign or hire an interpreter on the basis of the child's mode of communication. Specifically,

[i]nterpreting services, as used with respect to children who are deaf or hard of hearing, includes oral transliteration services, cued language transliteration services, and sign language interpreting services. [IDEA, 34 C.F.R. 300.34(c)(4)]

Services for children who are learning English as a second language must take the language(s) of the home into consideration for both assessment and intervention. For children who receive services with an IEP under Part B (age 3-21), "When evaluating English language learner (ELL) students, it is important for speech-language pathologists (SLPs) to carefully review the child's language history to determine the language of assessment. If it is determined that the child should be evaluated in a language other than English, the SLP must use all available resources, including interpreters when necessary, to appropriately evaluate the child" (ASHA, n.d.-a, para 4).

Part C

For children who receive services with an Individualized Family Service Plan (IFSP) under Part C (birth-2):

Language added to §§ 303.321(a)(5) and 303.321(a)(6) states that all evaluations and assessments of a child must be conducted in the native language of the child, in accordance with the definition of native language in § 303.25, unless clearly not feasible to do so. While the phrase 'unless clearly not feasible to do so' was inserted to acknowledge that there may be instances where conducting an assessment in the child's native language is not possible, the U.S. Department of Education, in the discussion section of the final regulations, clarifies that best efforts should be put forth to locate an on-site or telephonic interpreter when needed. (ASHA, n.d.-b)

Native language, as defined in § 303.25(a)(1) of IDEA, means "the language normally used by that individual, or in the case of a child, the language normally used by the parents of the child."

HIPAA

The Health Insurance Portability and Accountability Act of 1996 (HIPAA) provides national standards to protect the privacy of personal health information. Some regulations include provisions related to service providers working with interpreters, transliterators, and translators.

HIPAA allows covered health care providers to share a client/patient's health information with an interpreter without the patient's written authorization under the following circumstances:

A health care provider may share information with an interpreter (e.g., a bilingual employee, a contract interpreter on staff, or a volunteer) who works for the provider.

A health care provider may share information with an interpreter who is acting on its behalf (but who is not a member of the provider's workforce) if the health care provider has a written contract or other agreement with the interpreter that meets HIPAA's business associate contract requirements.

A health care provider may share information with an interpreter who is the patient's family member, friend, or other person identified by the patient as his or her interpreter, provided that (a) the patient agrees, or does not object, or (b) the health care provider determines, using his or her professional judgment, that the patient does not object.

Health Care and Organization Standards

The Joint Commission accredits and certifies health care organizations and programs in the United States. Patient-centered communication standards for hospitals are published in the Comprehensive Accreditation Manual for Hospitals (CAMH; The Joint Commission, n.d.). The standards address issues such as qualifications for language interpreters and translators, identifying and addressing patient communication needs, collecting patient race and ethnicity data, patient access to a support individual, and nondiscrimination in care.

National CLAS Standards

The National Standards for Culturally and Linguistically Appropriate Services (CLAS) in Health and Health Care (Office of Minority Health, n.d.) are intended to advance health equity, improve quality, and help eliminate health care disparities by providing a blueprint for individuals and health care organizations to implement culturally and linguistically appropriate services. Although these guidelines are not federal law, they are recommended by the U.S. Department of Health and Human Services, Office of Minority Health. With regards to communications and language assistance, the CLAS standards seek to

Ethics

ASHA's Code of Ethics (2016) provides the fundamentals of ethical conduct. Principles of Ethics and Rules of Ethics are specific statements of minimally acceptable as well as unacceptable professional conduct-and are applicable to all individuals who are ASHA members and/or certificate holders or who are applicants for membership and/or certification.

Although providing services to linguistically diverse individuals may require the assistance of trained interpreters or other bilingual professionals, it is the responsibility of the professional to understand the influence of issues related to cultural and linguistic diversity (e.g., second language acquisition, dialectal differences, bilingualism). Ultimately, the professional is responsible for the appropriate diagnosis and treatment/management of communication disorders, as well as of swallowing and balance disorders. (ASHA, 2017, Guidance section, Principle of Ethics I, Rule F, para 3)

Several provisions within the Code apply to working with individuals who use a language other than spoken English, including:

Periodically, the Board of Ethics develops Issues in Ethics Statements when further clarification and guidance are needed to assist in ethical service delivery. The Issues in Ethics statement, Cultural and Linguistic Competence , specifically addresses the use of interpreters for the provision of services (ASHA, 2017).

Case Studies

Case studies may serve to illustrate the complex decision-making process, as clinicians strive to provide the most appropriate services to individuals who do not use spoken English in the home.

Case Study 1

Rosita is 3 years, 8 months old. She came to the United States from Mexico 6 months ago with her parents and 1-year-old brother. Spanish is the language used at home. Five months ago, she enrolled in a Head Start preschool where only a few staff members speak Spanish. Many of the students also are native Spanish speakers. Three months after Rosita began preschool, her teacher referred her for a speech and language assessment. This is the first year that the SLP, who speaks only English, is providing services at this preschool. The SLP recently completed her clinical fellowship at a neighborhood school, and her mentor has moved out of state. The preschool director, also a monolingual English speaker, spent most of his long career at an elementary school where most students spoke only English. The SLP knows that she should not proceed without an interpreter. The school uses the teaching assistant, whose son attends the preschool, to assist with as-needed interpreting. The assistant is not a trained interpreter and is not comfortable with her own English skills. The SLP has taken her concerns to the director who, although sympathetic to the situation, is insistent that the SLP complete the evaluation.

Discussion

The administrators of Head Start programs are legally responsible for ensuring the appropriate provision of services per Title VI of the Civil Rights Act of 1964. Given that the SLP is monolingual, adherence to the law would call for working with the assistance of an interpreter. The law does not specify the training and/or qualifications of the interpreter. ASHA's Principle of Ethics I, Rule B, states, "Individuals shall use every resource, including referral and/or interprofessional collaboration when appropriate, to ensure that quality service is provided." In order to ensure that they are meeting this requirement, the SLP may do two things: (1) seek out a trained interpreter or (2) provide training to the bilingual assistant to ensure high-quality services.

(as adapted from Chabon, Brown, Gildersleeve-Neumann, 2010)

Case Study 2

A clinician's supervisor asks him to evaluate a Cantonese-speaking 7-year-old girl. The girl's family came from China. No Cantonese-speaking SLP is available in the district, so the clinician evaluates her through an interpreter. This interpreter knows the dialect spoken by the child and understands the purpose of a speech-language evaluation and her role in the evaluation. The clinician knows of no standardized speech-language tests in Cantonese, and he knows it is inappropriate to report scores on translated tests. He has kept up to date on all related research, and his evaluation is consistent with current preferred practice guidelines for the assessment of bilingual/bicultural children.

A few days after the clinician submits his evaluation, he receives a phone call. His district has rejected his evaluation because test scores have not been not reported. He explains that translated tests are invalid because they do not take into account differences between the two languages. He also explains that the assessment procedures he followed provide an appropriate assessment of the child's communication skills.

His district supervisor, however, reminds him that, up until this point, he and every other SLP in the district have provided test scores. These scores, the district supervisor explains, were an easy way to see a child's level of performance to determine eligibility for services. So, the clinician must go back, retest the child using a translated test, and report those test scores.

The ethical dilemma: Does the clinician go back with his interpreter, have her translate the tests, and then determine eligibility based upon the child's scores?

Discussion

According to IDEA, there is a need to demonstrate academic impact and the absence or presence of a disability. A number of different measures may be used. There are no legal requirements that standard scores must be used to qualify an individual to receive services.

Principle of Ethics II indicates that "Individuals shall honor their responsibility to achieve and maintain the highest level of professional competence and performance" (ASHA, 2016). The clinician would not be honoring this responsibility if they knowingly uses standard scores from a translated version of an assessment that has not been validated on a population representative of the individual tested

(as adapted from Crowley, 2004).

Case Study 3

An audiologist who is employed at a hospital is working with an individual who uses cued speech to communicate. The audiologist knows that cued speech is the preferred communication system used by the client but does not have any information about how the individual best understands or uses written language. The audiologist has prepared some written reports to provide to the patient about the assessment results. The audiologist provides the patient with a written copy of the report without any additional support because cued speech is not a language in and of itself and is based on spoken English.

Discussion

Legally, all materials must be presented to the patient in their preferred language. In addition to legal requirements, the Joint Commission requires that patient intake forms request preferred language. Signed languages and manual communication systems do not have a written language component. English is often the presumed form of preferred written language; however, it may not be. It may be necessary to supplement written documentation with a cued speech transliterator in order to ensure comprehension. To ensure the best mode of communication, the preferred written language should be requested.

Case Study 4

A child who speaks Russian in the home exclusively is referred to an SLP. An interpreter was provided for the assessment, and the SLP determined that the child has a language disorder. The school administration and teachers want the SLP to provide intervention services in English only-because that is the language of the school. The SLP has concerns that this will not be sufficient to address the child's needs. What is the most ethical thing to do moving forward?

Discussion

IDEA states that the language of intervention should be the language most likely to yield the most accurate results. Although English is the language of the school in most cases, the language disorders of children who do not speak English can best be remediated in a language that they are familiar with. Executive Order 13,166 (2000) stipulates that agencies receiving public funding provide equal access to services regardless of language spoken. It is important that the SLP advocate for the most appropriate resources required to work with this child.

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Interpreter -a person trained to convey spoken or signed communications from one language to another. Interpretation services may be provided Clinicians are responsible for considering the goals of the session, discussing the client's/family's needs, evaluating the benefits of service in all language(s) necessary to facilitate the sessions goals, and determining the optimal interpreter to assist in the provision of services (Langdon & Saenz, 2016).

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Sample: Occupational Therapy Evaluation Report

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Sample: Occupational Therapy Evaluation Report

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Occupational Therapy Across Languages: Working With Interpreters to Ensure Effective and Ethical Practice

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Occupational Therapy Across Languages: Working With Interpreters to Ensure Effective and Ethical Practice

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French Glossary of Speech Therapy & Language Terms

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French Glossary of Speech Therapy & Language Terms

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Accident vasculaire cérébral (AVC) : Évènement qui se produit dans le cerveau, soit par hémorragie ou par blocage du flot sanguin, et qui cause des dommages au cerveau. Articulation : Composante de la parole qui relève des articulateurs (lèvres, langue, pharynx, cavité nasale), de la précision et de la coordination de leurs mouvements.

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Spanish Glossary of Speech Therapy & Language Terms

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Spanish Glossary of Speech Therapy & Language Terms

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Por Erica Patino

De un vistazo

Un especialista del habla y del lenguaje que trabaja con frecuencia con chicos que tienen dificultades de aprendizaje, puede llegar a utilizar términos que usted nunca antes había escuchado.

Un audiólogo es un profesional de la salud que examina las dificultades auditivas y de equilibrio.

El procesamiento auditivo es la habilidad para procesar e interpretar los sonidos correctamente.

Cuando usted se reúna con un especialista del habla y del lenguaje (algunas veces llamados patólogos del habla y del lenguaje, o SLP, por sus siglas en inglés) para consultar las dificultades de aprendizaje de su hijo, quizá usted no conozca algunos de los términos que va a escuchar. Este glosario imprimible lo ayudará a familiarizarse con los términos.

Tecnología de asistencia es cualquier clase de instrumento que ayude a los estudiantes a trabajar con sus dificultades. Ésta podría incluir computadoras, software de reconocimiento de voz u hojas electrónicas para trabajos matemáticos.

Audiólogos son profesionales de la salud que examinan a las personas para determinar dificultades de oído y el equilibrio. Un audiólogo podría descartar la pérdida de la audición como una razón médica de las dificultades de la comprensión auditiva y del lenguaje del niño.

DSM-5 son las siglas en inglés del Manual Estadístico y de Diagnóstico de los Trastornos Mentales, quinta edición. Este manual es la guía que utilizan los doctores y especialistas para diagnosticar las discapacidades del aprendizaje, atención y trastornos de la conducta.

Evaluación multidisciplinaria es la evaluación de un estudiante hecha por lo menos por dos profesionales. El objetivo es ver si el estudiante necesita recibir los servicios de educación especial.

Procesamiento fonológico se refiere a la manera en que los niños simplifican su discurso cuando están aprendiendo a hablar. La conciencia fonológica es solamente un ejemplo del procesamiento fonológico.

Impedimento del habla (SI, por sus siglas en inglés) es un tipo de servicio de educación especial para los estudiantes que tienen dificultades con los sonidos del habla en su idioma nativo idioma nativo. Los impedimentos incluyen las dificultades con la articulación, fluidez y voz.

Puntos clave

El lenguaje expresivo se refiere a encontrar palabras y formar oraciones claras. El lenguaje receptivo es escuchar y comprender qué se dijo y qué se leyó.

La comprensión auditiva se refiere a la capacidad de entender el discurso. Los chicos con una comprensión auditiva limitada podrían tener dificultades para seguir indicaciones o interpretar lo que otros dicen.

Las dificultades del lenguaje y del habla pueden incluir un variado número de habilidades del lenguaje. Estas incluyen vocabulario, gramática y comprensión auditiva. Ellas también pueden contribuir con las dificultades de la escritura y la lectura.

Acerca del autor

Acerca del autor

Erica Patino es una escritora y editora en la Internet que se especializa en temas de salud y bienestar.

Revisado por

Revisado por

Ellen Koslo, AuD es audióloga y profesora asociada de otorrinolaringología en Columbia University Medical Center.

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Términos que utilizan los patólogos del habla y el lenguaje | Terminología de la terapia del habla

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Un especialista del habla y del lenguaje que trabaja con frecuencia con chicos que tienen dificultades de aprendizaje, puede llegar a utilizar términos que usted nunca antes había escuchado. Un audiólogo es un profesional de la salud que examina las dificultades auditivas y de equilibrio.

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Published on

1. 1. Boston University Rehabilitation Services Academic Speech and Language Center Name: Client Clinician: Christina Deery, BS Supervisor: Diane Parris, MS, CCC/SLP, BRS/FD Presenting Problem Client, an 8.5 years old bilingual male, presents with a moderate fluency disorder characterized by whole and part word repetitions, prolongations, and blocks. Concomitant behaviors include audible inhalations, poor eye contact, moving hands about the face, foot tapping, and noticeable tension in the neck muscles. Client was referred to the Boston University Speech and Language Center by Joseph Dorko, MS, CCC/SLP at Boston Medical Center where an initial evaluation was conducted on December 1, 2006. This evaluation indicated the presence of a fluency disorder and recommended treatment at this facility. History The following information was obtained from case history form and parent interview conducted on February 2, 2007 with Client's father. Previous evaluations addressing articulation, voice, and fluency concerns have been conducted at Boston Medical Center (December 2006), Massachusetts General Hospital (July 2003, May 2004) and through the XX public school system (March 2004). Past medical history and significant findings from these evaluations have been included in this report. Client is the first and only born child of Mr. & Mrs. XX. Due to the fact that Client was born out of the country, there are no medical records available before January of 2003, when he and his family moved to the United States. However, parent report and previous evaluations indicate that labor and delivery as well as the initial neonatal period were unremarkable. Client's past medical history is remarkable for a submucous cleft and recurrent otitis media, which was successfully treated with antibiotics and bilateral PE tube placement in October 2002. He had a complete audiological evaluation in May 2003 with results suggesting normal hearing. Developmental motor milestones were reported within the anticipated time frames. Parent report indicates that Client received speech services in Columbia to resolve sound distortions of the phonemes /s, z, sh/ and nasal emissions, difficulties consistent with the diagnosis of submucous cleft palate. Client's mother reports that she was pleased with these services, and indicates that they were successful in resolving his misarticulations and hypernasality. Client currently resides in XX with his mother and father in a Spanish-speaking household. Prior to moving to the United States at age 4, Client was a monolingual Spanish speaker, and had limited exposure to English. Upon arriving in America, he was Client File #:

2. 2. enrolled in Kindergarten at the William McKinley School in MA in an English-speaking classroom. Client is currently in the third grade at XX Elementary School. Case history indicated above average performance in history, mathematics, and science, and below average performance in reading and language arts. Client receives special services in reading after school. Client's father reports that Client is a respectful and smart boy who enjoys playing soccer and riding his bike. His parents feel that he has adjusted well to living in the United States, and has strong social and peer relationships. Previous Evaluations An evaluation at Massachusetts General Hospital XX Healthcare Center (MGH) in July 2003 revealed sound distortions of /s, sh, z/, and the presence of a mild/moderate fluency disorder characterized by sound prolongations and word/phrase repetitions. Services were rendered at MGH for two sessions before Client was discharged to the XX public school system. An evaluation within the XX public school system was conducted in March 2004 based on recommendations from MGH. Vocal quality and fluency of speech were judged to be within normal limits during this evaluation. Mildly impaired speech intelligibility was observed in spontaneous speech, and was thought to be caused by rapid speech rate and final sound/syllable deletions. Articulation testing revealed substitutions of f/th (unvoiced) in all positions of words, and b/v in the medical position of words. Based on the findings of this evaluation, direct speech and language services were not recommended through the public school system. Fluency and vocal quality did not appear to be interfering with Client's academic performance or peer interactions. A follow-up evaluation at MGH in May 2004 was conducted to address continued parent concerns regarding fluency. At this time, Client's mother hoped to re-initiate services through MGH since Client did not qualify for services through the public school. Results of this evaluation indicated the presence of a moderate/severe fluency disorder, characterized by sound/syllable repetitions, interjections, and blocks. Secondary behaviors included facial grimacing and body movements. Avoidance behaviors included changing words mid sentence. Voice, pragmatic, and receptive and expressive language skills were judged to be within normal limits. Client's sound distortions and hypernasal voice quality appeared at that time to have resolved. As a result of this testing, individual therapy was recommended. Two sessions were attended before Mr. and Mrs. Cardona reported seeking other services to better match their child's needs and learning style. Client was seen for a fluency evaluation at Boston Medical Center in December 2006 following a referral from Client's pediatrician, Dr. S. At the time of this evaluation, Client's mother was noted to be increasingly concerned about Client's fluency, which she felt had been gradually increasing in frequency and severity. She also indicated that Client File #:

3. 3. Client was being teased by his classmates, and had several negative experiences in the classroom related to stuttering. The findings of this evaluation were consistent with the previous evaluation at MGH. Results indicated the presence of a moderate/severe fluency disorder characterized by part/whole word repetitions of 2-3 iterations, prolongations, and blocks with some secondary and avoidance behaviors evident. Based on this evaluation, it was recommended that Client receive speech services through the Boston University Clinic. Behavioral Observations Client is a polite and friendly boy who cooperated throughout today's evaluation. He spoke openly about his stuttering, and was easily engaged in conversation about school and sports. Today's evaluation is felt to be a reliable representation of his speech and fluency behavior. Fluency of Speech The Stuttering Severity Instrument for Children and Adults, Third Edition (SSI-3) was administered to Client to evaluate the severity, frequency and concomitant secondary behaviors associated with his disfluencies. Two speaking situations were analyzed including a picture description task and an age appropriate oral reading sample for a total 300 syllables. Client received a total overall score of 27 on this measure out of a possible 56 which corresponds with a moderately severe rating when Client's score is compared to other school age children who stutter. Disfluencies consisted primarily of sound repetitions, whole and part word repetitions of on average two iterations, prolongations, and blocks. Several disfluencies were noted to occur in clusters (i.e. prolongation + block, sound repetition + word repetition). The average length of Client's three longest stuttering events was 1 second. Concomitant behaviors associated with Client's stuttering events included noisy breathing, poor eye contact, visible neck tension, and movements of the extremities (including moving hands about the face and foot tapping and swinging). In conversational speech, Client was noted to use a high frequency of interjections (i.e. uh, um, like), and often included a prolonged and audible starter to the initial position of words (i.e. mand, mbut, hdo) during which visible tension in the neck was observed. Frequent and quick inhalations as well as poor breath support were also observed on some occasions. Two instances of word substitutions were noted in the reading passage indicating the possible presence of avoidance behaviors. Client completed Brutten's Children's Attitude Test (CAT) with a score of 23 (mean score of children who stutter = 16.7; mean score of children who do not stutter = 8.7). This score indicates that Client has awareness and concern about speaking. Client's father has indicated that there have been some difficult situations in school, which have escalated to the point of Client indicating to his parents that he does not want to go to school anymore. Client has commented that children often imitate his speech, and make fun of his stuttering. He has not developed any strategies for dealing with bullying. Other Informal observation of articulation indicated the presence of all age appropriate sounds in connected speech. Vocal quality and resonance were judged to be within normal limits. Client File #:

4. 4. An informal observation of Spanish and English language use in connected speech indicates that it is within normal limits for conversational purposes. In addition, all previous evaluations have found receptive and expressive language to be in the average range. Reading skills were not assessed at the time of this evaluation as they are being addressed in the school setting. Pragmatic skills were considered a strength. Summary and Impressions Client is a friendly and polite 8.5 years old bilingual boy who presents with a moderate fluency disorder characterized by part and whole word repetitions, prolongations, clusters and blocks. A high frequency of interjections and revisions were also noted in conversational speech. Client appears to have awareness of his disfluencies and parent report indicates that teasing and other negative speaking experiences are occurring more frequently at school. The prognosis for improved fluency of speech given appropriate intervention is excellent. Positive prognostic indicators include Client's age, supportive family, and motivation to become fluent. Recommendations 1. It is recommended that Client be seen for weekly individual fluency treatment sessions. Sessions should be for one hour in length. 2. Treatment should include the following: a. Increasing Client's understanding of speech and disfluency. This will be addressed though education of the basic anatomy for speech and identification of stuttering moments. b. Increasing fluency by teaching fluency enhancing techniques such as Easy Relaxed Approach-Smooth Movement. This approach combines slight reduction in the rate of speech and physical tension in speech muscles, and gradual movement into the rest of sentences using normal speech pattern (Reardon & Yaruss, 2004). This approach will be presented in a hierarchy beginning with words, moving to sentences and eventually to structured conversational speech and reading. Eventually these new behaviors should be transferred to "real-life" speaking situations that gradually increase in difficulty. c. Teaching stuttering modifications including pull-outs as a tool for Client to use during moments of disfluency. d. Counseling Client and his family about the nature of the disorder, feelings and attitudes associated with stuttering, and available resources for children who stutter. 3. Testing of Client's receptive and expressive language skills is recommended to determine if there are additional factors contributing to his disfluency. It has been a pleasure to work with Client and his family. Please feel free to call with parental consent for further information: 617-353-7479. ___________________________ ____________________________________ Client File #:

5. 5. Christina Deery, BS Diane Parris, MS CCC/SLP, BRS-FD Client File #:

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Published on 1. Boston University Rehabilitation Services Academic Speech and Language Center Name: Client Clinician: Christina Deery, BS Supervisor: Diane Parris, MS, CCC/SLP, BRS/FD Presenting Problem Client, an 8.5 years old bilingual male, presents with a moderate fluency disorder characterized by whole and part word repetitions, prolongations, and blocks.

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English and Punjabi

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NAETISL - Glossary of Educational Terms - English & Punjabi

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English and Vietnamese

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NAETISL - Glossary of Educational Terms - English & Vietnamese

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English and French

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NAETISL - Glossary of Educational Terms - English & French

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English and Korean

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NAETISL - Glossary of Educational Terms - English & Korean

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English/Spanish

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English/Spanish

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Video Clips for Consecutive Interpretation Practice

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Video Clips for Consecutive Interpretation Practice

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Korean, Hindi, Vietnamese, French, Arabic, Chinese and Japanese

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Since 2003, SeSo, Inc. and its team of experienced multilingual and multicultural facilitators, have supported the efforts of school districts and healthcare...

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Houghton Mifflin Harcourt Education Place

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Houghton Mifflin Harcourt Education Place

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Graphic organizers (Spanish/English)

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Pre-K-8 elementary educational resources for teachers, students, and parents.

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Connecticut Probate Court

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Parenting Information Handouts (English/Spanish)

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Center for Effective Parenting | Arkansas Parenting | Parenting Resources

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Cuando usted seleccione los enlaces de abajo, su computadora abrirá Microsoft Word o un programa similar, y activará el archivo en Word. Cuando quiera volver a este sitio, reduzca la pantalla o cierre el programa Word.
Informacion General Para Los Padres Problemas/Asuntos Especificos Estrategias para Disciplina/Intervencion Prevencion de las Heridas Nuevo y expectante Desarrollo Infantil

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Folletos de Informacion Para Los Padres - Early Childhood - Center for Effective Parenting | Arkansas Parenting | Parenting Resources

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Cuando usted seleccione los enlaces de abajo, su computadora abrirá Microsoft Word o un programa similar, y activará el archivo en Word. Cuando quiera volver a este sitio, reduzca la pantalla o cierre el programa Word. Informacion General Para Los Padres Los Niños y La Televisión (Television) El Amorr Prropiio...

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Special Ed Form and Translation Glossaries in Albanian, Arabic, Cape Verdean, Chinese, French,

Haitian Creole, Hmong, Japanese,

Khmer, Korean, Laotian, Portuguese, Russian, Somali, Spanish, and Vietnamese

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Translated IEP Forms and Notices

The Massachusetts Department of Elementary and Secondary Education has the IEP Forms and Notices translated into sixteen languages. In addition there is a glossary corresponding to each language translating common special education terms.

The EVALUATION CONSENT FORM Attachment (N1A) form was updated in November 2019 to include a new checkbox for parents to indicate their request for evaluation summaries. Translated versions of this form are available by language below.

Translation Glossaries

The Individualized Education Program (IEP), related forms/notices, and the Parents' Rights Brochure have been translated into sixteen (16) languages. To further assist districts in providing translated information to parents, a translation glossary is available in each of the languages. Each translation glossary lists seventy-nine (79) English terms and their foreign language equivalents as used throughout the translated documents. You will find terms such as accommodation, developmental delay, general curriculum, initial evaluation and positive behavioral supports and agency names such as Department of Elementary and Secondary Education and Bureau of Transitional Planning within each glossary. By providing these glossaries to individuals completing district-level translations, school districts will ensure that parents receive documents translated in a consistent manner.

Transition Planning Form

Effective immediately, please begin using the newly developed Transition Planning Form (TPF) 28M/9 for all students with disabilities who are 14 years of age. This form has been developed for transition planning that occurs either prior to or at the time of the annual development of the IEP. The TPF (28M/9) is a mandated form that is maintained with the IEP. As a mandated form, districts must use this format to document that transition planning has occurred. Only those aspects of this planning that translate to elements of the IEP are "mandated" to occur. We have deliberately designed the planning process to be more than what is required by special education in order to have a coherent and inclusive plan of action to help to prepare youth for adult life. This inclusive planning process does not require that all identified actions will be the responsibility of the school's special education program, but rather that parents, the student, general education services, other agencies, community partners, and special education services should all work together to assist the student in making a smooth transition to adult life.
Last Updated: January 16, 2020

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massachusetts department of elementary and secondary education

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Massachusetts Department of Elementary and Secondary Education

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IEP Forms and Notices: English and Translated Versions - Special Education

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The goal of the Massachusetts public K-12 education system is to prepare all students for success after high school. Massachusetts public school students are leading the nation in reading and math and are at the top internationally in reading, science, and math according to the national NAEP and international PISA assessments.

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Parent Rights - Translations

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Special Education Forms (Marshallese, Spanish and Vietnamese)

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Division of Elementary and Secondary Education - Offices

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Arkansas Computer Science Initiative Child Nutrition Unit Communications Educator Effectiveness Facilities and Transportation Fiscal and Administrative Services Information Technology Learning Services Legal Services Legislative Services Public School Accountability Research and Technology Special Projects

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Special Education Forms (Chinese, Korean, Haitian Creole, Spanish and Russian)

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Powerpoint Presentations (audio and accessible versions)

Questions and Answers (Updated April 2011)

January 2010 memorandum - New York State Model Forms: Student Information Summary Form and Individualized Education Program (IEP) - PDF (Memo only - 50 KB)

Attachments

Last Updated: December 31, 2015

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Individualized Education Program (IEP) and Optional Student Information Summary Form

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Powerpoint Presentations (audio and accessible versions) Questions and Answers (Updated April 2011) January 2010 memorandum - New York State Model Forms: Student Information Summary Form and Individualized Education Program (IEP) - PDF (Memo only - 50 KB) Attachments Last Updated: December 31, 2015

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Special Education Forms (Arabic, Chinese, French, German, Hindi, Italian, Japanese, Korean, Spanish, Tagalog)

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English Definitions of Psychoeducational Test Scores

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English Definitions of Psychoeducational Test Scores

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National Resource Center for Reaching Victims

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National Resource Center for Reaching Victims

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English/Spanish Disability Terms

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This project originated in the United States as a joint effort between the Vera Institute of Justice, the National Resource Center (NRC) and other allied organizations and their partner community of translators 1. In response to the needs and priorities identified by the communities themselves, the partner organizations adopted a comprehensive action strategy focused on the joint development of initiatives seeking equality and justice for families and whole communities impacted by violence. These initiatives involve elements of research, recommendations on policy and direct action in order to help strengthen the affected groups which, owing to their social, economic, political, ethnic and cultural circumstances, find themselves in a situation of extreme vulnerability.

In summary, the primary and overall aim of this project is to guarantee equality, sustainability and quality in these alliances by strengthening the communicative ties between service provider organizations and the disabled persons they support.
Sara M. Acevedo, Ph.D. Biography

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Anti-Ableist Glossary of Disability Terms - Center for Reaching Victims

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This project originated in the United States as a joint effort between the Vera Institute of Justice, the National Resource Center (NRC) and other allied organizations and their partner community of translators 1. In response to the needs and priorities identified by the communities themselves, the partner organizations adopted a comprehensive action strategy focused on ...

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Legal forms in various languages

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Your browser either does not support JavaScript or you have scripting disabled. Please use your browser's back button or the navigation located at the bottom of the page.

Language Services Program Forms Translation Project

The Supreme Court of Ohio embarked on a translation project to benefit individuals who have Limited English Proficiency (LEP) by making 27 court forms available in five major languages: Arabic, Chinese, Russian, Somali and Spanish.

These forms were selected by the Supreme Court Advisory Committee on Interpreter Services in collaboration with the Ohio Judicial Conference to assist courts in Ohio to enhance communication with linguistic minorities. The Supreme Court selected, through a competitive bid process, professional language translators qualified to provide clear and accurate translations. Their qualifications are available for review upon request. While the translations are accurate, they are not official forms approved by the Supreme Court. Users must still complete and file the English version of these translated forms.

Each English version of the form is posted below along with the translated versions in the five languages. The forms are recommended to be used by the parties to enhance their understanding of legal information and also to advance the work of court interpreters by allowing them to provide the same precise information to everyone. These forms are not meant to substitute the advice of counsel or the role of the interpreters. Parties may want to seek further advice from attorneys.

The project was spearheaded by the Translation Subcommittee of the Supreme Court Advisory Committee on Language Services and was coordinated by the Language Services Program. The translation process involved the selection of five professional translators to translate the forms and five editors to review the work of the translators. The two-tier process was designed to ensure the highest quality and accuracy in the translation of the forms.

The project was funded by a generous grant from the Ohio State Bar Foundation.

The translated forms include the following:
Translator Qualifications *Uniform Forms

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Special Education Glossary and Idiomatic Expressions

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Special Education Glossary and Idiomatic Expressions

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Short Video Clips to Practice Consecutive Interpretation (English/Spanish)

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Since 2003, SeSo, Inc. and its team of experienced multilingual and multicultural facilitators, have supported the efforts of school districts and healthcare...

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Great for practicing simultaneous interpretation and sight translation (add subtitles)

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En un mundo que parece estar dividiéndose, decidimos tomar medidas para unirnos. ¡Lanzamos TED en Español!

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Project SALUTE (Successful Adaptations for Learning to Use Touch Effectively)

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Project SALUTE (Successful Adaptations for Learning to Use Touch Effectively)

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English/Spanish information sheets for families of children who are deaf-blind.

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Successful Adaptations for Learning to Use Touch Effectively We have developed a number of information sheets related to tactile strategies for children who are deaf-blind. The content of these sheets reflects an extensive review of the literature, our professional experiences, and input from our national advisory committee, families and service providers.

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Glossaries covering areas relevant to affected communities in a variety of humanitarian responses (housing, land, and property rights; sanitation and hygiene, education, COVID-19)

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In humanitarian response, field workers must communicate important, sometimes life-saving information to those in need. In many cases, the critical link to ensuring affected people understand is the interpreter. However, too often, that link is broken, either because concepts do not translate well into the target language or because the interpreter does not have the tools to understand the concepts clearly.

TWB Glossaries are a tool to assist humanitarian field workers and interpreters working on responses across the globe. They aim to improve communication between aid workers and communities by providing clear and accurate translations of humanitarian terms in an easy-accessible offline format. With the built-in audio feature, you can also hear the words spoken aloud.

The TWB Glossaries provide a number of benefits. They standardize ways of translating and interpreting important concepts and terms, providing consistent, accurate, and easily understood words in local languages. They also help interpreters feel confident in their work and give the field worker confidence that the person with whom they are trying to communicate does fully understand.

TWB Glossaries cover subject areas that are relevant to affected communities in a variety of humanitarian responses. Themes include protection; housing, land, and property rights; and water, sanitation and hygiene (WASH). They were developed in collaboration with technical specialists and language partners.

Open for use by the entire humanitarian community, the glossaries are dynamic and can be expanded over time to include more terminology, subjects, and languages.

How do I use the Glossary app?
This is a 'progressive web app'. You need a smartphone or computer to use it. If you add the web app to your Home screen, you will also be able to use it offline (not currently supported on Apple devices).

1. In the menu on the left, select the domain in which you are interested.

2. In the All domain, you can search for the word you want. You can also sort the glossary alphabetically by tapping a language name at the top.

3. To view glossary entries that are truncated, rotate your phone into landscape format.

4. Tap a word to open it and press the 'play' button to hear that word spoken in any of the five languages.

5. A short video on how to add the glossary to your Home screen for offline use.

If you are a language or sector specialist and would like to contribute, please get in touch. To contribute, comment, or contact us on any of these issues please write to , mentioning 'TWB Glossaries' in the subject field.

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TWB Glossaries - Translators without Borders

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In humanitarian response, field workers must communicate important, sometimes life-saving information to those in need. In many cases, the critical link to ensuring affected people understand is the interpreter. However, too often, that link is broken, either because concepts do not translate well into the target language or because the interpreter does not have the [...]

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U.S. Dept. of ED - Office of Special Education Programs

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U.S. Dept. of ED - Office of Special Education Programs

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English/Spanish - Latest Edition

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English/Spanish

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English/Spanish

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Special Education Glossary - English only

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Special Education Glossary - English only

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Accommodations

Tools and procedures that give students with disabilities equal access to instruction and assessment. They are designed to level the playing field for students with disabilities, and are generally grouped into the following categories:

Accessible Educational Materials (AEM)

These are textbooks and instructional materials that have been converted into a format that is accessible to a student who is unable to use standard printed materials. These formats include:

Adapted Physical Education (APE)

A specialized physical education program of:

The IEP team will recommend APE if your child cannot safely or successfully participate in the regular physical education program. APE teachers will adapt and modify a physical activity so that it is appropriate for the individual student.

Alternate Assessment

Used to evaluate the performance and progress of students with severe cognitive disabilities who are unable to take part in standard assessments, even with testing accommodations.

NY State Alternate Assessment (NYSAA) is part of the annual NY State testing process for all eligible students in grades 3-8 and in high school. If your child's IEP specifies that s/he is eligible for alternate assessment, NYSAA will be used for State assessments in grades 3 through 12.

Alternate Placement

A temporary service provided when a student's bilingual ICT or special class is not available. An alternate placement is a monolingual ICT or special class, with a paraprofessional who is bilingual in the recommended language of instruction of the student(s) awaiting a bilingual class.

Annual Goals

Specific, measurable goals written on the IEP that describe what the student is expected to achieve in the disability-related area(s) over a one-year period.

Annual Review

After your child has received special education services, an IEP meeting is held at least once each year to review your child's progress. This is called an "Annual Review". During the annual review the team will:

Discuss your child's progress toward his or her goals

Review the special education services provided

Determine services and goals for the following year

Assessment Authorization

A letter that is issued to a parent that will allow him/her to obtain an assessment from a non-DOE independent evaluator at DOE expense.

Assistive Technology (AT) Devices and Services

An Assistive Technology Device is any piece of equipment, product or system that is used to increase, maintain or improve the functional capabilities of a child with a disability. Examples include:

A communication device

FM unit

Computer access

An AT Service is any service that helps a child with a disability select, acquire, or use an AT device. Any AT devices or services your child requires will be specified on the IEP.

Audiological Assessment

A specialized hearing assessment conducted to determine whether or not a student has a significant hearing loss/impairment.

Authorization to Attend Letter

A notice sent to parents after they have consented to special education services, to inform them of the school their child will be attending and the date on which attendance should begin.

B

Behavioral Intervention Plan (BIP)

A plan that is based on the results of a Functional Behavioral Assessment (FBA) to address problem behavior. It includes:

The target behavior(s) and goal(s)

Positive behavioral interventions and strategies

Accommodations or modifications

How the plan will be monitored and updated if needed

Bilingual Assessment

An evaluation conducted in both English and a child's home or native language.

Bilingual Special Education (BSE)

BSE is a specialized program for students who require an Integrated Co-Teaching (ICT) or Special Class (SC) with a language of instruction other than English. These programs are intended to support English Language Learners (ELLs) who benefit from culturally and linguistically responsive instruction that addresses cognitive, academic and linguistic needs.

C

Career Development and Occupational Studies (CDOS) Commencement Credential

Recognizes a student's mastery of the CDOS learning standards and the completion of a career preparation program. It is designed to provide students with IEPs an opportunity to develop the skills to succeed in work after high school.

Available to students with IEPs who participate in standard assessment.

May be awarded as an endorsement to a Regents diploma or local diploma, or as the student's sole exiting credential from high school.

Schools must provide students who earn only a CDOS written confirmation that they are eligible to return and earn a diploma until they reach age 21.

Child Find

New York City has an obligation to identify, locate, and evaluate each child attending a New York City school who has a disability or is suspected of being a child with a disability, regardless of the severity of the disability. This is called the "Child Find" obligation. Child Find extends to all children with disabilities - including children who are homeless, wards of the state, not attending a New York City public school, etc. - whether or not the DOE is providing services to the child.

Classroom Observation

An observation of a student in his/her primary educational setting to see how the student learns and what behaviors they exhibit.

Clinician

A term used for a DOE assessment professional, such as a school psychologist or school social worker.

Commissioner's Regulations

State Education Department regulations based on Federal and State education laws that specify the steps school districts must follow in the special education referral, evaluation, and placement process.

Committee on Preschool Special Education (CPSE)

The CPSE is responsible for coordinating the special education process for children ages 3 to 5. CPSEs serve families in the district where a family resides, regardless of where children receive preschool services. There are 10 CPSEs in different areas of the city. Each CPSE is part of a larger Committee on Special Education (CSE) office. A Chairperson oversees the CSE office, including the CPSE.

Committee on Special Education (CSE)

The CSE refers to one of the regional offices that manages the special education process for school-age students who are not attending DOE K-12 school programs.

Confidentiality

The obligation of the DOE to maintain the student's special education records in a manner that ensures that only appropriate staff has access.

Consent

There are instances when you will be asked to provide your consent during the special education referral, evaluation, and placement process. Providing consent means that you:

Have been fully informed about the action for which you are giving consent

Understand and agree in writing to that action.

Consent is voluntary on your part and you may withdraw your consent at any time. Your withdrawal of consent does not undo an action that has occurred after you gave your consent and before you withdrew it.

Continuum

The range of education programs and services in the DOE to support educating children with disabilities in their least restrictive environment.

D

Declassification

Students who no longer need special education services are declassified by the IEP team after a reevaluation.

Declassification Support Services

Students who no longer need special education services are declassified after a reevaluation. Students who have been declassified will not have an IEP, but may receive the following services to ease the transition to general education:

Instructional support

Instructional modifications

Related services

These services may continue for up to one year after the student has been declassified. In addition, the declassification IEP may list testing accommodations that must be provided to the student after s/he has been declassified. Students who are declassified in grades 8-12 may be eligible for Safety Net graduation options if his or her last IEP notes this. To learn more about graduation options, visit our high school pages below:

Deferred Placement

During the IEP meeting, there may be a discussion regarding whether the recommended special education services should begin immediately, or, instead, whether the services should begin at the beginning of the next term or school year. This is referred to as a "deferred" placement and requires consent from the parent.

Disability Classification

Disability Classification refers to the type of disability that most affects a student's educational performance. The IEP team will determine the appropriate classification, and it will be memorialized on the student's IEP.

Due Process

Procedures that, by law, are used to ensure your child's rights to a Free Appropriate Public Education (FAPE) and your rights to be involved and have a full understanding of that process.

Due Process Complaint

Also called a Request for an Impartial Hearing, this is a written complaint filed by a parent or a school district involving any matter relating to the identification, evaluation, educational placement or provision of a Free Appropriate Public Education to a student with a disability. This may result in an Impartial Hearing.

Due Process Hearing (Impartial Hearing)

A legal proceeding before an Impartial Hearing Officer who is not an employee of the DOE. Both the parents and the school district present arguments, witnesses, if any, and evidence.

E

Early Intervention (EI)

The EI Program, under the New York City Department of Health and Mental Hygiene (DOHMH), supports families with children ages birth to 3 who have a disabilities or developmental delays.

Evaluation

The process of collecting information about a student's strengths and weaknesses to improve his or her educational program. The information collected through assessments, observations, and interviews will assist the team in determining the child's present levels of functioning and educational needs.

Exit Summary

When a student with an IEP will no longer be eligible for special education - either because s/he will (a) graduate with a local or Regents endorsed diploma or (b) no longer be age-eligible - an "Exit Summary" will be provided. The Exit Summary will summarize the student's academic achievement and functional performance and will include recommendations on how to assist the student in meeting his or her postsecondary goals.

Extended School Year Services (ESY)

Extended school year services are special education program and services provided during July and August. They may be recommended for students with disabilities who require special education over the summer to prevent substantial regression.

Children with an IEP recommendation for ESY may either:

Receive the same program and services in July - August as in September - June; or

Receive less intense services in July - August.

If ESY services are recommended, the IEP will specify the program and services that will be provided in July and August.

F

Free Appropriate Public Education (FAPE)

Special education programs and related services that are provided at public expense, under public supervision and direction, and without charge to the parent.

Functional Behavioral Assessment (FBA)

When a student engages in problem behaviors that may interfere with his or her learning or the learning of others, or that place the student or others at risk of harm or injury, a Functional Behavioral Assessment may be conducted. A Functional Behavioral Assessment is a process that is used to identify:

The reasons for a behavior

The possible interventions to address it

For more information about Functional Behavioral Assessments, visit the NY State Education Department's website.

G

General Education Curriculum

The body of knowledge and range of skills that all students, including students with disabilities, are expected to master.

H

Home Instruction

Home instruction is an educational service that is provided to students with disabilities who are unable to attend school due to a medical or psychological condition.

Hospital Instruction

Hospital instruction is an educational service provided on a temporary basis to students who are hospitalized for medical conditions that prevent them from attending school.

I

Independent Assessment

A parent may request an independent assessment at DOE expense if s/he disagrees with an assessment conducted by the DOE. The request must be made in writing to the student's DOE school or CSE. The DOE will either agree to pay for the independent assessment or will file a due process complaint to demonstrate that the assessment conducted by the DOE was appropriate.

A parent may also pay for an assessment him/herself or obtain an assessment through insurance. If you acquire an independent assessment and would like it to be considered by your child's IEP team, be sure to provide it to DOE staff in advance of the IEP meeting.

Individualized Education Program (IEP)

The Individualized Education Program (IEP) documents a child's eligibility for special education services and formalizes the plan to provide special education programs and services that are appropriate for the child's unique needs. It contains specific information about a child and the education program designed to meet these needs, including:

A child's current development and/or performance in school, and goals that can be reasonably accomplished in a school year;

Special education and related services (including counseling and speech, occupational, or physical therapy), paraprofessional support, assistive technology, behavior intervention, and modifications;

Participation with nondisabled children;

Date services will begin, how often they will be provided, where they will be provided, and for how long; and

Means of measuring a child's progress.

Individualized Education Program (IEP) Team

The IEP team is a group of members who share information and work together to determine whether your child has a disability and requires special education services, and if so, what services are appropriate. You are an important member of the IEP team.

If the IEP team, based upon the evaluation(s), determines that your child has a disability and that special education services are necessary, an IEP will be developed at the meeting.

IEP team members may include, but are not limited to:

a general education teacher;

special education teacher;

school psychologist;

social worker;

district representative;

you, the parent; and

your child.

Individualized Education Services Program (IESP)

If your child is or will attend a private or religious school in New York City, and the IEP team finds your child eligible for special education, the IEP team will develop an Individualized Education Services Program (IESP) instead of an IEP. The IESP will describe the special education services and/or related services to be provided while your child attends the private or religious school.

Individuals with Disabilities Education Act (IDEA)

The IDEA is a Federal law that gives students with disabilities the right to receive a Free Appropriate Public Education (FAPE) in the least restrictive environment from age 3 through the end of the school year in which the student turns 21 years or graduates with a high school diploma.

Initial Referral

The initial referral is a request that begins the special education evaluation process to determine whether the student has a disability and requires special education services. The initial referral can be made by the student's parent, the principal of the student's DOE school, or the chairperson of the student's CSE. To make an initial referral, the parent should submit a written request for evaluation to the student's DOE school or CSE.

Interpreter/Translator

A person who speaks the parent's preferred language/mode of communication or the child's language and interprets meetings for the parent and/or assessments for the student.

J

K

L

Least Restrictive Environment (LRE)

The IEP team will recommend a special education services that provide a student with a disability with a Free Appropriate Public Education in his or her least restrictive environment. This means that your child will be educated alongside his or her non-disabled peers to the maximum extent appropriate.

Placement of students with disabilities in special classes, separate schools, or other removal from the general educational environment occurs only when the nature or severity of the disability is such that even with the use of supplementary aids and services, education cannot be satisfactorily achieved.

The least restrictive environment is therefore different for each child.

Limited Mobility

A student with limited mobility is one who utilizes a mobility device- such as a wheelchair, walker, crutches, or cane-to negotiate the environment, or any student who negotiates the school environment with difficulty and/or at a slower pace than his or her peers, whether it is due to muscle weakness, lack of endurance, or any other reason. Students with specific mobility impairments, whether physical or sensory, for whom the design of building may pose barriers, must be offered access to programs to the extent required by law.

Local Diploma

The local diploma is a high school diploma option available to students who are eligible for the Safety Net and will not meet or exceed the requirements for an advanced Regents or Regents diploma. The Safety Net provides additional flexibilities to support students with disabilities in earning a high school diploma. If a student uses the Safety Net options, they will earn a local diploma.

M

Management Needs

The IEP will indicate a student's management needs, which include the type and amount of environmental modifications, human resources, or material resources that are required to enable a student to benefit from instruction.

Manifestation Determination Review (MDR)

A Manifestation Determination Review (MDR) is a meeting between the parent and members of the school community. It is held when a student with a disability is subject to a disciplinary change of placement. A disciplinary change of placement occurs if a student is removed from his/her current educational program due to a superintendent's suspension, principal's suspension, and/or teacher removal:

For more than 10 consecutive school days; or

For more than 10 cumulative school days in a school year as a result of a pattern of removals.

The MDR will include a discussion of the student's disability, the behavior that led to the removal, and whether the the behavior was related to his/her disability or related to a failure to implement your the student's IEP.

Mediation

Mediation is a confidential, voluntary process that allows parties to resolve disputes without a formal due process hearing. An impartial mediator helps the parties to express their views and positions and to understand the other's views and positions. The mediator's role is to facilitate discussion and help parties reach an agreement, not to recommend solutions or take positions or sides. If parties reach agreement, that agreement is binding and may not be appealed.

Modifications

Modifications change the the content and/or the instructional level of the curriculum. While accommodations are changes in formats or procedures, modifications change the difficulty level and/or quantity of the content being taught. Modifications are made for students with disabilities who are unable to comprehend all of the content an instructor is teaching. For example, assignments might be reduced in number and modified significantly for an elementary school student with cognitive impairments that limit his or her ability to understand the content in the general education class in which they are included.

N

Neurological Assessment

A neurological assessment is a specialized assessment that may be warranted when there is a suspected neurological disorder that may present through problems in daily functioning.

New York State Approved Non-Public School

These are privately operated schools that provide special education placements, which are New York State approved.

O

Occupational Therapy

Occupational Therapy is a related service designed to help a child maintain, improve, or restore adaptive and functional skills, including fine motor skills and oral motor skills in all educational activities.

Orientation and Mobility Services

These services are designed to improve a child's understanding of spatial and environmental concepts and use of information they receive through the senses (sound, temperature, vibrations) for establishing, maintaining, and regaining orientation and line of travel. Orientation and mobility services are provided to students with visual impairments.

P

Paraprofessional

A paraprofessional is an aide who provides assistance to students, either to an entire class or to an individual student.

You child's IEP may recommend the support of a paraprofessional in:

Behavior support

Health

Transportation

Orientation and Mobility

Toileting

An alternate placement paraprofessional is a paraprofessional who is bilingual in the recommended language of instruction for students who are awaiting placement in a bilingual class.

Parent Member

A parent member is a parent of a child with a disability in the school district who participates in IEP meetings and assists a parent of a child with a known or suspected disability in making educational decisions for his or her child. Parents have the right to request participation of the Parent Member at an IEP meeting, with 72 hours notice.

Pendency

When a parent or the DOE requests an Impartial Hearing, the child is entitled to remain in his or her "last agreed upon placement" until the Impartial Hearing Process (including all appeals) is complete. This placement is called pendency.

Preferred Language

This is the language that a parent feels most comfortable speaking. This may or may not be the language regularly spoken at home.

Prior Written Notice

This is a notification sent by the DOE to the parents(s). This notification will inform the parent(s) that the DOE is proposing to initiate or change the identification, evaluation, educational placement of their child.

P-1 Letter

If a placement for a special class has not been offered to a student on or before the 60th school day from the date of consent for initial referral or from the 60th school day of receipt of referral for previously identified students, the DOE must provide the parents with a letter (P-1 Letter). The P-1 Letter entitles the student to placement in a State approved non-public school at public expense. This timeline may be adjusted if the parent unreasonably delays the process.

Psychiatric Assessment

This is a specialized assessment conducted by a psychiatrist when severe emotional and/or behavioral problems may be impacting success in school.

R

Reevaluation

An evaluation conducted for a student with a disability who already receives special education services. A reevaluation will be conducted at least once every three years and upon request. A request for a reevaluation can be made by the student's parents, teacher, or school district. A reevaluation with not be conducted more than once a year unless the school and the parent agree otherwise.

Regents Diploma

In New York State, there are three types of diploma: a local diploma, a Regents diploma, and an Advanced Regents diploma. There are specific examination and credit requirements to earn a Regents Diploma.

Related Services

Related services are services that may be required to assist a student with a disability to receive meaningful educational benefit. These may include counseling, occupational therapy, physical therapy, speech-language therapy, orientation and mobility services, and other support services

Related Services Authorization (RSA)

An RSA is an authorization letter given to parents that allows them to obtain the services of a non-DOE independent provider of specific related services at DOE expense. It will be issued to the parent when the DOE has not identified a related services provider in a timely manner.

Requested Review

Upon request of the parent, the IEP team may review the child's IEP to determine if it continues to meet his or her needs.

Response to Intervention (RTI)

An instructional approach and preventative tool used by schools to ensure that all students have equal access to high-quality, instruction that is matched to their needs.

Resolution Meeting

After a parent's due process complaint is filed, the DOE and the parent are provided with an opportunity to meet to discuss possible resolution to the issues of the complaint. This meeting is called a "resolution meeting."

S

Safety Net

The Safety Net allows students with disabilities to earn a Local Diploma by fulfilling alternative exam requirements. This option is available to students with IEPs, students with 504 plans specifying Safety Net eligibility, and students with disabilities who were declassified in grades 8-12 but whose last IEP specified Safety Net eligibility. To learn more about graduation options, visit our high school pages below:

Short-Term Objectives or Benchmarks

Short-term objectives are the intermediate steps that must be learned in order to reach an annual goal. Benchmarks are major milestones that the student will demonstrate that lead to an annual goal. Short-term objectives or benchmarks will be written and memorialized on the IEP for any school-age student who participates in alternate assessment.

Skills and Achievement Commencement (SAC) Credential

This non-diploma commencement credential is available to students with IEPs who participate in alternate assessment and have attended school for at least 12 years, excluding kindergarten. It must be accompanied by documentation of the student's skills, strengths, and levels of independence in academic, career development and foundation skills needed for post-school living, learning and working.

A student who earns a SAC Credential as the sole exiting credential is eligible to remain in school until they receive a Regents or local diploma or through the end of the school year in which they turn 21 years of age.

Social History

An interview with parents concerning a student's health, family, and school background, including social relationships that is used as part of a student's evaluation.

Special Class

All students in a special class have IEPs that identify needs that cannot be met in a general education classroom. Special classes are taught by special education teachers, providing specialized instruction.

Specially Designed Instruction

Specially designed instruction consists of adaptations to the content, methodology (pedagogical approaches to instruction), or the delivery of instruction to address the unique needs that result from the child's disability. The purpose of specially designed instruction is to ensure the student has access to the general curriculum and is able to meet the educational standards of the school district that apply to all students..

Speech-Language Therapy

Speech-language therapy is a related service that helps to improve a child's listening, speaking, reading, and writing skills in academic and social situations throughout the school environment, with a focus on improving the child's communication skills.

Surrogate Parents

To ensure the rights of the student are protected, in the following circumstances, a person may be appointed by the Department as a "surrogate parent" to act in the place of parents or guardians when no parent can be identified and nobody else (for example, foster parent, guardian) can serve in that role.

Surrogate parents are not officers, employees or agents of the Department of Education or the State Education Department or any other agency involved in the education or care of the student.

T

Transition Services

For students with IEPs, "Transition" means planning for life after high school. Beginning when the student is age 14, the IEP team will discuss the student's goals, transition needs, and transition activities at each IEP meeting until the student graduates or until the end of the school year in which they turn 21.

Transition focuses on improving students' academic and functional achievement in many different settings, including education, employment, and independent living.

It is a student-centered process. That means that it addresses the unique strengths, needs, and preferences of each student.

Transportation Attendant

All door-to-door buses have a transportation attendant in addition to the driver. The attendant ensures that students board the bus safety, but the attendant does not act as a personal aide for any individual student.

Travel Training

Eligible students age 14 and above can receive travel training service. Travel training is instruction to enable students to develop an awareness of the environment in which they live and to learn the skills to move effectively and safely from place to place within that environment (e.g., in school, in the home, at work, and in the community).

U

V

Vocational Assessment

Students age 12 and those referred to special education for the first time that are age 12 and over receive a Level 1 Vocational Assessment that includes a review of school records, teacher assessments, and parent and student interviews to determine vocational skills aptitudes and interests. The Vocational Assessment is used to when considering a student's Transition needs, starting during the first IEP in effect during the school year in which the student turns 15. It should be updated in advance of, or at, each annual IEP meeting.

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See an alphabetical listing of many of the Special Education terms that you and your child may need to understand.

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CA Dept. of Ed: Clearinghouse for Multilingual Documents - 15+ Languages 

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CA Dept. of Ed: Clearinghouse for Multilingual Documents - 15+ Languages 

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Clearinghouse for Multilingual Documents (CMD)

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Special Education Glossary - English/Chinese

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Special Education Glossary - English/Chinese

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Massachusetts Department of Education

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NYU Metro Center - Glossaries for ELLs/MLLs Accommodations

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NYU Metro Center - Glossaries for ELLs/MLLs Accommodations

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25+ Languages

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year. These glossaries may be downloaded, printed and disseminated to educators, parents and ELLs/MLLs.

Bilingual glossaries are an essential and expected test accommodation for ELLs/MLLs in the State of New York. The languages of these glossaries cover the top 10 languages at the state level, with new languages added based on changing language populations in the NY State student demographic data.

Schools should provide testing accommodations to ELLs/MLLs, as needed, on all NYS ELA and content-area assessments (i.e., Mathematics, Science and Social Studies). Districts/schools must make all necessary arrangements to make these accommodations available for ELLs/MLLs who need them. Please click here for the New York State Office of Bilingual Education and World Languages Webpage on "Assessment and Testing Accommodations".

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These glossaries are to provide permitted testing accommodations of ELL/MLL students. They should also be used for instruction during the school year.

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Propane gas became "Profane gas"

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Audio clips in Spanish for practice (various levels)

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Spanish Audio | Online Listening Exercises, Phrases, Dialogues, Myths and Legends| Web 2.0 Tools | Spanish Lessons

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Spanish Audio | Listening Exercises With Transcripts | Videos & Activities

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Spanish audio phrases, dialogues, myths, legends, comics, pronunciation, and cultural activities with audio and transcripts.

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"This is an important document about your child’s education. If you need this information in another language, please contact your school district at [Insert Phone Number] to have this translated for you at no cost."

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Legal, Medical, Immigration, Business, Agriculture Glossaries

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Medical / Healthcare English/Spanish Common Ground International Medical Spanish learning tools Dictionary of Health Related Terms (PDF) HIV/AIDS Prevention

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The Head Start Bilingual Glossary has been created to provide an accurate and consistent terminology database for rendering Head Start translations from English into Spanish or vice versa.

The Spanish language is very rich and diverse. It is always a challenge to find neutral terms that most Spanish speakers in the United States would understand; therefore, in some cases, several terms are included in the same entry.

Staff in Head Start and Early Head Start programs will find this a helpful tool and will be able to provide it to those who translate for their program. Furthermore, we have asked the national contractors who translate materials for the Head Start community to use this Glossary in order to maintain consistency throughout all Head Start Spanish resources.

We hope that, in addition to bringing improved consistency, this Glossary will increase the overall understanding about Head Start in the broader early childhood community.

We encourage you to share this reference tool widely, along with the Style Guide for Translations into Spanish. Please bear in mind that it will always be a "work in progress," hence it is not exhaustive. To find a term easily, simply enter it in the search box below.

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The Head Start Bilingual Glossary has been created to provide an accurate and consistent terminology database for rendering Head Start translations from English into Spanish or vice versa. The Spanish language is very rich and diverse.

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Albuquerque Public Schools - Translated Documents in 12 Languages

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Albuquerque Public Schools - Translated Documents in 12 Languages

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Rules and Precautions students and parents need to know regarding use or equipment/tools/materials in science classes

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School District of Philadelphia - Translated Documents in 12 Languages

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School District of Philadelphia - Translated Documents in 12 Languages

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Translated Document Management - School District of Philadelphia

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Welcome to the School District of Philadelphia translation archive. You will find here all the documents and materials that have been translated into the 8 major languages spoken by our students and families: Albanian, Arabic, Chinese, French, Khmer, Spanish, Russian and Vietnamese.

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Burmese, Cambodian, Lao, Somali, Vietnamese and others

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SDUSD ELPAC Resources - Resources for Parents

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Parent’s Guide: Communicating with Your Child’s School Through Letter Writing - Samples of Multilingual Letters