Diablo Psychology Resource Library

---

A 504 Plan provides accommodations for students with disabilities in a general education setting. Unlike an IEP, a 504 Plan does not typically include specialized instruction but ensures equal access to the learning environment through adjustments, such as extended time or seating arrangements

 ADHD is a neurodevelopmental disorder characterized by difficulties with attention, impulsivity, and/or hyperactivity. ADHD can impact academic performance and social interactions and is managed with a combination of behavioral interventions, educational support, and, in some cases, medication.

Assessments refer to a series of tests and evaluations used to understand a student's cognitive, academic, social-emotional, and behavioral functioning. These may include formal standardized tests, observations, and informal measures, helping to inform decisions about learning support, strengths, and challenges.

ASD is a developmental disorder affecting communication, social skills, and behavior. Students with autism may experience challenges with social interactions, language, and repetitive behaviors. They often benefit from individualized educational support, therapy, and structured routines.

A BIP is a plan developed to address specific challenging behaviors that may interfere with a student's learning. Based on a Functional Behavior Assessment (FBA), it includes positive reinforcement, structured supports, and strategies to help the student replace challenging behaviors with positive ones.

Dyscalculia is a specific learning disorder impacting mathematical skills. Students with dyscalculia may have difficulties with number sense, basic arithmetic, and mathematical reasoning. Support may include structured math interventions and tools to aid in problem-solving and number operations.

Dysgraphia is a learning disorder that affects writing skills, including the ability to form letters, space words consistently, and organize thoughts on paper. Students with dysgraphia may struggle with fine motor skills, spelling, and written expression, requiring targeted interventions and accommodations.

Dyslexia is a learning disorder characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. It often results from a deficit in the phonological component of language, which is unexpected relative to other cognitive abilities and access to effective classroom instruction. Dyslexia can impact reading comprehension and may lead to reduced reading experience, which can impede vocabulary growth and background knowledge.

Executive functioning refers to cognitive skills essential for organizing, planning, time management, and self-regulation. These skills are necessary for goal-oriented behavior and are often an area of support for students with ADHD and other learning differences.

Under the Individuals with Disabilities Education Act (IDEA), students eligible for special education services are entitled to FAPE, meaning they have the right to an education that meets their individual needs without cost to the family.

An IEP is a legally binding document developed for public school students who qualify for special education services. It outlines specific goals, accommodations, and modifications tailored to meet a student’s unique educational needs. The IEP process involves assessments, team meetings, and annual reviews to ensure appropriate support.

LRE is an IDEA principle that supports educating students with disabilities alongside their non-disabled peers to the maximum extent possible. Placement decisions consider the balance between providing necessary supports and ensuring social inclusion.

The ability to recognize and remember visual word patterns and letter sequences in written language. Orthographic processing allows individuals to quickly identify words by sight rather than decoding them letter-by-letter, which is essential for reading fluency and accurate spelling. Challenges in orthographic processing can affect reading speed, comprehension, and written expression, as it impacts how well individuals remember and apply spelling rules and patterns.

OHI is a category under IDEA that covers students with health conditions that impact their ability to succeed in the classroom, including ADHD, epilepsy, and certain chronic illnesses. OHI status may qualify students for special education services and accommodations to support their educational experience.

Self-regulation is the ability to manage one’s emotions, behaviors, and responses to situations effectively. It involves skills such as impulse control, emotional awareness, and stress management. Self-regulation skills help students navigate challenging social and academic situations by responding thoughtfully.

SLD is a category of learning disorders that impact specific academic skills, such as reading, writing, or math, despite typical cognitive abilities. Diagnoses like dyslexia (reading), dysgraphia (writing), and dyscalculia (math) fall under this umbrella. SLDs are identified through assessments and may qualify a student for an IEP.

Social-emotional functioning refers to a person’s ability to understand and manage their emotions, build positive relationships, and make responsible decisions. These skills are crucial for overall mental health and interpersonal success and are often a focus in both educational and therapeutic settings.