Settings designed to provide academic or therapeutic services to children with special needs and disabilities.

A special education program where a child with special needs receives all of their academic work under the supervision of a special education teacher.

When children without disabilities are brought into the special education classroom or a therapy session for a specified period of time. Professional use reverse mainstreaming to increase the contact between disabled children in special education settings and their more typical peers.

The idea that parents and teachers can learn to spot warning signs that a child is not learning appropriately and respond in a way that positively impacts school success.

Mental health professionals who are often involved in a child’s initial assessment to determine cognitive functioning, developmental abilities, and social-behavioral functioning.

Frequent check-ins to make sure that a specific intervention is working. This progress monitoring allows for better outcomes because it provides space for occasional adjustments and revisions to the strategies used in the intervention.

Training that individuals undergo prior to receiving certification or employment as an educational professional.

People who determine the policies and procedures for intervention services such as school superintendents, elected officials and employees tasked with overseeing these programs or handling funding.

An early intervention strategy that acknowledges that children tend to learn best through playing.

Doctors who generally work with small muscle groups.