A practical, plain-language reference for education professionals and support staff. Browse terminology connected with inclusive teaching, learning support, classroom practice, assessment, wellbeing, communication, school roles and common education systems.
Education terminology changes across countries, school systems, professions and time. A term may have a specific legal, funding or policy meaning in one place and a different meaning elsewhere. This glossary is educational information rather than legal, clinical or policy advice. Where a decision affects rights, funding, safety, assessment or formal support, check current local guidance and involve the appropriate learner, family/whānau and qualified professionals.
Shared terminology can make meetings, planning and day-to-day support easier — but the term itself is only useful when everyone understands what it means in practice. Use this glossary as a starting point, then connect the language back to the individual learner, their strengths, barriers, communication and goals.
Use these themes to understand the shape of the glossary, or use the filter buttons below to narrow the A–Z.
Some people prefer identity-first language, some prefer person-first language, and others use different wording entirely. Follow the person's stated preference where possible.
Terms such as nonspeaking and nonverbal are not always used in the same way. Describe communication accurately and never assume limited speech means limited comprehension.
Broad labels such as “challenging behaviour” can hide useful information. Specific descriptions, context, triggers, communication and unmet needs are usually more helpful for support planning.
Plans, disability categories, funding schemes and specialist roles may have formal local names. When a term affects entitlement or procedure, use the current wording from the relevant education authority.
The original glossary included useful NZ terminology, so it is preserved here as a clearly identified local reference rather than treating it as universal. Schools may use some terms differently, and programmes or processes can change over time.
| Term | Plain-language meaning | Why staff may encounter it |
|---|---|---|
| IEP | Individual Education Plan: a shared plan for goals, supports and responsibilities. | Used in collaborative planning for some learners; local practice varies. |
| Learning Support | Support for learning, communication, behaviour, access, sensory needs or wellbeing. | May involve classroom strategies, school staff, specialists or additional resources. |
| RTLB | Resource Teacher: Learning and Behaviour. | A specialist teacher role that can support schools with learning and behaviour-related problem solving and practice. |
| ORS | Ongoing Resourcing Scheme. | A formal NZ support/funding pathway for some learners with high ongoing needs; eligibility is criteria-based. |
| PB4L | Positive Behaviour for Learning. | A term used for approaches that support positive, predictable learning environments and behaviour support. |
| Key Competencies | Broad capabilities used within the New Zealand curriculum context. | Staff may refer to them when discussing participation, self-management, thinking and relationships. |
| Whānau Engagement | Working respectfully and collaboratively with family/whānau. | Strong partnership can improve shared understanding, consistency and culturally responsive planning. |
Two students can share a diagnosis, plan or support label and still need very different teaching approaches. Good practice combines terminology with observation, learner voice, family knowledge, strengths, context, accessibility and ongoing review.
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6 terms
Ways of communicating that supplement or replace speech, including communication boards, symbols, sign, speech-generating devices and apps.
In practice: A student may use AAC all day, not only when they are distressed.
Designing environments, information, teaching and participation so disabled and neurodivergent learners can access them with fewer unnecessary barriers.
In practice: Provide captions, readable formats, predictable navigation and more than one way to participate.
Changes that help a student access learning without lowering expectations.
In practice: Extra processing time, movement breaks, or instructions in writing
Changes to assessment conditions that help a learner demonstrate what they know without an irrelevant barrier getting in the way.
In practice: A quieter room, rest breaks, assistive technology or extra processing time may be appropriate.
Tools that support learning or communication (low-tech or high-tech).
In practice: Text-to-speech, audiobooks, visual schedules, pencil grips
A supportive plan to help a student attend more consistently (often alongside wellbeing supports).
In practice: Start with mornings only, then slowly build
5 terms
A starting point used to measure progress.
In practice: We track reading fluency now, then compare later
The idea that behaviour often shows a need (not “naughtiness”).
In practice: Avoiding work may mean it feels too hard or unsafe
A practical plan that describes patterns, likely triggers, prevention strategies, helpful responses and skills or supports to build.
In practice: The plan should focus on understanding needs and reducing barriers rather than punishment.
A simple signal a student can use to request a break safely.
In practice: Student places a ‘break’ card on the desk
A state of significant exhaustion and reduced capacity that can follow prolonged stress, masking, overload or demands that exceed available resources.
In practice: A learner may temporarily need reduced demands, recovery time and a gradual return to usual expectations.
6 terms
Breaking tasks into smaller steps.
In practice: Do 3 questions, then check in
When an adult helps a student calm and organise their body/brain before expecting learning.
In practice: Soft voice + breathing together before instructions
The amount of information and mental effort a learner is trying to manage at one time.
In practice: Shorter instructions, visual steps and worked examples can reduce unnecessary load.
A way to understand the “why” behind a challenge and solve it with the student.
In practice: What’s hard about mornings? Let’s plan together
Making sure a learner can understand information and express themselves using communication methods that work for them.
In practice: Allow AAC, writing, visuals, gesture, extra response time or alternatives to speaking in front of a group.
Changing materials, presentation, pacing or learning activities so a student can participate meaningfully in curriculum learning.
In practice: The learning intention may stay the same while the reading level, format or amount of material changes.
4 terms
Information used to guide supports (observations, work samples, tracking).
In practice: Patterns show noisy times are hardest
Strategies to reduce distress and keep everyone safe.
In practice: Give space, reduce talking, offer a calm exit
Adjusting teaching so different learners can access the same goal.
In practice: Same topic, different reading levels or formats
A state in which a person's nervous system is having difficulty maintaining a workable level of alertness, emotion or sensory organisation.
In practice: Support regulation and safety first; teaching or problem-solving usually works better afterwards.
5 terms
A psychologist working in education-related contexts who may contribute assessment, consultation, learning or behaviour support, and system-level recommendations depending on local services.
In practice: Schools may involve an educational psychologist when needs are complex or additional assessment is useful.
Helping students name feelings and learn coping tools.
In practice: You look frustrated—let’s take a reset
English for Speakers of Other Languages support.
In practice: Extra language scaffolds and vocabulary
Skills for planning, organising, starting tasks, and managing time.
In practice: A checklist helps with task initiation
Teaching that makes the goal, steps, modelling, guided practice and feedback clear rather than expecting learners to infer the process.
In practice: Model the strategy, practise it together, then gradually move toward independence.
4 terms
Changing how learners are grouped depending on the task, strengths, support needs or learning goal rather than keeping fixed ability groups.
In practice: A student might work independently for one activity and in a supported pair for another.
Options that support focus and comfort.
In practice: Wobble cushion, standing desk, quiet corner
Ongoing checks that guide teaching next steps.
In practice: Quick exit ticket shows what to reteach
Understanding what a behaviour is achieving (escape, attention, sensory, etc.).
In practice: We identify triggers and teach replacement skills
4 terms
Clear, reachable targets that are meaningful to the learner.
In practice: Read 10 minutes daily with choice books
Teacher models → do together → student tries independently.
In practice: I do, we do, you do
Structures that make group work safer and clearer.
In practice: Roles, sentence starters, predictable steps
A stage of learning where the teacher and learner practise a new skill together before independent work.
In practice: Prompt, model and give feedback while the learner is still building confidence.
4 terms
Unwritten social rules, expectations and routines that others may assume learners already understand.
In practice: Explain what 'work quietly', 'join in' or 'be ready' actually looks like in that setting.
Believing in learners while providing the supports they need.
In practice: Same learning goal, different access route
Shared communication and planning with whānau/caregivers.
In practice: Short weekly check-ins + consistent routines
Very intense focus (common for some learners), sometimes hard to shift.
In practice: Give a 5-minute warning before transitions
5 terms
Individual Education Plan: goals + supports + who does what.
In practice: We agree on classroom strategies and review dates
Designing learning so all students can participate with dignity.
In practice: Multiple ways to show learning
A locally named plan that may record goals, supports, strategies and review points for an individual learner; names and legal status vary by education system.
In practice: Use the school's current local process and involve the learner and family wherever appropriate.
Supports that are added and gradually removed as skills grow.
In practice: Sentence starters now, independent writing later
The sense of signals from inside the body, such as hunger, thirst, temperature, pain, needing the toilet or a racing heartbeat.
In practice: Some learners may need explicit support to notice body signals before they become overwhelming.
2 terms
Sharing focus on the same thing with another person (a skill that can vary).
In practice: Pointing + naming helps build shared attention
Noticing fairness, power, and barriers—then adjusting systems to reduce harm.
In practice: We change the environment, not just the student
2 terms
Broad learning capabilities (e.g., relating to others, managing self).
In practice: We teach the skill, not assume it
Small, low-pressure ways to see what learners understand.
In practice: Thumbs up/down, mini quiz, quick chat
5 terms
Clear statements about what learners are learning.
In practice: Today we are learning to…
A strengths-and-needs summary describing how a learner best accesses information, communicates, participates and shows learning.
In practice: Include strengths, interests, sensory needs, useful supports and what makes learning harder.
Additional strategies, adjustments, specialist input or resources used to reduce barriers to learning and participation.
In practice: Support can be universal, classroom-based, targeted or highly individualised.
A staff role coordinating learning support planning (varies by school).
In practice: Helps organise meetings and supports
Reducing demands, noise, and emotional intensity to help regulation.
In practice: Fewer words, calm tone, more space
4 terms
Consciously or unconsciously suppressing natural behaviours or copying expected social behaviour in order to fit in or avoid negative attention.
In practice: A learner who appears to cope at school may still be using substantial energy and need recovery afterwards.
Changes to what is expected or assessed (different from accommodations).
In practice: Reduced workload while building core skills
A planned pause that helps attention and regulation.
In practice: Wall push-ups, walk to deliver a note
Layered support: universal for all + targeted + intensive.
In practice: Most needs met in class; extra supports added if needed
4 terms
Providing support according to the barriers and needs a learner is experiencing rather than relying only on a diagnostic label.
In practice: A useful adjustment should address the actual access problem, whether or not a formal diagnosis is present.
Supporting differences without trying to “fix” identity.
In practice: We support sensory needs and communication styles
A term often used for a person who does not use speech, or uses very little speech, while still communicating in other ways.
In practice: Do not assume lack of speech means lack of understanding; provide access to reliable communication methods.
Meaning shared without spoken words (gesture, AAC, body language).
In practice: Student uses AAC or points to visuals
3 terms
Support for sensory processing, motor skills, and functional participation.
In practice: Seating/handwriting/sensory strategies
Small changes made in real time when something isn’t working.
In practice: Swap to a quiet space or reduce instructions
Ongoing Resourcing Scheme (support/funding for high ongoing needs).
In practice: May support specialist time and classroom resourcing
6 terms
A broad international term for school support staff who assist learners or teachers; local titles include teacher aide, teaching assistant and education support worker.
In practice: Roles, training and responsibilities vary by school system.
School-based support for wellbeing, relationships, belonging, attendance and social or emotional needs.
In practice: Pastoral support might involve a dean, form teacher, counsellor, mentor or other trusted staff member.
Positive Behaviour for Learning: teaching and reinforcing expected behaviours school-wide.
In practice: Explicitly teach routines and celebrate success
Encouraging a behaviour by noticing and reinforcing it.
In practice: Thanks for starting—great effort
Time needed to understand and respond.
In practice: Ask the question, pause, then repeat calmly
Regularly checking whether a teaching approach or support is helping and adjusting it when needed.
In practice: Use several sources of information rather than relying on one score or one difficult day.
2 terms
Small achievable tasks that build confidence and momentum.
In practice: Start with one question, then build
A calmer area for regulation or reduced sensory load.
In practice: Headphones + low light + timer
5 terms
Changes intended to reduce disability-related barriers so a learner can access education and participate more equitably; exact legal wording varies by jurisdiction.
In practice: Examples can include accessible materials, flexible participation, assistive technology or changes to the environment.
A plan for early signs, supports, and what helps calm.
In practice: Movement + water + reduced demands
A tiered approach used in some education systems to provide increasingly targeted teaching or intervention based on learner response.
In practice: The terminology and structure vary internationally, so use local guidance when the term appears.
Repairing harm through reflection, accountability, and relationships.
In practice: What happened? Who was affected? What now?
Resource Teacher: Learning and Behaviour (specialist teacher support).
In practice: Helps plan strategies and supports
8 terms
Support that makes learning doable (then fades as skills grow).
In practice: Worked examples and prompts
A learner communicating preferences, needs, boundaries or supports that help them participate.
In practice: Offer safe ways to say 'I need a break', 'I need that written down' or 'I need more time'.
How the nervous system notices, organises and responds to sensory information such as sound, light, touch, movement, smell and internal body signals.
In practice: A busy classroom may be workable for one learner and overwhelming for another.
Tools/strategies to manage sensory needs.
In practice: Headphones, chew tools, fidgets, reduced glare
A short, supportive story explaining expectations and options.
In practice: What to do when I feel overwhelmed in class
A communication professional who may support speech, language, literacy, social communication, feeding or AAC depending on role and local scope of practice.
In practice: Schools may collaborate with the clinician so communication supports are usable during real classroom routines.
Actively including the learner's perspective in decisions that affect their education, support and participation.
In practice: Ask what helps, what feels difficult and what the learner wants adults to understand.
Assessment used to evaluate learning at the end of a period, unit or course.
In practice: A test, final project or end-of-unit task may be summative.
4 terms
Breaking a larger skill or routine into smaller teachable steps.
In practice: Instead of saying 'get ready for class', list the specific steps the learner needs to complete.
Staff member supporting learners under teacher guidance (role varies).
In practice: Helps with routines, scaffolds, and access
Moving between tasks/places (often a high-stress time).
In practice: Use a countdown and visual schedule
Teaching with safety, trust, and nervous-system needs in mind.
In practice: Predictability + choice + calm transitions
2 terms
Universal Design for Learning: multiple ways to engage, access, and show learning.
In practice: Choice of text/audio/video and response formats
Supports for everyone (predictable routines, clear instructions).
In practice: Visual timetable benefits the whole class
3 terms
A visual plan of what’s happening and when.
In practice: Now/Next or a full-day picture schedule
Pictures, written cues, diagrams, schedules, checklists, maps or other visual information that makes expectations and sequences easier to understand.
In practice: A visual can stay available after spoken instructions have disappeared.
A visual to support volume expectations.
In practice: 0 = silent, 1 = whisper, 2 = partner talk…
4 terms
A plan for wellbeing supports in school (check-ins, safe spaces, adjustments).
In practice: Daily check-in + break options + calm corner
Working alongside family/caregivers with respect and shared goals.
In practice: Use strengths-based language and co-plan supports
When a learner avoids tasks (often because of overwhelm, anxiety, or skill gaps).
In practice: We reduce load and rebuild confidence step-by-step
A planned change to the amount, pace or timing of work when the usual workload creates an unnecessary barrier.
In practice: Prioritise core learning rather than simply requiring a distressed learner to complete every task.
1 term
Common accommodation: extra time for tasks/tests when processing is slower.
In practice: Student gets extra time and quiet space for assessments
2 terms
Typical curriculum expectations for a year group (used carefully and compassionately).
In practice: We use this to plan support, not shame
Planning that begins with the learner's strengths, goals, preferences, communication and lived experience rather than only adult priorities.
In practice: The student should have a meaningful way to contribute even if they do not want to speak in a meeting.
1 term
The “just right” learning zone: not too easy, not too hard—doable with support.
In practice: We scaffold until it becomes independent
Some terms are easier to understand as part of a cluster rather than in isolation.
A glossary cannot replace listening to the learner, but shared language can make collaboration easier. Use the definitions as a starting point, stay curious about individual meaning and context, and keep support practical.