Changes to how learning or assessment happens so a learner can access it more fairly without changing the core learning goal.

Example: Examples can include extra processing time, a quieter room, written instructions or assistive technology.

What a learner has demonstrated they know or can do in a subject or area of learning. Achievement can be measured in different ways and is not the same as a person’s worth or potential.

Example: A learner may show achievement through a test, project, presentation, practical task or portfolio.

Stress linked with grades, deadlines, workload, exams, expectations or comparison with others.

Example: Pressure can come from school, family, peers, culture or the learner’s own expectations.

The practical conditions or supports a person needs in order to participate.

Example: A learner may need captions, low-sensory seating, written instructions, wheelchair access or extra processing time.

Education designed so disabled, neurodivergent and otherwise diverse learners can participate with fewer unnecessary barriers.

Example: Accessibility may involve the environment, teaching, communication, technology, assessment and attitudes.

A change to a task, resource, environment or teaching approach to make learning more usable.

Example: A long worksheet might be shortened or broken into smaller parts.

A broad phrase used in some places for learners who need extra or different support to access learning. Local terminology varies.

Example: The phrase can include learning, communication, sensory, disability, health or wellbeing-related needs.

Speaking up for rights, needs, access, safety or fair treatment, either for yourself or with someone else.

Example: A parent may advocate for a meeting; a student may ask for written instructions or a quieter space.

A different way for a learner to demonstrate knowledge or skill when the usual assessment format creates an unnecessary barrier.

Example: A practical demonstration or oral response may sometimes be used instead of a long written task.

Tools that help a person access learning, communicate or complete tasks.

Example: Examples include text-to-speech, speech-to-text, alternative keyboards, AAC, screen readers or visual timers.

Being present for school or learning. Attendance can be affected by health, disability, anxiety, transport, safety, bullying, family circumstances and many other factors.

Example: Attendance data does not explain the reason a learner is missing school.

A collaborative plan to help a learner attend or re-engage with education in a realistic and supportive way.

Example: A plan may include shorter days, safe arrival routines, check-ins or a gradual increase in attendance.

A starting point used to compare later progress or change.

Example: A teacher may record current reading accuracy before beginning a new support approach.

Feeling accepted, included, safe and valued within a group or community.

Example: A learner can be physically present in class without feeling that they belong.

A visual or written cue a learner can use to request a break.

Example: A student may place a break card on the desk rather than needing to explain verbally when overloaded.

Repeated or significant harmful behaviour involving power imbalance, intimidation, exclusion, harassment or aggression. Definitions vary by policy and jurisdiction.

Example: Bullying can be physical, verbal, relational, discriminatory or online.

Significant exhaustion and reduced capacity after prolonged stress, overload, masking or demands that exceed available resources.

Example: Recovery may require reduced demands, rest and a gradual return to usual expectations.

The ways a learner takes part in classroom learning.

Example: Participation might include listening, writing, using AAC, working independently, contributing online or speaking aloud.

A practical change in the classroom that reduces a barrier to learning or participation.

Example: Moving a learner away from a noisy doorway can be a simple classroom adjustment.

The physical, sensory, social and emotional conditions in a classroom.

Example: Noise, lighting, seating, routines and peer interactions can all affect how accessible a classroom feels.

Support from another person that helps a learner feel safer, calmer or more organised before expecting problem-solving or learning.

Example: A calm adult voice, reduced language and predictable support can help during distress.

Planning done together with the learner, family/whānau, school staff and relevant professionals.

Example: Good planning makes responsibilities, goals and review points clear.

Making sure a learner can understand information and express themselves using communication methods that work for them.

Example: This may include AAC, visuals, writing, gesture, interpreters or extra response time.

Responding with curiosity, dignity and care rather than assuming difficulty is deliberate or caused by poor motivation.

Example: A compassionate response asks what is making the task hard before increasing consequences.

The planned learning content, skills, knowledge and experiences used in an education system or programme.

Example: Curriculum structures and terminology differ between countries.

Changing materials, pace, format or learning activities so a learner can participate meaningfully.

Example: The same concept may be taught using simpler text, visuals or hands-on materials.

Ways of reducing stress, conflict or distress so a situation becomes safer and calmer.

Example: Reducing demands, giving space and using fewer words may help.

The time or date by which a task is expected to be completed.

Example: Some learners benefit from staged deadlines or advance reminders.

Adjusting teaching, resources or tasks so learners with different needs can work toward meaningful learning goals.

Example: Students may explore the same topic using different reading levels or response formats.

Support or adjustments provided to reduce barriers experienced by disabled learners.

Example: The exact process, eligibility and legal wording vary by country and education system.

A state where a person is having difficulty maintaining a workable level of emotional, sensory or physiological regulation.

Example: Learning and discussion may need to wait until the learner feels safer and more settled.

A general term for an individual plan that records goals, supports, adjustments or responsibilities. Official names differ by system.

Example: Some systems use terms such as IEP, ILP, learning plan or support plan.

A process used to understand learning, progress, strengths, needs or support priorities.

Example: Assessment can include observation, work samples, tests, interviews or specialist tools.

A psychologist working in education-related contexts who may assess, consult, recommend supports or contribute to planning, depending on local services.

Example: Their role and referral pathway differ across countries.

The processes involved in noticing, managing and recovering from emotional states.

Example: Regulation can be supported through routines, sensory tools, movement, rest and co-regulation.

A change to exam conditions intended to reduce an access barrier.

Example: Possible examples include extra time, rest breaks, assistive technology or a separate room.

Mental processes involved in planning, starting tasks, organising, remembering, shifting attention and managing time.

Example: Checklists and visual steps can reduce executive-function load.

Additional time to understand information, organise a response or complete a task.

Example: Pausing after a question can be more helpful than repeating it immediately.

Ongoing collaboration between a learner’s family/whānau and education setting.

Example: Useful partnership includes shared information, clear expectations and respectful two-way communication.

Information about what is working, what needs development and possible next steps.

Example: Specific feedback is usually more useful than a grade alone.

Learning designed with options in pace, place, format, timing or participation where appropriate.

Example: A learner might access materials online and complete some work in a quieter setting.

Different seating or positioning options that support comfort, access or regulation.

Example: Options may include a standard chair, standing desk, wobble cushion or floor workspace.

Low-stakes or ongoing assessment used to guide teaching and learning while learning is still happening.

Example: A teacher may use a short quiz or discussion to decide what needs reteaching.

Structured help with social connection, conflict, boundaries or participation in peer groups.

Example: Support should respect differences rather than forcing a learner to imitate peers.

How a condition, disability or barrier affects everyday participation rather than the label alone.

Example: Support decisions are often clearer when people describe what is difficult in real situations.

Choosing meaningful targets and identifying steps toward them.

Example: A good goal should be understandable, relevant and reviewed over time.

A mark, level or judgement used to represent performance in a task, subject or course.

Example: Grades are only one type of information about learning.

Learning that involves working with other people toward a shared task or outcome.

Example: Clear roles and alternatives can make group work more accessible.

Unwritten social rules and expectations that people may be expected to infer.

Example: Learners may need explicit explanations of what “be ready” or “join in” means in a particular setting.

Learning tasks expected to be completed outside scheduled class time.

Example: Homework can create different barriers depending on home support, energy, executive function and access to technology.

A commonly used name for an individual plan that records goals, supports and responsibilities. The exact format, legal status and name vary internationally.

Example: A plan should be understandable and useful to the learner and people supporting them.

Creating environments where people can participate with dignity, support and belonging rather than simply being physically present.

Example: Inclusion may require changes to systems, environments and teaching rather than asking the learner to fit an inaccessible setup.

Learning where a person manages some or all of the task with less direct support.

Example: Independence can include using tools, checklists or assistive technology.

A name used in some education settings for an individual plan describing goals and support. Its official meaning varies by system.

Example: Always check local policy when the term has a formal role.

The sense of internal body signals such as hunger, thirst, temperature, pain, needing the toilet or a racing heartbeat.

Example: Some learners need explicit help to recognise body signals before they become overwhelming.

A broad, non-diagnostic phrase describing differences in how a person learns or processes information.

Example: It may be used informally and should not be confused with a specific diagnosis.

The physical, social, digital and emotional setting in which learning happens.

Example: The environment can either reduce or increase barriers.

A strengths-and-needs summary describing how a learner best accesses information, communicates and participates.

Example: A learning profile can include strengths, interests, sensory needs and useful supports.

A commonly used phrase for preferred ways of engaging with information. Fixed “learning styles” models are not strongly supported by evidence, so preferences are better treated flexibly rather than as permanent categories.

Example: A learner may prefer visual information while still benefiting from discussion, practice and hands-on learning.

Additional strategies, adjustments, resources or specialist involvement intended to reduce barriers to learning.

Example: Support can be universal, targeted or individual.

People who assist learners or teachers with access, participation or support. Titles and responsibilities vary internationally.

Example: Examples include teaching assistants, teacher aides, paraprofessionals and learning support workers.

Skills involved in understanding and communicating through reading, writing and other forms of text and language.

Example: Literacy demands vary across subjects and life stages.

Consciously or unconsciously suppressing natural behaviours or copying expected social behaviour to fit in or avoid negative attention.

Example: A learner may appear to cope at school while using substantial energy to do so.

A planned discussion between people involved in a learner’s education or support.

Example: Useful meetings are clearer when the learner and family know the purpose, who will attend and what decisions may be made.

A change to what a learner is expected to learn or demonstrate, rather than only changing how they access the task.

Example: The distinction between modification and accommodation is not used exactly the same way everywhere.

A planned opportunity to move in order to support attention, comfort or regulation.

Example: A short walk, stretch or heavy-work activity may help some learners.

A broad term for someone whose brain or nervous system works in ways that differ from dominant norms, often including autism, ADHD, dyslexia and other forms of neurodivergence.

Example: People use the term in different ways, so context matters.

The natural variation in human brains, minds and nervous systems across a population.

Example: Neurodiversity includes everyone; neurodivergent describes people whose neurology differs from dominant norms.

Support that respects neurodivergent identity and reduces barriers rather than trying to make someone appear less neurodivergent.

Example: Support may focus on communication access, sensory needs and self-advocacy.

A term often used for a person who does not use speech, or uses very little speech, while still communicating in other ways.

Example: Do not assume limited speech means limited understanding.

Tools or strategies that reduce the demand of listening and writing at the same time.

Example: Options may include slides, shared notes, recording where permitted or speech-to-text.

Understanding and using numbers, quantities and mathematical ideas in learning and everyday life.

Example: Numeracy includes more than formal maths lessons.

A professional who may support participation, sensory needs, motor skills, self-care or access, depending on setting and local scope of practice.

Example: School involvement varies widely between education systems.

Learning delivered partly or fully through digital platforms or the internet.

Example: Accessibility depends on platform design, devices, internet access and the learner’s support needs.

Managing materials, information, time and tasks.

Example: External tools such as planners, checklists and labelled storage can reduce organisation demands.

A state where demands, sensory input, emotions or information feel greater than a person can manage at that moment.

Example: Reducing demands and creating a calmer environment may help before problem-solving.

A meeting between family/caregivers and school staff to discuss learning, wellbeing or support.

Example: Different countries use different names and formats for these meetings.

School-based support for wellbeing, relationships, belonging and social or emotional needs.

Example: The responsible staff member may be called a dean, advisor, form teacher, mentor or something else.

Help, encouragement or connection provided by classmates or other young people.

Example: Peer support should be voluntary and not turn one student into another student’s unpaid support person.

Communication that uses clear wording, manageable sentences and helpful structure so information is easier to understand.

Example: Plain language can improve access for many learners and families.

How quickly a person can take in information, think about it and respond.

Example: Slower processing speed does not mean lower intelligence.

Regularly checking whether learning or support is changing over time.

Example: Progress should be interpreted alongside context, wellbeing and learner feedback.

A lower-stimulation area a learner can use for regulation, concentration or recovery.

Example: A quiet space should not be used as punishment.

A legal or policy term used in many jurisdictions for changes that reduce disability-related barriers. Exact definitions and duties vary by location.

Example: Always check the current rules in the relevant country or education system.

A formal or informal process for asking another service, specialist or team to become involved.

Example: Referral criteria and waiting times differ widely.

A written summary of learning, progress, assessment, support or professional findings.

Example: Families can ask for unfamiliar terms in a report to be explained.

A planned pause during learning or assessment to support fatigue, health, regulation or access.

Example: A rest break may be scheduled or available when needed, depending on the plan.

Anxiety connected with school attendance, school environments, performance, relationships or specific demands.

Example: School anxiety can look like distress, shutdown, physical symptoms or avoidance.

A pattern of difficulty attending or remaining at school, often linked with anxiety, overwhelm, bullying, unmet needs or other barriers.

Example: The term describes what is happening; it does not explain why.

A staff member or professional who supports student wellbeing. Qualifications, scope and titles vary between systems.

Example: Some schools have dedicated counsellors while others use external services.

A term sometimes used when a learner has significant difficulty attending school because of distress or anxiety. Some people prefer terms such as school avoidance because “refusal” can sound blaming.

Example: Use language that reflects the learner’s experience rather than assuming choice or defiance.

A practical plan recording supports, responsibilities, routines or adjustments used in a school setting.

Example: The plan may be formal or informal depending on local systems.

Communicating your needs, preferences, boundaries or rights.

Example: A learner may ask for more time, written instructions or a different way to participate.

A pause or change in activity intended to help manage sensory load.

Example: A learner might move to a quieter place, use headphones or do a regulating activity.

Distress or reduced capacity caused by more sensory input than a person can comfortably process.

Example: Noise, fluorescent lighting, crowds or touch can contribute.

How the nervous system notices, organises and responds to sensory information.

Example: Sensory experiences vary greatly between people and situations.

A communication professional who may support speech, language, literacy, social communication, AAC or feeding, depending on role and local scope.

Example: Titles differ by country.

Meaningful inclusion of the learner’s own views in decisions that affect their education or support.

Example: Student voice can be spoken, written, signed, drawn, typed or communicated through AAC.

Strategies for organising, understanding, remembering and reviewing learning.

Example: Study skills can include planning, retrieval practice, note-taking and breaking work into smaller steps.

Assessment used to evaluate learning at the end of a unit, course or period of study.

Example: Examples include final exams, end-of-unit projects or graded performances.

Someone who helps a learner communicate, understand, participate or feel safer in a meeting or education setting.

Example: The role may be filled by a family member, advocate, staff member or another agreed person.

Common international names for staff who support learners and teachers. Training, responsibilities and supervision vary by country and school.

Example: The same role can have different titles in different places.

A change from one task, place, teacher, class, year level or education setting to another.

Example: Transitions can be easier with advance information, visual schedules and predictable routines.

An approach that considers safety, trust, choice, relationships and the possible effects of trauma on learning and behaviour.

Example: Trauma-informed practice should not assume every difficulty is caused by trauma.

A framework for planning learning with multiple ways to engage, access information and demonstrate learning.

Example: UDL aims to reduce barriers before individual fixes are needed.

A visual representation of what will happen and in what order.

Example: A schedule might use words, pictures, symbols or photos.

A broad term covering physical, emotional, social and psychological quality of life.

Example: School wellbeing is influenced by relationships, safety, workload, belonging and access.

A brief way for a learner and trusted adult to communicate how things are going.

Example: A check-in can use words, a scale, symbols or a visual card.

The amount and intensity of work a learner is expected to manage.

Example: Workload can become inaccessible even when the learning itself is achievable.

A planned change to the amount, pace or timing of work when the usual workload creates an unnecessary barrier.

Example: Prioritising essential learning can be more useful than requiring every task.

A practical way to index the common support of extra time under X. Extra time is additional time for processing, writing, reading or completing an assessment.

Example: Eligibility and formal approval processes differ by school and jurisdiction.

A stage or grade within an education system. Names and age groupings differ between countries.

Example: Year 7 in one country may not match Grade 7 elsewhere.

Moving from one year level or stage of education to the next.

Example: Advance visits, photos, timetables and transition meetings can help.

A learning concept describing tasks a learner cannot yet do alone but can do with appropriate support.

Example: The support can gradually reduce as the skill becomes more independent.