Aspie Answers • Glossaries & Definitions

Educators & School Staff Glossary (A–Z)

Plain-language education terms (NZ-friendly) — learning support, classroom strategies, plans, roles, and common acronyms.

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Welcome

Quick clarity for school language

Education terms can feel like a whole new language — especially when you’re reading reports, writing plans, or supporting a student day-to-day. This glossary keeps definitions calm, practical, and easy to scan.

“Small supports, done consistently, make a big difference.”

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Type a keyword (e.g., “IEP”, “RTLB”, “accommodations”, “UDL”, “sensory”) to live-filter the terms on this page.

Tip: Use the A–Z bar to jump by letter.

Quick reference

Common NZ learning support terms

These are often used in school conversations. (Some acronyms vary by region or school.)

Term	What it means	Why it matters (in plain words)
IEP	Individual Education Plan: a shared plan for goals, supports, and responsibilities.	Helps everyone support the student in the same direction (student/whānau/school/specialists).
Learning Support	Support provided for learning, behaviour, communication, sensory needs, or wellbeing.	Support can be classroom-based or involve specialists and adaptations.
RTLB	Resource Teacher: Learning and Behaviour (specialist teacher support).	Supports schools with strategies, plans, and problem-solving for learning/behaviour needs.
ORS	Ongoing Resourcing Scheme (funding/support for high ongoing needs).	May support teacher aide time, specialist involvement, and resources (criteria-based).
UDL	Universal Design for Learning: planning lessons so more learners can access them.	Reduces the need for “special” fixes by building flexibility into teaching from the start.
PB4L	Positive Behaviour for Learning (whole-school approach).	Focuses on teaching expected behaviours and building a supportive environment.

Letter A

Accommodations: Changes that help a student access learning without lowering expectations. Example: “Extra processing time, movement breaks, or instructions in writing.”
Assistive Technology: Tools that support learning or communication (low-tech or high-tech). Example: “Text-to-speech, audiobooks, visual schedules, pencil grips.”
Attendance Plan: A supportive plan to help a student attend more consistently (often alongside wellbeing supports). Example: “Start with mornings only, then slowly build.”

Letter B

Baseline: A starting point used to measure progress. Example: “We track reading fluency now, then compare later.”
Behaviour as Communication: The idea that behaviour often shows a need (not “naughtiness”). Example: “Avoiding work may mean it feels too hard or unsafe.”
Break Card: A simple signal a student can use to request a break safely. Example: “Student places a ‘break’ card on the desk.”

Letter C

Co-Regulation: When an adult helps a student calm and organise their body/brain before expecting learning. Example: “Soft voice + breathing together before instructions.”
Collaborative Problem Solving: A way to understand the “why” behind a challenge and solve it with the student. Example: “What’s hard about mornings? Let’s plan together.”
Chunking: Breaking tasks into smaller steps. Example: “Do 3 questions, then check in.”

Letter D

Differentiation: Adjusting teaching so different learners can access the same goal. Example: “Same topic, different reading levels or formats.”
De-escalation: Strategies to reduce distress and keep everyone safe. Example: “Give space, reduce talking, offer a calm exit.”
Data (learning/behaviour): Information used to guide supports (observations, work samples, tracking). Example: “Patterns show noisy times are hardest.”

Letter E

Executive Function: Skills for planning, organising, starting tasks, and managing time. Example: “A checklist helps with task initiation.”
ESOL: English for Speakers of Other Languages support. Example: “Extra language scaffolds and vocabulary.”
Emotion Coaching: Helping students name feelings and learn coping tools. Example: “You look frustrated—let’s take a reset.”

Letter F

Flexible Seating: Options that support focus and comfort. Example: “Wobble cushion, standing desk, quiet corner.”
Formative Assessment: Ongoing checks that guide teaching next steps. Example: “Quick exit ticket shows what to reteach.”
Functional Behaviour Assessment (FBA): Understanding what a behaviour is achieving (escape, attention, sensory, etc.). Example: “We identify triggers and teach replacement skills.”

Letter G

Goal Setting: Clear, reachable targets that are meaningful to the learner. Example: “Read 10 minutes daily with choice books.”
Gradual Release: Teacher models → do together → student tries independently. Example: “I do, we do, you do.”
Group Work Supports: Structures that make group work safer and clearer. Example: “Roles, sentence starters, predictable steps.”

Letter H

High Expectations, High Support: Believing in learners while providing the supports they need. Example: “Same learning goal, different access route.”
Home–School Partnership: Shared communication and planning with whānau/caregivers. Example: “Short weekly check-ins + consistent routines.”
Hyperfocus: Very intense focus (common for some learners), sometimes hard to shift. Example: “Give a 5-minute warning before transitions.”

Letter I

IEP: Individual Education Plan: goals + supports + who does what. Example: “We agree on classroom strategies and review dates.”
Inclusive Practice: Designing learning so all students can participate with dignity. Example: “Multiple ways to show learning.”
Instructional Scaffolding: Supports that are added and gradually removed as skills grow. Example: “Sentence starters now, independent writing later.”

Letter J

Justice-Oriented Practice: Noticing fairness, power, and barriers—then adjusting systems to reduce harm. Example: “We change the environment, not just the student.”
Joint Attention: Sharing focus on the same thing with another person (a skill that can vary). Example: “Pointing + naming helps build shared attention.”

Letter K

Key Competencies: Broad learning capabilities (e.g., relating to others, managing self). Example: “We teach the skill, not assume it.”
Knowledge Checks: Small, low-pressure ways to see what learners understand. Example: “Thumbs up/down, mini quiz, quick chat.”

Letter L

Learning Support Coordinator (LSC): A staff role coordinating learning support planning (varies by school). Example: “Helps organise meetings and supports.”
Learning Intentions: Clear statements about what learners are learning. Example: “Today we are learning to…”
Low Arousal Approach: Reducing demands, noise, and emotional intensity to help regulation. Example: “Fewer words, calm tone, more space.”

Letter M

Modifications: Changes to what is expected or assessed (different from accommodations). Example: “Reduced workload while building core skills.”
Movement Break: A planned pause that helps attention and regulation. Example: “Wall push-ups, walk to deliver a note.”
Multi-Tiered Support (MTSS): Layered support: universal for all + targeted + intensive. Example: “Most needs met in class; extra supports added if needed.”

Letter N

Neurodiversity-Affirming Practice: Supporting differences without trying to “fix” identity. Example: “We support sensory needs and communication styles.”
Nonverbal Communication: Meaning shared without spoken words (gesture, AAC, body language). Example: “Student uses AAC or points to visuals.”

Letter O

ORS: Ongoing Resourcing Scheme (support/funding for high ongoing needs). Example: “May support specialist time and classroom resourcing.”
Occupational Therapy (OT) in school contexts: Support for sensory processing, motor skills, and functional participation. Example: “Seating/handwriting/sensory strategies.”
On-the-Spot Adjustments: Small changes made in real time when something isn’t working. Example: “Swap to a quiet space or reduce instructions.”

Letter P

PB4L: Positive Behaviour for Learning: teaching and reinforcing expected behaviours school-wide. Example: “Explicitly teach routines and celebrate success.”
Processing Time: Time needed to understand and respond. Example: “Ask the question, pause, then repeat calmly.”
Positive Reinforcement: Encouraging a behaviour by noticing and reinforcing it. Example: “Thanks for starting—great effort.”

Letter Q

Quiet Space: A calmer area for regulation or reduced sensory load. Example: “Headphones + low light + timer.”
Quick Wins: Small achievable tasks that build confidence and momentum. Example: “Start with one question, then build.”

Letter R

RTLB: Resource Teacher: Learning and Behaviour (specialist teacher support). Example: “Helps plan strategies and supports.”
Restorative Practice: Repairing harm through reflection, accountability, and relationships. Example: “What happened? Who was affected? What now?”
Regulation Plan: A plan for early signs, supports, and what helps calm. Example: “Movement + water + reduced demands.”

Letter S

Scaffolding: Support that makes learning doable (then fades as skills grow). Example: “Worked examples and prompts.”
Sensory Supports: Tools/strategies to manage sensory needs. Example: “Headphones, chew tools, fidgets, reduced glare.”
Social Story: A short, supportive story explaining expectations and options. Example: “What to do when I feel overwhelmed in class.”

Letter T

Teacher Aide: Staff member supporting learners under teacher guidance (role varies). Example: “Helps with routines, scaffolds, and access.”
Trauma-Informed Practice: Teaching with safety, trust, and nervous-system needs in mind. Example: “Predictability + choice + calm transitions.”
Transitions: Moving between tasks/places (often a high-stress time). Example: “Use a countdown and visual schedule.”

Letter U

UDL: Universal Design for Learning: multiple ways to engage, access, and show learning. Example: “Choice of text/audio/video and response formats.”
Universal Supports: Supports for everyone (predictable routines, clear instructions). Example: “Visual timetable benefits the whole class.”

Letter V

Visual Schedule: A visual plan of what’s happening and when. Example: “Now/Next or a full-day picture schedule.”
Voice Level Chart: A visual to support volume expectations. Example: “0 = silent, 1 = whisper, 2 = partner talk…”

Letter W

Wellbeing Plan: A plan for wellbeing supports in school (check-ins, safe spaces, adjustments). Example: “Daily check-in + break options + calm corner.”
Whānau Engagement: Working alongside family/caregivers with respect and shared goals. Example: “Use strengths-based language and co-plan supports.”
Work Avoidance: When a learner avoids tasks (often because of overwhelm, anxiety, or skill gaps). Example: “We reduce load and rebuild confidence step-by-step.”

Letter X

X (eXtra time): Common accommodation: extra time for tasks/tests when processing is slower. Example: “Student gets extra time and quiet space for assessments.”

Letter Y

Year-Level Expectations: Typical curriculum expectations for a year group (used carefully and compassionately). Example: “We use this to plan support, not shame.”

Letter Z

Zone of Proximal Development (ZPD): The “just right” learning zone: not too easy, not too hard—doable with support. Example: “We scaffold until it becomes independent.”

Thanks for supporting learners with care

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