APPENDIX
I
ACRONYMS
ADA -
Americans with Disabilities Act
ADD -
Attention Deficit Disorder
ADHD -
Attention Deficit Hyperactivity Disorder
APA -
Alternate Proficiency Assessments
CCCS -
Core Curriculum Content Standards
CSPD -
Comprehensive System of Personnel Development
CST -
Child Study Team
DDD -
Division of Developmental Disabilities
DEC -
Division of Early Childhood of the Council for Exceptional Children
ESPA -
Elementary School Proficiency Assessment
ESY -
Extended School Year
EWT -
Early Warning Test
FAPE -
Free Appropriate Public Education
FERPA -
Family Educational Rights and Privacy Act
FT -
Basic Flow-Through
GEPA -
Grade Eight Proficiency Assessment
HSPA -
High School Proficiency Assessment
HSPT -
High School Proficiency Test
IDEA -
Individuals with Disabilities Education Act
IFSP -
Individual Family Service Plan
LD -
Learning Disability
LEA -
Local Education Agency
LEP -
Limited English Proficient
LRE -
Least Restrictive Environment
NICHCY/NICCHY
- National Information Center for Children and Youth with Handicaps
N.J.A.C.
- New Jersey Administrative Code
NJDOE -
New Jersey Department of Education
N.J.S.A.
- New Jersey Statutes Annotated
OSEP -
Office of Special Education Programs
OT -
Occupational Therapy
P&A -
Protection and Advocacy
PT -
Physical Therapy
SAT -
Standardized Achievement Test
SE -
Supported Employment
SEA -
State Education Agency
SPED,
SPECED - Special Education
STC -
School-to-Career
STW -
School-to-Work
UAP -
University Affiliated Program
USDOE -
United States Department of Education
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GLOSSARY
OF TERMS
A
B C D E
F G H I
J L M N
O P R S
T U
A
Abbott
district: As
defined by New Jersey Statutes Annotated (NJSA) 18A:7F-3, means one of
the 30 poor urban school districts.
Twenty-eight districts were litigants in the original Abbott v.
Burke funding case decided by the New Jersey Supreme Court on June 5,
1990 (119 N.J. 287, 394): Asbury Park, Bridgeton, Burlington, Camden,
East Orange, Elizabeth, Garfield, Gloucester, Harrison, Hoboken,
Irvington, Jersey City, Keansburg, Long Branch, Millville, New
Brunswick, Newark, City of Orange, Passaic, Paterson, Pemberton, Perth
Amboy, Phillipsburg, Pleasantville, Trenton, Union, Vineland, and West
New York. Neptune and
Plainfield were added in 1999 to bring the total to 30.
academic
achievement: Refers to
the level of proficiency in academic subjects such as math and reading.
achievement
discrepancy: The difference between a child's performance and his or
her measured potential. The
term is used in learning disabilities and generally refers to academic
performance lower than expected.
adaptive
behavior: A parameter
of classification that refers to one's ability to be socially
appropriate and personally responsible.
adaptive
physical education: Physical
education modified (adapted) to meet the needs and disabilities of
exceptional youngsters.
adult
service agencies: Agencies
whose major focus is on providing the necessary services to assist
individuals with disabilities to become more independent.
advocacy:
The process of actively speaking out, writing in favor of,
supporting, and/or acting on behalf of oneself, another person, or a
cause. Advocacy can be any
action to assure the best possible services for or intervention in the
service system on behalf of an individual or group.
advocate:
Anyone who speaks or acts on behalf of oneself, another person,
or a cause.
age
appropriate: Activities,
materials, curriculum, and environment consistent with the chronological
age of the child being served.
Alternate
Proficiency Assessments (APA):
The Individuals with Disabilities Education Act, reauthorized in
May 1997, mandates the participation of all students with disabilities
in statewide assessments. States must develop and conduct alternate
assessments for students who cannot participate in the general
state-wide assessments. As a result, the APA will be used for students with
disabilities in the statewide assessment program.
amendment:
A change made by the LEA to the budget or scope of an approved
application for which the LEA has received a Notification of Award.
Americans
with Disabilities Act (ADA):
Federal legislation that gives civil rights protection to
individuals with disabilities. Enacted
into law July 1990.
appropriate:
1. Able to meet a need; suitable or fitting.
2. In special education, it can be referred to as the most normal
setting possible. An
"appropriate education" would be individual education program
specially designed to meet the unique needs of a child who has a
disability.
approved
program: As used
in the rules pertaining to special education, a written description of a
school district's policies and procedures for implementing its special
education program that is found by the division to comply with the laws
of the state.
assessment:
A collecting and bringing together of information about a child's
learning needs, which may include social, psychological, and educational
evaluations used to determine assignment to special programs or
services; a process using observation, testing, and test analysis to
determine an individual's strengths and weaknesses to plan, for example,
his or her educational services. Also
referred to in some instances as "evaluation."
assessment
team: A team of people from different areas of expertise who observe
and test a child to determine his or her strengths and weaknesses.
assistive
device: Any item, piece of equipment, or product system, whether
acquired commercially, modified or customized, that is used to increase,
maintain, or improve functional capabilities of a person with a
develop-mental disability. Examples
include visual alerting systems for a person with a hearing impairment,
or a braille printer for a person who is blind.
assistive
technology: The
systematic application of technology, engineering methodologies, or
scientific principles to meet the needs of and address the barriers
confronted by per-sons with developmental disabilities in areas
including education, employment, supported employment, transportation,
independent living, and other community living arrangements. This term
includes assistive technology devices and assistive technology services.
at
risk: A term
used with children who have, or could have, problems with their
development that may affect later learning.
Attention
Deficit Disorder (ADD): A
condition characterized by when a person is easily distracted and has
difficulty staying focused on an individual activity for any period of
time. The classification of
the DSMIII-R System; inattention, and inpulsivity are present before age
7. ADD affects 3-5% of all
students, and is not recognized as a separate category of disability
under federal educational legislation (IDEA).
See also "Attention Deficit Hyperactivity Disorder," as
these terms are often used interchangeably.
Attention
Deficit Hyperactivity Disorder (ADHD):
A condition in which a child exhibits signs of
developmentally inappropriate hyperactivity, impulsivity, and
inattention. These
characteristics are usually present before the age of 7.
ADHD is similar to "Attention Deficit Disorder," except
emphasis is placed on the hyperactivity.
Either ADD or ADHD is acceptable language.
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B
basic-skills
approach: Pertaining to
instruction that lays the ground work for further development and higher
levels of functioning.
Behavior
Management/Modification: To develop, strengthen, maintain, decrease
or eliminate behaviors in a planned or systematic way.
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C
carry-over:
IDEA-B funds which the recipient has not obligated by the end of
the project period for which the funds were awarded.
These funds remain available for continued use for the
expenditures during the next project period.
case
management activities: 1.
The activities carried out by a service coordinator to assist and enable
a child and family to receive the rights, procedural safeguards, and
services authorized to be provided.
2. Priority area activities to establish a potentially life-long,
goal-oriented process for coordinating the range of assistance needed by
persons with developmental disabilities and their families, which is
designed to ensure accessibility, continuity of supports and services,
and accountability and to ensure that the maximum potential of persons
with developmental disabilities for independence, productivity, and
integration into the community is attained.
Core
Curriculum Content Standards (CCCS):
Standards for the seven academic and five workplace readiness
areas adopted by the State Board of Education May 1, 1996 and as, in the
future, may be revised by the State Board.
These standards communicate the common expectations for student
achievement throughout the 13 years of public education. The standards
are articulated in the subject areas of visual and performing arts,
comprehensive health/physical education, language arts literacy,
mathematics, science, social studies and world languages.
The five cross content areas for workplace readiness are: career
planning, use of technology information and other tools, critical
thinking/ decision making/problem solving, self-management and safety
principles.
Child
Find: A series of
public awareness efforts designed to alert the community at-large to the
availability of and rationale for early childhood intervention programs
and services. This service
is directed by each state's Department of Education for identifying and
diagnosing unserved children with disabilities; while Child Find looks
for all unserved children, it makes a special effort to identify
children from birth to six years old.
Child
Study Team (CST): Consists
of a school psychologist, a learning disabilities teacher/ consultant,
and school social worker who are employees of the school district
responsible for conducting evaluations to determine eligibility for
special education and related services for students with disabilities.
children
with disabilities: Pupils
ages 3 to 21, evaluated and classified in accordance with current
regulations.
civil
rights: The rights of a
citizen of the United States that deal with the right to due process,
informed consent, appeal, petition for change, equal protection under
the law, adult patterns of behavior, education, equal opportunity, and
opportunities in a least restrictive setting.
cognitive:
A term that describes the process people use for remembering,
reasoning, understanding, problem solving, evaluating, and using
judgment. Cognition, more
simply, is what a person or child knows and under-stands, or the process
of knowing.
cognitive
development: The
development of skills necessary for understanding and organizing the
world, including such perceptual and conceptual skills as
discrimination, memory, sequencing, concept formation, generalization,
reasoning, and problem solving.
Comprehensive
System of Personnel Development (CSPD): Plan developed by districts
to ensure an adequate supply of special education, regular education,
and related-services personnel. The
district must identify personnel needs and develop strategies to provide
in service to ensure that all staff members working with children with
disabilities have the skills and knowledge necessary to meet the
students' needs.
conservatorship/guardianship:
Court-ordered mandate by which an individual or institution is appointed
(a) to manage the estate of the person judged incapable (not necessarily
incompetent) of caring for his/her own affairs; and/or (b) to be
responsible for the care and decisions made on behalf of a person when
that individual, again, is determined to be unable to care for herself/
himself. In some states a guardian assists the person and the
conservator assists the estate of the person.
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D
developmental:
Having to do with the steps or stages in growth and development
before the age of 18.
developmental
age: The actual age
score a child receives within a specific developmental area as compared
to the chronological age.
developmental
assessment: Standardized
tests intended to document the emergence of a sequence of behaviors,
skills, or abilities over a period of time.
developmental
delay: When a child's
development progresses at a slower rate than most children.
disability:
1. A particular act that someone has problems performing,
like reading a book, running or dressing, because of an impairment.
A disability is not a handicap unless the individual with a
disability must function in a particular activity that is impeded by his
or her physical limitation, or because society has said he or she is
"unable" to perform activities for which they, in fact, are
able to perform. 2. The
result of any physical or mental condition that affects or prevents
one's ability to develop, achieve, and/or function in educational and
social settings within the "normal" rate of growth and
development.
disorder:
A disturbance in normal functioning (mental, physical or
psychological).
distractibility:
Attention drawn too frequently to unimportant or irrelevant
external stimuli. Example:
While being interviewed, a subject's attention is repeatedly drawn to
noise from an adjoining office, a book that is on a shelf or the
interviewer's school ring.
Division
of Early Childhood of the Council for Exceptional Children (DEC):
The professional organization for persons serving preschool
children with disabilities.
due
process: A legal term
referring to an action that protects a person's rights; in special
education, this applies to action taken to protect the educational
rights of students with disabilities.
Due
Process Hearing: A formal legal proceeding presided over by an
impartial public official who listens to both sides of the dispute and
renders a decision based upon the law.
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E
early
intervention programs or services:
Programs or services designed to meet the developmental needs of
each eligible infant or toddler and their family under Part C and also
to meet the needs of the family as they relate to enhancing the child's
development. Such services
are designed to (a) identify, assess, and treat developmental
disabilities at the earliest possible time to prevent more serious
disability; (b) ensure the maximum growth and development of the child;
and to (c) assist families in raising a child with a develop-mental
disability.
Early
Warning Test (EWT): Administered
in grade 8 from 1991-1998 was used as a primary indicator for
determining those students who might need instructional intervention in
reading, mathematics, and/or writing.
The EWT was intended to give an indication of the progress
students were making in mastering the skills they needed to pass the
HSPT11.
educable:
A level of mental retardation, based on educability expectation, which
involves measured intelligence of 55 to about 70, with academic
achievement at the second to fifth grade level.
Social adjustment often permits some degree of independence in
the community and occupational sufficiency permits partial or total
self-support.
education
records: Records
directly related to a student and maintained by an educational agency or
institution or by a party acting for the agency or institution.
Elementary
School Proficiency Assessment (ESPA): Used to determine cumulative
achievement of the Core Curriculum Content Standards through fourth
grade as measured by the statewide assessment system.
employability
skills: Skills
relating to choosing a career, getting and keeping a job, making job and
career changes, and career advancement.
employment
activities: Priority
area activities that will increase the independence, productivity, or
integration of a person with developmental disabilities in work
settings.
empowerment:
The interaction of professionals with families in such a way that
families maintain or acquire a sense of control over their family lives
and attribute positive changes that result from early intervention to
their own strengths, abilities, and actions.
enabling:
Creating opportunities and means for families to display
their present abilities and competencies and to acquire new ones that
are necessary to meet the needs of their children and themselves.
equal
access: 1. The elimination of any barrier that prohibits any child from
participating in activities typically engaged in by other children.
2. As used in
vocational education, providing the same opportunity for quality
vocational education to include disabled and disadvantaged individuals
and other special populations including provisions for recruitment,
enrollment in all programs, and placement of these individuals in jobs.
evaluation:
As applies to educational settings,
a way of collecting information (includes testing, observations,
and parental input) about a student's learning needs, strengths, and
interests. The evaluation is part of the process of determining whether
a student qualifies for special education programs and services.
Extended
School Year (ESY): A
term referred to school programs for children with disabilities that
extend beyond 180 days, came into wide use in the 1980's with litigation
to extend the school year for some children.
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F
Free
Appropriate Public Education (FAPE):
Consists of special education and related services that are
provided at public expense under public supervision and direction and
without charge; meet state and federal requirements; include preschool,
elementary, or secondary school education; and are provided according to
an Individualized Education Program.
functional:
Represents a skill that is necessary for success in daily functioning,
now or in the future.
functional
academic curriculum: Curriculum that teaches academic material
(reading, math, etc.) with content that is the most commonly relevant
and necessary for a person's daily living.
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G
Grade
Eight Proficiency Assessment (GEPA): March 1999 marked the first
administration of the Grade 8 Proficiency Assessment (GEPA).
The GEPA takes the place of the Grade 8 Early Warning Test, which
had been administered to eighth graders since March 1991. The GEPA is intended to provide information about student
progress toward mastery of the skills specified by the Core Curriculum
Content Standards in all seven subject areas.
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H
High
School Proficiency Assessment (HSPA):
Will replace the HSPT and will be used to determine student
achievement of the knowledge and skills specified by all areas of the
Core Curriculum Content Standards and Workplace Readiness Standards. By 2006-7, the HSPA will test all of the standards, and
students must pass all sections of the test as one of the requirements
for a high school diploma.
High
School Proficiency Test (HSPT):
Administered in the fall of the junior year, consists of three
sections (reading, mathematics, writing) that students must pass as one
of the requirements for a high school diploma.
Students who do not pass all three sections receive additional
instruction and are retested on the section or sections they did not
pass.
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I
individual
supports: Services,
supports, and other assistance that enable persons with developmental
disabilities to be independent, productive, and integrated into their
communities, and that are designed to:
(A) enable the person to control his or her environment,
permitting the most independent life possible, (B) prevent placement
into a more restrictive living arrangement than is necessary, and (C)
enable the person to live, learn, work and enjoy life in the community.
Individual supports include personal assistance services,
assistive technology, vehicular and home modifications, support at work,
and transportation.
Individualized
Educational Program (IEP): A
written education plan for a school-aged child with disabilities
developed by a team of professionals (teachers, therapists, etc.) and
the child's parents. IEPs
are based on a multidisciplinary evaluation of the child, describes how
the child is presently doing, what the child's learning needs are, and
what services the child will need.
They are re-viewed and updated yearly.
IEPs are required under Public Law 94-142, the Individuals with
Disabilities Education Act (IDEA). For children age birth through 2
years, an Individual Family Service Plan (IFSP) is written.
Individualized
Family Service Plan (IFSP): A
plan of intervention for an eligible child (age birth through 2) and
his/her family, similar in content to the IEP, which has been developed
by a team of people who have worked with the child and family.
IFSPs must contain: statements regarding the child's present
development level, strengths, and needs; the family's strengths and
needs; major outcomes of the plan, a description of the specific
interventions and delivery systems to accomplish outcomes, statement of
natural environments, name of service coordinator, dates of initiation
and duration of services, dates for evaluation of the plan, and a
transition plan.
Individuals
with Disabilities Education Act (IDEA): The federal statute that
mandates a free, appropriate public education (FAPE) for students with
disabilities. In New
Jersey, that includes ages three to 21.
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J
jargon:
The language professionals use that no one can ever
understand.
job
coaching: On the job
training provided by a job coach trained in the specific job.
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L
learning
disability (LD): A
disorder in one or more of the basic psychological processes involved in
understanding or using language, spoken or written, which may manifest
itself in an imperfect ability to listen, think, speak, read, write,
spell, or do mathematical calculations.
The term includes, but is not limited to conditions such as
perceptual disabilities, brain injury, minimal brain dysfunction,
dyslexia, and developmental aphasia.
The term does not include children who have learning problems
which are primarily the result of visual, hearing, or motor
disabilities; mental retardation; emotional disturbance; or
environmental, cultural, or economic disadvantages.
Least
Restrictive Environment (LRE):
Sets the standard that, to the maximum extent appropriate,
children with disabilities should be educated with children who are not
disabled. It means that
special classes, separate schooling, or other removal of children with
disabilities from the regular educational environment occur only when
the severity of the disability is such that education in regular classes
with the use of supplementary aids and services cannot be achieved
satisfactorily.
Limited
English Proficient (LEP): Defined
in N.J.A.C. 6:31-1.1 as describing pupils whose native language is other
than English and who have sufficient difficulty speaking, reading,
writing or understanding the English language as measured by an English
language proficiency test. Thus
they would be denied the opportunity to learn successfully in
class-rooms where the language of instruction is English.
local
education agency (LEA): A
school district, board of education, or other public authority under the
supervision of a state educational agency having administrative control
and direction of public elementary or secondary schools in a city,
county, township, school district, or political subdivision in a state,
or any other public educational institution or agency having
administrative control and direction of a vocational education pro-gram.
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M
mainstream:
The usual educational placement of a child.
To mainstream a child is to place him in a general education
class or something approaching it, rather than in a self-contained
special class.
mainstreaming:
The process of integrating children with disabilities into
regular educational or social programs, implementing the least
restrictive environment concept. The
LRE concept provides for appropriate sup-ports and services to help the
child to succeed in the mainstream classroom.
major
life activities: Functions
such as caring for one's self, performing manual tasks, walking, seeing,
hearing, speaking, breathing, learning, and working.
monitoring:
1. In general, the function that involves checking a program in process
to determine its effectiveness. 2.
A requirement of P.L. 94-142 that all school systems receiving federal
funds under that Act must undergo external evaluation.
multidisciplinary:
Refers to two or more professionals (educators, psychologists,
and others) working together and sharing information in the evaluation,
assessment, and development of an IFSP or IEP.
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N
National
Information Center for Children and Youth with Handicaps (NICHCY or
NICCHY): Free information service that assists parents, educators,
caregivers, and others in ensuring that all children and youth with
disabilities have an opportunity to reach their full potential.
norm-referenced
assessment: Refers to assessment where a person's performance is
compared with the average of a larger group.
normal:
A general term applied to behavior or abilities that fall within
the average range; that which is considered acceptable, not exceptional.
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O
occupational
therapy (OT): A
therapy, treatment, or instructional support provided by an occupational
therapist to the child, family, and/or pertinent members of the child's
environment. OT helps
develop adaptive or physical skills that will aid in daily living and
improve interactions with the physical and social world.
It focuses on developing functional skills related to
sensory-motor integration; coordination of movement; fine motor skills;
self-help skills (dressing, self-feeding, etc.); adaptive devices/
equipment; computer keyboarding; positioning for school work; and
potential work-related activities.
outcome:
A desired behavior or skill to be ac-quired as a result of
intervention strategies.
outcome-based:
Refers to selection of an intervention based on its results.
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P
parent:
A parent, guardian, person acting as a parent of a child, or
a surrogate parent who has been appointed in accordance with the law,
but not the state if the child is a ward of the state.
people-first
language: The
respectful way of talking or writing about persons with disabilities in
a manner that identifies and emphasizes the "person first" and
the disability second. The
use of people first language encourages all references about a person's
needs, disabling condition, use of specialized equipment, etc., to
follow the reference to the person.
Example: "a cerebral palsied boy confined to a
wheelchair" instead of "a boy with cerebral palsy uses a
wheelchair."
physical
therapy (PT): Instructional
support and treatment of physical disabilities provided by a trained
physical therapist, under a doctor's prescription, that helps a person
improve the use of bones, muscles, joints, and nerves.
It includes the use of massage, exercise, stretching, water,
light, heat, and certain forms of electricity, all of which are
mechanical rather than medical in nature.
Physical therapy assists in maximizing a person's general
fitness, sensorimotor development, neurobehavioral organization,
neuroskeletalmuscular function, and cardiopulmonary status.
policy/policies:
Rules and regulations; as related to early intervention and special
education programs, the rules that a state or local school system has
for providing services for and educating its students with special
needs.
Protection
and Advocacy (P&A):
Nation-wide system to protect and advocate the rights of persons
with developmental disabilities. Each state is mandated by Section 113
of the 1975 Develop-mental Disabilities Act to have a protection and
advocacy agency.
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R
residential
school program: An
approved, specialized educational program provided in a facility that a
child attends 24 hours a day.
resource
room: A room separate
from the regular classroom in which children with disabilities can
receive specialized assistance to reinforce and supplement the regular
class ins-truction. The
amount of time students spend each day in the resource room varies
according to individual needs, and the remainder of the day is spent in
his or her regular classroom.
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S
School-To-Career
(STC): New Jersey's
model of the federal School-To-Work Opportunities Act.
School-to-Work
(STW): Federal
legislation signed into law in 1994 to address the need to develop an
educational system that matches students' educational attainment and
corresponding skills more closely to job opportunities. It reinforces
the need to prepare students with high levels of technical skills and
related academic competencies.
State
Education Agency (SEA): A
state-level entity such as the New Jersey Department of Education
authorized under federal law to administer federal funds directed to
education in the state.
segregated
educational facilities: Educational facilities separate from the
mainstream placements of nondisabled youngsters, often termed
"special schools."
special
education (SPED, Speced): Instruction specifically designed to meet
the unique needs of a student with a disability, including classroom
instruction, instruction in physical education, home instruction, and
instruction in hospitals and institutions.
speech
therapist: Individual
trained to work with others in speech improvement and correction. See
"speech-language pathologist."
speech-language
pathologist: A professional educated in the study of human
communication, its development, and its disorders.
They conduct screenings, diagnosis and treatments for people with
communication disorders. The
speech pathologist may work with a number of different types of
problems, including articulation errors, language deficits, vocabulary,
pitch or voice problems, and alter-native communication methods for
individuals who are nonverbal.
speech/language
therapy: 1. A planned pro-gram to improve and correct speech and/or
language or communication problems in people who are not thought to be
able to improve without such help.
2. In reference to Part C and early intervention:
instructional support to the child, family, and pertinent members
of the child's environment for enhancing the child's production of
speech (including developmental prerequisites) and communication skills.
Standardized
Achievement Test (SAT): A
measure that is administered and scored by uniform objective procedures
and for which norms have been established (prescribed routine to assure
that the process is consistent) so the scores of anyone completing the
test can be compared to the norms.
Stanford-Binet
Intelligence Scale: A
standardized psychological test to assess intelligence.
Performance is based on problem solving and developmental tasks.
Originally the Binet-Simon Scales, were revised and standardized
by Lewis Terman at Stanford University.
strengths:
The unique internal resources (things) of a family/child that
include their capabilities and motivations and will assist in their
development: i.e.,
stubborn, good gross motor skills, cognitive intactness.
supported
employment (SE): Vocational training and ongoing support provided to
an individual who is working competitively at an integrated job site in
the community. Supported
employment may be provided for someone who has not yet been employed in
an integrated setting; or for persons for whom competitive employment
has been interrupted or intermittent as a result of a developmental
disability, and who because of their disability need on-going support
services to perform such work.
systems
advocacy: Influencing social and political systems to bring about
change for groups of people. Usually
a coalition of people, but sometimes an individual, will seek changes,
such as changes in laws, establishing group homes where there have been
none, or arranging for the removal of architectural and transportation
barriers.
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T
team:
Two or more persons who must coordinate with each other in order to get
some task done. They must
also interact with and influence each other in order to accomplish that
task.
transdisciplinary:
Multiple disciplines work together in the initial assessment, but
pro-vision of services is provided by one or two team members.
transition:
The process of bridging the time and environments between two
settings, programs, or life situations (e.g., from home to school,
school to school, or from school/ home to employment /independent
living).
typical
peer: The chronologically aged peers of a child with disabilities
who are not identified as disabled.
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U
University
Affiliated Program (UAP): Any of the interdisciplinary training
centers sponsored by the federal government to demonstrate innovative
methods of delivering ser-vices, to train specialists, and to do
research in developmental disabilities.
A UAP can be operated by a public or nonprofit private entity,
including parents of persons with developmental disabilities,
professionals, paraprofessionals, students, and volunteers, which is
associated with, or is an integral part of, a college or university.
The UAP in NJ is located in New Brunswick at (732) 235-9320.
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