Mississippi Code 1972 (2023) › Title 37 - EDUCATION (§§ 37-NEW-001 — 37-NEW01-004) › Chapter 23 - EXCEPTIONAL CHILDREN (§§ 37-23-1 — 37-23-205) › STANDARDS AND PROCEDURES FOR THE EDUCATION OF EXCEPTIONAL CHILDREN (§§ 37-23-133 — 37-23-150) › Section 37-23-133 - Definitions

Words and terms, unless otherwise defined below, when used in Sections
37-23-1
through
37-23-159
shall be defined in the same manner as those words and terms used in the Individuals with Disabilities Education Act 1997 Amendments (IDEA), Family Educational Rights and Privacy Act, applicable federal regulations and relevant court cases:
(a)
"Assistive technology device" means any item, piece of equipment or product system, whether acquired commercially off the shelf, modified or customized, that is used to increase, maintain or improve the functional capabilities of children with disabilities.
(b)
"Assistive technology service" means any service that directly assists a student with a disability in the selection, acquisition or use of an assistive technology device. The term includes:
(i)
The evaluation of the needs of a student with a disability, including a functional evaluation of the student in his or her customary environment;
(ii)
Purchasing, leasing or otherwise providing for the acquisition of assistive technology devices by students with disabilities;
(iii)
Selecting, designing, fitting, customizing, adapting, applying, maintaining, repairing or replacing assistive devices;
(iv)
Coordinating and using other therapies, interventions or services with assistive technology devices, such as those associated with existing education and rehabilitation plans and programs;
(v)
Training or technical assistance for a student with a disability or, if appropriate, that student's family; and
(vi)
Training or technical assistance for professionals (including individuals providing education or rehabilitation services), employers or other individuals who may provide services to, employ, or are otherwise substantially involved in the major life functions of students with disabilities.
(c)
"Consent" means agreement in writing from the parent of a child with a disability pertaining to the activities as required under IDEA and the Family Educational Rights and Privacy Act. Local educational agencies shall ensure that the parent:
(i)
Has been fully informed of all information relevant to the activity for which consent is required;
(ii)
Understands the activity for which consent is requested; and
(iii)
Understands that the granting of consent is voluntary and may be revoked at any time prior to the time the activity is conducted.
(d)
"Free appropriate public education" means special education and related services provided by local educational agencies that:
(i)
Have been provided at public expense, under public supervision and direction, and without charge;
(ii)
Meet the standards of the State Department of Education;
(iii)
Include an appropriate preschool, elementary, or secondary school education; and
(iv)
Are provided in conformity with the individualized education program required under IDEA, applicable federal and state regulations and relevant court cases.
(e)
"Individualized education program" or "IEP" means a written statement for each child with a disability that is developed, reviewed, and revised in accordance with the requirements under IDEA, applicable federal and state regulations and relevant court cases.
(f)
"Least restrictive environment" means to the maximum extent appropriate, children with disabilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
(g)
"Parent" means a person who is legally responsible for a child's welfare or acting for the child in the absence of the legally responsible person. Parent may also mean a natural parent, a guardian, or a surrogate parent.
(h)
"Related services" means transportation, and such developmental, corrective, and other supportive services (including speech-language pathology and audiology services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation, social work services, counseling services, including rehabilitation counseling, orientation and mobility services, and medical services, except that such medical services shall be for diagnostic and evaluation purposes only) as may be required to assist a child with a disability to benefit from special education, and includes the early identification and assessment of disabling conditions in children.
(i)
"Special education" means specially designed instruction provided by local educational agencies, at no cost to parents, to meet the unique needs of a child with a disability, including instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings. This term also includes instruction in physical education.
(j)
"Supplementary aids and services" means aids, services, and other supports that are provided in regular education classes or other education-related settings to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with the least restrictive environment requirements under IDEA, applicable federal regulations and relevant court cases.
(k)
"Transition services" means a coordinated set of activities for a student with a disability that:
(i)
Is designed within an outcome-oriented process, which promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
(ii)
Is based upon the individual student's needs, taking into account the student's preferences and interests;
(iii)
Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation.
Laws, 1999, ch. 582, § 1; Laws, 2001, ch. 554, § 1, eff. 7/1/2001.