Behavioural responsesChanges in behaviour in response to an event, stimulus, person, noise etc. e.g. shows interest or responds, or smiles when hears known music as cue for favoured activity            
Communication aids Aids to support communication, for example:000
Low-tech: Picture Exchange Communication System; Writing with Symbols and / or Boardmaker; Sign Language;Core board;Pragmatic Organisation Dynamic Display books (PODD)
High Tech: Computer; iPad; Chatbox; Alpha Talker; E-tran
Communication cues Sharing a personal response using non-verbal indicators to express feelings and intentions – both negative or positive0
e.g. eye pointing, eye gazing, body language, gesture, facial expression
Cortical vision impairment "Temporary or permanent visual impairment caused by damage to the brain". (Dutton & Bax 2010). The interference is generally not in the function of the eye or optic nerve, but is in the processing function of the brain.
Emotional responses A reaction to a particular feeling or feelings which is often accompanied by physiological changes that we may or may not be able to see, but may precipitate some action or behavioural response. e.g. May hum a known tune to self-regulate because of a change (person, environment etc.)  or not knowing what is expected.
EngagementActive participation or involvement by the student during the learning process.
ExpressiveSpeaking or otherwise indicating own choices or information
Happiness AuditAn assessment tool measuring a student’s emotional, behavioural, communication and physical markers, designed by Flo Longhorn
HolisticAn  approach concerned with the growth of a student’s Intellectual, emotional, social, physical, artistic, creative and spiritual potential.
IndicateSome students are non-verbal. The word ‘indicate’ is used where the word ‘say’ might appear.
The student may indicate by:
Say or tell; orient, point or eye-point to an object; sign, gesture, use facial expression; use a communication aid; and or touch, handle or give (a picture, object).
Key Competency PathwayA document produced by the KCP Curriculum Group to demonstrate how the Key Competencies are relevant and accessible to all learners with special needs including those learners with Profound and Multiple Learning Difficulties who are working within Level 1 of the New Zealand Curriculum.
Objects of referenceBy using effective strategies to promote engagement and independence throughout the learning process, the student is supported to develop and form a positive attitude towards their learning. Ensuring there is enough attention given to the conditions for individuals’ learning will foster motivation and sustainability.
Periods of concentrationAre individual and can vary between individuals from fleeting attention to longer periods of focus.
Physical responsesThe physical clues the student provides to indicate a response to an event, stimulus, person, noise etc. e.g. turns head, rocks head from side to side or smiles and vocalises in response to a stimulus.
 PMLDLearners can be described as having both of the following:

Profound intellectual impairment

Additional disabilities which may include sensory disabilities, physical disabilities and /or autism and mental illness. Challenging or self injurious behaviour may also be present.

PromptCue or hint provided by the teacher or support person to the student. The prompt may be:
Physical – part of the student’s body is moved by another person. This can range from a minimal cue to a fully supported prompt.
Verbal – words are provided as a cue. Again this could be minimal (e.g. a part of a word or gesture is provided) to a whole word.
Quest for LearningThis resource contains assessment and guidance materials for students with profound and multiple learning difficulties.
ReceptiveReceptive language skills are the ability to take in language and understand , including being able to follow instructions, understand a story and understand figurative language.
Sense Any faculty that accesses stimuli from inside or outside the body. 
SensoryUsing the seven senses (e.g. auditory – sound; visual – sight; tactile – touch; olfactory – taste and smell; proprioception – balance; vestibular – movement). 
Sensory learning Learning through the senses enables students to extend their understanding, use and control of their senses and allows them to explore their environment, how they interact with it and with others around them.

Anything that triggers activity in a sense nerve receptor. 
Universal Design for Learning (UDL) The Universal Design for Learning is a framework for inclusiveness whereby a teacher:
  •          Taps into their students’ interests to challenge and motivate them
  •         Provides various ways for students to learn
  •          Provides options for students to demonstrate their learning.