NYSTCE STUDENTS WITH DISABILITIES
EXAM SCRIPT 2026 COMPLETE QUESTIONS
AND CORRECT ANSWERS
◉ Elementary and Secondary Education Act in 1965. Answer: The
Elementary and Secondary Education Act (ESEA) was a cornerstone of
President Lyndon B. Johnson's "War on Poverty" (McLaughlin, 1975).
... ESEA is an extensive statute that funds primary and secondary
education, emphasizing high standards and accountability. As mandated
in the act, funds are authorized for professional development,
instructional materials, resources to support educational programs, and
the promotion of parental involvement. (QUALITY AND EQUALITY)
◉ Public Law 94-143. Answer:
◉ The Education for all handicapped Children Act (EHA). Answer:
Public Law 94-143. Passed in 1975 and later reauthorized as IDEA.
guaranteed a free appropriate public education to each child with a
disability.
◉ The Individuals with Disabilities Education Improvement Act
(IDEIA). Answer: is the federal law that govern the education of
children with disabilities.
◉ IDEA. Answer: Individuals with Disabilities Education Act. Federal
legislation with the strongest and most direct impact on special ed. The
Right to a free, appropriate public education in the least restrictive
,environment. It requires that students with disabilities be included in the
general education classroom only removed with special services if the
classroom environment cannot be modified to adequately support their
educational progress.
◉ Inclusion. Answer: The practice of educating students with
disabilities in the general education classroom so they may participate in
day-to-day routines alongside students without disabilities. Inclusion
treats the general education classroom as the student's primary
placement. (LRE and FAPE)
◉ Mainstreaming. Answer: students with disabilities were included in
the general education classroom only when their achievement would be
near grade level without substantial support.
◉ Child find. Answer: Through IDEA, the federal government provides
states with funding for special ed but in return the states must comply
pertain to children from birth to 21. States must conduct child find
activities to identify and evaluate children who may have disabilities.
Students who may have a disability must be evaluated, at no cost to the
parents, for their eligibility for special service. Parents must be in
involved in the evaluation process. Either parents or a school
professional (teacher) may request an evaluation, but parental consent is
required before evaluation can take place.
◉ Free Appropriate Public Education (FAPE) part of IDEA. Answer:
students with disabilities are entitled to the same types of educational
experiences as their peers without disabilities. Schools must provide
, each child with a disability an education experience that is appropriate to
his or her age and abilities at no cost to the parents.
◉ LRE Least Restrictive Environment. Answer: Students with
disabilities are to be educated in the least restrictive environment,
meaning that their educational experiences must be as similar as possible
to those of children who do not have a disability. The goal of LRE is for
students with disabilities to remain in the general education classroom to
the greatest extent possible, with the fewest possible changes to day-to-
day routines, and to be removed from regular classes and provided with
special services only when the severity of their disability requires doing
so in order for them to be educated appropriately.
◉ Continuum of service. Answer: allows these students to participate to
the greatest extent possible.
◉ IEP individualized Education Plan. Answer: Between the ages of 3
and 21, each student with a disability must have an IEP. It describes the
child's present level of progress and learning capacity, the short- and
long term educational goals for the child, and the accommodations and
services which will be provided in order to achieve those goals. It is
created by a team typically consisting of the child's parents, a special ed.
professional, a general ed. teacher, a representative of the school, and
others. The educational objectives described in the IEP must align with
state curriculum standards for general education. When the student
reaches 16 the IEP must contain a description of the student's goals
falling graduation and the transition services needed to achieve those
goals.
EXAM SCRIPT 2026 COMPLETE QUESTIONS
AND CORRECT ANSWERS
◉ Elementary and Secondary Education Act in 1965. Answer: The
Elementary and Secondary Education Act (ESEA) was a cornerstone of
President Lyndon B. Johnson's "War on Poverty" (McLaughlin, 1975).
... ESEA is an extensive statute that funds primary and secondary
education, emphasizing high standards and accountability. As mandated
in the act, funds are authorized for professional development,
instructional materials, resources to support educational programs, and
the promotion of parental involvement. (QUALITY AND EQUALITY)
◉ Public Law 94-143. Answer:
◉ The Education for all handicapped Children Act (EHA). Answer:
Public Law 94-143. Passed in 1975 and later reauthorized as IDEA.
guaranteed a free appropriate public education to each child with a
disability.
◉ The Individuals with Disabilities Education Improvement Act
(IDEIA). Answer: is the federal law that govern the education of
children with disabilities.
◉ IDEA. Answer: Individuals with Disabilities Education Act. Federal
legislation with the strongest and most direct impact on special ed. The
Right to a free, appropriate public education in the least restrictive
,environment. It requires that students with disabilities be included in the
general education classroom only removed with special services if the
classroom environment cannot be modified to adequately support their
educational progress.
◉ Inclusion. Answer: The practice of educating students with
disabilities in the general education classroom so they may participate in
day-to-day routines alongside students without disabilities. Inclusion
treats the general education classroom as the student's primary
placement. (LRE and FAPE)
◉ Mainstreaming. Answer: students with disabilities were included in
the general education classroom only when their achievement would be
near grade level without substantial support.
◉ Child find. Answer: Through IDEA, the federal government provides
states with funding for special ed but in return the states must comply
pertain to children from birth to 21. States must conduct child find
activities to identify and evaluate children who may have disabilities.
Students who may have a disability must be evaluated, at no cost to the
parents, for their eligibility for special service. Parents must be in
involved in the evaluation process. Either parents or a school
professional (teacher) may request an evaluation, but parental consent is
required before evaluation can take place.
◉ Free Appropriate Public Education (FAPE) part of IDEA. Answer:
students with disabilities are entitled to the same types of educational
experiences as their peers without disabilities. Schools must provide
, each child with a disability an education experience that is appropriate to
his or her age and abilities at no cost to the parents.
◉ LRE Least Restrictive Environment. Answer: Students with
disabilities are to be educated in the least restrictive environment,
meaning that their educational experiences must be as similar as possible
to those of children who do not have a disability. The goal of LRE is for
students with disabilities to remain in the general education classroom to
the greatest extent possible, with the fewest possible changes to day-to-
day routines, and to be removed from regular classes and provided with
special services only when the severity of their disability requires doing
so in order for them to be educated appropriately.
◉ Continuum of service. Answer: allows these students to participate to
the greatest extent possible.
◉ IEP individualized Education Plan. Answer: Between the ages of 3
and 21, each student with a disability must have an IEP. It describes the
child's present level of progress and learning capacity, the short- and
long term educational goals for the child, and the accommodations and
services which will be provided in order to achieve those goals. It is
created by a team typically consisting of the child's parents, a special ed.
professional, a general ed. teacher, a representative of the school, and
others. The educational objectives described in the IEP must align with
state curriculum standards for general education. When the student
reaches 16 the IEP must contain a description of the student's goals
falling graduation and the transition services needed to achieve those
goals.
