FTCE Exceptional Student Education K-
12 2023 Complete Answers
Child Find Ans- Activities to identify and evaluate children who may have disabilities. Either parents or a
school professional such as a teacher may request an evaluation, but parental consent is required
before evaluation of an individual student can take place.
Free Appropriate Public Education (FAPE) Ans- Students with disabilities are entitled to the same kinds
of educational experiences as their peers without disabilities.
Schools must provide each child with a disability an educational experience that is appropriate to his or
her age and abilities, at no cost to the parents.
Least Restrictive Environment (LRE) Ans- Their educational experiences must be as similar as possible to
those of children who do not have disabilities. Removed or provided services only when the severity of
their disability requires doing so in order for them to be educated appropriately.
Individualized education plan (IEP) Ans- 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
that will be provided in order to achieve those goals. Written by a team typically consisting of the child's
parents, an exceptional student education professional, a general education teacher, a representative of
the school, and others, as appropriate.
Individualized Family Service Plan (IFSP) Ans- Prior to age three, each child who shows signs of
developmental delay must have a written document similar to the IEP that focuses on the family and the
child's natural environment.
Vocational Rehabilitation Act/Americans with Disabilities Act Ans- Forbid discrimination against
individuals with disabilities
Family Educational Rights and Privacy Act (FERPA) Ans- Helps ensure the privacy of educational records
such as IEPs
No Child Left Behind Act (NCLB) Ans- Increased the accountability of schools with respect to the
academic progress of students with disabilities
,Every Student Success Act (ESSA) Ans- Requires data on student achievement and graduation rates to be
reported as well as action in response to the data. States, districts and schools will determine what
support and interventions are implemented.
Infants and toddlers with disabilities Ans- Children between birth and age three who are experiencing
developmental delays in cognitive, physical, social or emotional, communication, or adaptive
development.
Children with Disabilities ( 13 categories) Ans- For the age range 3-21, IDEA lists 13 categories of
disability:
Autism
Deaf-blindness
Deafness
Emotional Disturbance
Hearing Impairment
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment
Eligibility Ans- If the evaluation team concludes that the child has one of the thirteen types of disability
listed above, and the child's educational performance is adversely affected by the disability.
Autism Ans- Refers to a developmental disability, generally detectable before three, that affects
communication, social interaction, and learning. May show language delays, unusual speech patterns,
aversion to eye contact and touch, repetitive behaviors, and resistance to change in daily routines.
,Deaf-blindness Ans- Refers to simultaneous hearing and visual impairments that are so severe the
student cannot benefit sufficiently from programs and services that are designed for exclusively deaf or
exclusively blind children. Deaf-blindness is usually congenital but may be adventitious.
Deafness Ans- refers to an extreme hearing impairment that adversely affects the student's educational
performance
Emotional Disturbance Ans- refers to a condition that reflects a least one of the following over and
extended time:
-inability to learn that cannot be contributed to other factors (such as intellectual or sensory deficits, or
health problems)
-inability to build or sustain personal relationships
-feelings or behaviors that are ordinarily inappropriate
-pervasive unhappiness or depression
-tendency to develop physical symptoms or fears related to personal problems at school
-Schizophrenia, anxiety disorders, depression
Hearing impairment Ans- Refers to an impairment in hearing that undermines the student's educational
performance but is not severe enough to be classified as deafness. Children with hearing difficulties are
classified as hearing impaired only if the difficulties persist even after corrections.
Intellectual Disabilities Ans- Refers to general intellectual ability that is significantly below average,
combined with limitations in adaptive behavior, that adversely affects the student's educational
performance.
Multiple Disabilities Ans- Refers to a combination of disabilities that is so severe the student cannot
benefit sufficiently from programs and services that are designed for any one of those disabilities
Orthopedic Impairment Ans- Refers to musculoskeletal problems, congenital or adventitious that
adversely influence the student's educational performance. (Cerebral Palsy, Polio, Amputations).
, Other Health Impairment (OHI) Ans- Refers to health problems affecting strength, energy, or alertness
to a degree that adversely affects the student's educational performance. (Leukemia, epilepsy, diabetes,
asthma, lupus, and sickle cell anemia).
Specific Learning Disability Ans- Refers to problems with the ability to comprehend or produce
information when performing academic tasks. A student with a specific learning disability may perform
well in some subjects or tasks but poorly on others. These students are not impaired in general learning
ability, in other words, but rather in some specific skill or skills.
Speech of Language Impairment Ans- Refers to communication disorders that adversely affect the
student's educational performance. Examples include articulation disorders, stuttering, and mutism.
Such learning disabilities are usually congenital but may be adventitious.
Traumatic Brain Injury (TBI) Ans- Refers to any acquired injury to the brain that undermines the
student's educational performance. Children with tbi may have impairments in physical, behavioral,
cognitive, social, and/or emotional functioning, depending on the nature and severity of the injury.
Visual Impairment Ans- Refers to visual problems that adversely influence the students educational
performance. Visual difficulties are only classified as visually impaired if the difficulties persist even after
corrections.
Inclusion Ans- Refers to the practice of educating students with disabilities in the GENED classroom, so
that they may participate in day-to-day routines alongside students without disabilities to the greatest
extent possible.
Mainstreaming Ans- In which students with disabilities were included in the GENED classroom only
when their achievement would be near grade level without substantial support.
Transition Ans- Help prepare students with disabilities for life after their K-12 education. By age 16, the
student's IEP must contain a post-secondary plan that indicates the goals for life beyond school and
describes the transition services necessary to achieve those goals.
Confidentiality Ans- The contents of the IEP must be kept confidential, except when school staff have
legitimate need to be aware of the contents.
12 2023 Complete Answers
Child Find Ans- Activities to identify and evaluate children who may have disabilities. Either parents or a
school professional such as a teacher may request an evaluation, but parental consent is required
before evaluation of an individual student can take place.
Free Appropriate Public Education (FAPE) Ans- Students with disabilities are entitled to the same kinds
of educational experiences as their peers without disabilities.
Schools must provide each child with a disability an educational experience that is appropriate to his or
her age and abilities, at no cost to the parents.
Least Restrictive Environment (LRE) Ans- Their educational experiences must be as similar as possible to
those of children who do not have disabilities. Removed or provided services only when the severity of
their disability requires doing so in order for them to be educated appropriately.
Individualized education plan (IEP) Ans- 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
that will be provided in order to achieve those goals. Written by a team typically consisting of the child's
parents, an exceptional student education professional, a general education teacher, a representative of
the school, and others, as appropriate.
Individualized Family Service Plan (IFSP) Ans- Prior to age three, each child who shows signs of
developmental delay must have a written document similar to the IEP that focuses on the family and the
child's natural environment.
Vocational Rehabilitation Act/Americans with Disabilities Act Ans- Forbid discrimination against
individuals with disabilities
Family Educational Rights and Privacy Act (FERPA) Ans- Helps ensure the privacy of educational records
such as IEPs
No Child Left Behind Act (NCLB) Ans- Increased the accountability of schools with respect to the
academic progress of students with disabilities
,Every Student Success Act (ESSA) Ans- Requires data on student achievement and graduation rates to be
reported as well as action in response to the data. States, districts and schools will determine what
support and interventions are implemented.
Infants and toddlers with disabilities Ans- Children between birth and age three who are experiencing
developmental delays in cognitive, physical, social or emotional, communication, or adaptive
development.
Children with Disabilities ( 13 categories) Ans- For the age range 3-21, IDEA lists 13 categories of
disability:
Autism
Deaf-blindness
Deafness
Emotional Disturbance
Hearing Impairment
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Speech or Language Impairment
Traumatic Brain Injury
Visual Impairment
Eligibility Ans- If the evaluation team concludes that the child has one of the thirteen types of disability
listed above, and the child's educational performance is adversely affected by the disability.
Autism Ans- Refers to a developmental disability, generally detectable before three, that affects
communication, social interaction, and learning. May show language delays, unusual speech patterns,
aversion to eye contact and touch, repetitive behaviors, and resistance to change in daily routines.
,Deaf-blindness Ans- Refers to simultaneous hearing and visual impairments that are so severe the
student cannot benefit sufficiently from programs and services that are designed for exclusively deaf or
exclusively blind children. Deaf-blindness is usually congenital but may be adventitious.
Deafness Ans- refers to an extreme hearing impairment that adversely affects the student's educational
performance
Emotional Disturbance Ans- refers to a condition that reflects a least one of the following over and
extended time:
-inability to learn that cannot be contributed to other factors (such as intellectual or sensory deficits, or
health problems)
-inability to build or sustain personal relationships
-feelings or behaviors that are ordinarily inappropriate
-pervasive unhappiness or depression
-tendency to develop physical symptoms or fears related to personal problems at school
-Schizophrenia, anxiety disorders, depression
Hearing impairment Ans- Refers to an impairment in hearing that undermines the student's educational
performance but is not severe enough to be classified as deafness. Children with hearing difficulties are
classified as hearing impaired only if the difficulties persist even after corrections.
Intellectual Disabilities Ans- Refers to general intellectual ability that is significantly below average,
combined with limitations in adaptive behavior, that adversely affects the student's educational
performance.
Multiple Disabilities Ans- Refers to a combination of disabilities that is so severe the student cannot
benefit sufficiently from programs and services that are designed for any one of those disabilities
Orthopedic Impairment Ans- Refers to musculoskeletal problems, congenital or adventitious that
adversely influence the student's educational performance. (Cerebral Palsy, Polio, Amputations).
, Other Health Impairment (OHI) Ans- Refers to health problems affecting strength, energy, or alertness
to a degree that adversely affects the student's educational performance. (Leukemia, epilepsy, diabetes,
asthma, lupus, and sickle cell anemia).
Specific Learning Disability Ans- Refers to problems with the ability to comprehend or produce
information when performing academic tasks. A student with a specific learning disability may perform
well in some subjects or tasks but poorly on others. These students are not impaired in general learning
ability, in other words, but rather in some specific skill or skills.
Speech of Language Impairment Ans- Refers to communication disorders that adversely affect the
student's educational performance. Examples include articulation disorders, stuttering, and mutism.
Such learning disabilities are usually congenital but may be adventitious.
Traumatic Brain Injury (TBI) Ans- Refers to any acquired injury to the brain that undermines the
student's educational performance. Children with tbi may have impairments in physical, behavioral,
cognitive, social, and/or emotional functioning, depending on the nature and severity of the injury.
Visual Impairment Ans- Refers to visual problems that adversely influence the students educational
performance. Visual difficulties are only classified as visually impaired if the difficulties persist even after
corrections.
Inclusion Ans- Refers to the practice of educating students with disabilities in the GENED classroom, so
that they may participate in day-to-day routines alongside students without disabilities to the greatest
extent possible.
Mainstreaming Ans- In which students with disabilities were included in the GENED classroom only
when their achievement would be near grade level without substantial support.
Transition Ans- Help prepare students with disabilities for life after their K-12 education. By age 16, the
student's IEP must contain a post-secondary plan that indicates the goals for life beyond school and
describes the transition services necessary to achieve those goals.
Confidentiality Ans- The contents of the IEP must be kept confidential, except when school staff have
legitimate need to be aware of the contents.
