NYSTCE Students with Disabilities CST [060] Exam
1. Panel on Mental Retardation: In 1961, President Kennedy appointed a panel
of experts to prepare a national plan for "combating mental retardation."
2. Elementary and Secondary Education Act in 1965: 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)
3. Public Law 94-143:
4. The Education for all handicapped Children Act (EHA): Public Law 94-143.
Passed in 1975 and later reauthorized as IDEA. guaranteed a free appropriate
public education to each child with a disability.
5. The Individuals with Disabilities Education Improvement Act (IDEIA): is the
federal law that govern the education of children with disabilities.
6. IDEA: 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.
,7. Inclusion: 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)
8. Mainstreaming: students with disabilities were included in the general educa-
tion classroom only when their achievement would be near grade level without
substantial support.
9. Child find: 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.
, 10. Free Appropriate Public Education (FAPE) part of IDEA: 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.
11. LRE Least Restrictive Environment: Students with disabilities are to be
educated in the least restrictive environment, meaning that their educational ex-
periences 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.
12. Continuum of service: allows these students to participate to the greatest
extent possible.
13. IEP individualized Education Plan: 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
1. Panel on Mental Retardation: In 1961, President Kennedy appointed a panel
of experts to prepare a national plan for "combating mental retardation."
2. Elementary and Secondary Education Act in 1965: 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)
3. Public Law 94-143:
4. The Education for all handicapped Children Act (EHA): Public Law 94-143.
Passed in 1975 and later reauthorized as IDEA. guaranteed a free appropriate
public education to each child with a disability.
5. The Individuals with Disabilities Education Improvement Act (IDEIA): is the
federal law that govern the education of children with disabilities.
6. IDEA: 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.
,7. Inclusion: 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)
8. Mainstreaming: students with disabilities were included in the general educa-
tion classroom only when their achievement would be near grade level without
substantial support.
9. Child find: 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.
, 10. Free Appropriate Public Education (FAPE) part of IDEA: 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.
11. LRE Least Restrictive Environment: Students with disabilities are to be
educated in the least restrictive environment, meaning that their educational ex-
periences 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.
12. Continuum of service: allows these students to participate to the greatest
extent possible.
13. IEP individualized Education Plan: 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
