NYSTCE Students with Disabilities (060)
REA Pre Test Questions and answers
1. Compulsory Educations est.: by early 20th Century
2. Panel of Mental Retardation: Government action created by
President John F. Kennedy in 1961
3. Elementary & Secondary Education Act: 1965
4. Public Law 94-143: Education for All Handicapped Children Act
(EHA)
-passed in 1975
-reauthorized as the Individuals with Disabilities Education Act
(IDEA)
5. Inclusion: educating SwD in the general education classroom
-allows them to participate in day-to-day routines alongside
students w/o disabili- ties to the greatest extend possible
-a default/normative scenario for which there may be exceptions
6. Mainstreaming: SwD included in the gen ed classroom only
when their achieve- ment would be near grade level, without
substantial support
7. Inclusion v. Mainstreaming: Inclusion treats the gen ed
classroom as the student's primary placement, with the gen ed
teacher as the primary teacher; mainstreaming first requires
student to be at/near grade level
8. Individuals with Disabilities Education ~Improvement~ Act:
IDEA, aka
IDEIA; 1975
- strongest, most direct impact on special ed
-Federal gov't provides states w/funding for special education. -
She states must comply w/numerous requirements that pertain to
children ranging from birth to age
21.
9. Child Find Activities: -State compliance for IDEA
-used to identify & evaluate children who may have disabilities
,-must be evaluated at no cost to parents
-parents must be involved in the evaluation process
-parents or school professional (ex. teacher) may request
evaluation
-parental consent required
10. Who may request evaluation of a child?: Parents or school
professional, such as a teacher
-but parental consent is required!
11. Free Appropriate Public Education (FAPE): -State
compliance for IDEA
-SwD entitled to same types of educational experiences as peers
-schools must provide SwD an educational experience that is
appropriate to age
& abilities at no cost to parent
12. LRE: Least Restrictive Environment
-State compliance for IDEA
-educational experiences must be as similar as possible to peers
-remain in gen ed class to greatest extent possible & fewest
possible changes to day-to-day routine
-Foundation of Inclusion
-Continuum of Services
13. Continuum of Services: -State compliance for IDEA
-allows students to participate to the greatest extent possible
14. IEP: -State compliance for IDEA
-Individualized Education Program/Plan required for each child 3
yo to 21 yo
-describes child's present level of progress & learning capacity
-short & long term goals
-accommodations & services needed
15. IEP Post-graduation: -State compliance for IDEA
-When child is 16 yo, IEP must included description of the student's
goals following graduation
-includes transition services needed to achieve those goals
16. IFSP: -State compliance for IDEA
-Individualized Family Service- Plan (IFSP)
,-focuses on the family and the child's natural environment
-prior to age 3 for each child who shows signs of developmental
delay
17. Federal Legislation for SwD (5): 1. IDEA
2. The Vocational Rehabilitation Act
3. Americans with Disabilities Act (ADA)
4. Family Educational Rights & Privacy Act (FERPA)
5. No Child Left Behind Act (NCLB)
18. The Vocational Rehabilitation Act & Americans with
Disabilities Act
(ADA): forbid discrimination against individuals with disabilities
19. The Family Educational Rights and Privacy Act (FERPA):
Helps ensure the privacy of educational records such as IEPS
20. No Child Left Behind Act (NCLB): -2001; requires
instructional practices be predicated on scientifically based
research
-Increases the accountability of schools with respect to the
academic progress of students with disabilities
, 21. Referals: Referral for evaluation must be made in order to
determine whether a child has a disability & requires special ed
services
-can be made by parents, school staff, and/or administrators; also
physicians, judicial officers, students over 18 yo
22. Committee on Special Education: CSE; the multidisciplinary
team that re- ceives referrals, responsible for:
-makeing arrangements for the evaluation of a student who has
been referred
-determining whether student is eligible for special ed services,
based on evalua- tion results
-developing & implementing IEP
-reviewing IEP on annual basis & modifying as needed
23. Committee on Preschool Special Education: CPSE; the
multidisciplinary team that receives referrals for children between
ages 3 and 5
24. Requirements for the Assessment of Students, #1-4: 1.
School officials must notify parents prior to assessments; parental
permission needed
2. Must be conducted by interdisciplinary team, including at least
1 teacher or ed- ucational professional who is knowledgeable
about student's suspected disability
3. Must be carried out on individual basis
4. Must consist of more than one test or criterion
25. Requirements for the Assessment of Students, #5-8: 5.
Materials must be nondiscriminatory w/respect to racial & cultural
background; assessments must be in primary language
6. Must be empirically validated & be administered by individuals
trained in their administrtaion
7. Test protocols must be adhered to
8. For children birth-3 yo, assessment must take place in "natural
environments" (home, day care center)
26. Procedural Safeguards: a set of rules & procedures
designed to protect the rights and interests of parents and their
children with disabilities
REA Pre Test Questions and answers
1. Compulsory Educations est.: by early 20th Century
2. Panel of Mental Retardation: Government action created by
President John F. Kennedy in 1961
3. Elementary & Secondary Education Act: 1965
4. Public Law 94-143: Education for All Handicapped Children Act
(EHA)
-passed in 1975
-reauthorized as the Individuals with Disabilities Education Act
(IDEA)
5. Inclusion: educating SwD in the general education classroom
-allows them to participate in day-to-day routines alongside
students w/o disabili- ties to the greatest extend possible
-a default/normative scenario for which there may be exceptions
6. Mainstreaming: SwD included in the gen ed classroom only
when their achieve- ment would be near grade level, without
substantial support
7. Inclusion v. Mainstreaming: Inclusion treats the gen ed
classroom as the student's primary placement, with the gen ed
teacher as the primary teacher; mainstreaming first requires
student to be at/near grade level
8. Individuals with Disabilities Education ~Improvement~ Act:
IDEA, aka
IDEIA; 1975
- strongest, most direct impact on special ed
-Federal gov't provides states w/funding for special education. -
She states must comply w/numerous requirements that pertain to
children ranging from birth to age
21.
9. Child Find Activities: -State compliance for IDEA
-used to identify & evaluate children who may have disabilities
,-must be evaluated at no cost to parents
-parents must be involved in the evaluation process
-parents or school professional (ex. teacher) may request
evaluation
-parental consent required
10. Who may request evaluation of a child?: Parents or school
professional, such as a teacher
-but parental consent is required!
11. Free Appropriate Public Education (FAPE): -State
compliance for IDEA
-SwD entitled to same types of educational experiences as peers
-schools must provide SwD an educational experience that is
appropriate to age
& abilities at no cost to parent
12. LRE: Least Restrictive Environment
-State compliance for IDEA
-educational experiences must be as similar as possible to peers
-remain in gen ed class to greatest extent possible & fewest
possible changes to day-to-day routine
-Foundation of Inclusion
-Continuum of Services
13. Continuum of Services: -State compliance for IDEA
-allows students to participate to the greatest extent possible
14. IEP: -State compliance for IDEA
-Individualized Education Program/Plan required for each child 3
yo to 21 yo
-describes child's present level of progress & learning capacity
-short & long term goals
-accommodations & services needed
15. IEP Post-graduation: -State compliance for IDEA
-When child is 16 yo, IEP must included description of the student's
goals following graduation
-includes transition services needed to achieve those goals
16. IFSP: -State compliance for IDEA
-Individualized Family Service- Plan (IFSP)
,-focuses on the family and the child's natural environment
-prior to age 3 for each child who shows signs of developmental
delay
17. Federal Legislation for SwD (5): 1. IDEA
2. The Vocational Rehabilitation Act
3. Americans with Disabilities Act (ADA)
4. Family Educational Rights & Privacy Act (FERPA)
5. No Child Left Behind Act (NCLB)
18. The Vocational Rehabilitation Act & Americans with
Disabilities Act
(ADA): forbid discrimination against individuals with disabilities
19. The Family Educational Rights and Privacy Act (FERPA):
Helps ensure the privacy of educational records such as IEPS
20. No Child Left Behind Act (NCLB): -2001; requires
instructional practices be predicated on scientifically based
research
-Increases the accountability of schools with respect to the
academic progress of students with disabilities
, 21. Referals: Referral for evaluation must be made in order to
determine whether a child has a disability & requires special ed
services
-can be made by parents, school staff, and/or administrators; also
physicians, judicial officers, students over 18 yo
22. Committee on Special Education: CSE; the multidisciplinary
team that re- ceives referrals, responsible for:
-makeing arrangements for the evaluation of a student who has
been referred
-determining whether student is eligible for special ed services,
based on evalua- tion results
-developing & implementing IEP
-reviewing IEP on annual basis & modifying as needed
23. Committee on Preschool Special Education: CPSE; the
multidisciplinary team that receives referrals for children between
ages 3 and 5
24. Requirements for the Assessment of Students, #1-4: 1.
School officials must notify parents prior to assessments; parental
permission needed
2. Must be conducted by interdisciplinary team, including at least
1 teacher or ed- ucational professional who is knowledgeable
about student's suspected disability
3. Must be carried out on individual basis
4. Must consist of more than one test or criterion
25. Requirements for the Assessment of Students, #5-8: 5.
Materials must be nondiscriminatory w/respect to racial & cultural
background; assessments must be in primary language
6. Must be empirically validated & be administered by individuals
trained in their administrtaion
7. Test protocols must be adhered to
8. For children birth-3 yo, assessment must take place in "natural
environments" (home, day care center)
26. Procedural Safeguards: a set of rules & procedures
designed to protect the rights and interests of parents and their
children with disabilities
