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NYSTCE Students with Disabilities CST [060]. study guide
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NYSTCE Students with Disabilities CST [060]. study guide
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Students With Disabilities CST NYSTCE (060) Exam1.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 Sec- ondary 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, instruc- tional 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. .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 edu- cation 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
education classroom only when their achievement would be near grade
level without substan- tial 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 dis- abilities 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: Students with disabilities are to be
ed- ucated in the least restrictive environment, meaning that their educational experi- ences 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
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