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Students With Disabilities CST NYSTCE (060) Actual
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Mr. Graham is a specialist who works with students who have special needs. You observe Mr. Graham and he is working with a group of students on the tasks of cutting with scissors, holding a pencil, and writing sentences using the same hand without switching to another hand. Mr. Graham is the A. special education teacher B. physical therapist C. occupational therapist
D. motor planning specialist - Answer (C) Mr. Graham is the occupational therapist.
Some students with disabilities have fine motor issues. He is working on these skills including crossing midline. Which is an example of an unmet need that can be addressed prior to the referral process? A. conducting a formal assessment to pinpoint the student's reading capabilities B. creating an IEP with goals for the student C. selecting related services that the student will receive
D. providing assistance to help the student increase his attendance rate - Answer (D)
(A), (B), and (C) are actions that take place after the referral process and are not unmet needs. Helping the student improve attendance is a need that should be addressed prior to asking if the difficulty in school is related to a disability. Which of the following is the best example of a chronic behavioral pattern that is problematic? A. Taylor throws chairs to express her anger concerning her parent's divorce B. Sal gets into fights when he is attacked C. Kelly cannot verbally sound out digraphs when reading aloud
D. Shawn is sometimes late to school because he misses the buses - Answer (C)
Kelly's behavior is chronic and problematic because it impedes reading. The behaviors of Taylor, Sal, and Shawn are in response to a specific event and are not chronic. The first step in addressing an identified unmet need is to A. refer the student for special education B. set up counseling C. contact the family or guardian
D. meet with the principal - Answer (C) Meeting with the family or guardian is the first
step because you can gain information concerning the need. Choice (A) and (B) would not be a first step. Meeting with the principal is a step that would happen prior to addressing the need. It would happen while in the process of identifying the need. The multidisciplinary team is creating Jenna's IEP. In regards to placement in general education, the team must A. place Jenna in a general education class B. justify her placement if she is not participating in general education C. explain her placement to the Board of Education D. report her placement in special education to the Board of Cooperative Educational
Service - Answer (B) As part of the IEP process, a justification statement must be
made that explains the considerations of the students to participate in regular education. If a decision is made that the student will not participate in general education, the rationale must appear on the document. Lisa is a new student in your class. She has an IEP. You are planning instruction but need to know what Lisa is expected to achieve by the end of the year. Which section of the IEP best articulates this information? A. The Present Levels of Performance B. The Annual Goals C. The Short-Term Objectives
D. The Evaluation Scores - Answer (B) The annual goals and objectives state the
projected learning which will be achieved by the end of the school year.
B. physical therapy, small group delivery, twice a week, 40 minutes, in the therapy room, beginning 10/ C. occupational therapy, twice a week, 30 minutes
D. adaptive physical education, 45 minutes, in the gym, beginning 3/2015 - Answer (B)
According to NYS policy and the recommended statewide IEP, service delivery must be reported to include: the type of service, the frequency, the duration, where the service will be provided, and the projected start date. Answer (B) is the only choice that fulfills the complete state criteria. Maya has difficulty with speech and language tasks. She uses text-to-speech on her iPad to express thoughts, needs, and wants. Implementing the use of this in your classroom best demonstrates A. specialized curriculum B. assistive technology C. annual goals
D. speech as a related service - Answer (B) Text to speech software and/or an iPad
are technologies that will assist Maya's learning needs. Therefore, it is assistive technology. A classroom setting in which a General Education Teacher and Special Education Teacher work together with student who are typical and have disabilities is best described in Part 200 of the Regulations of the New York State Commissioner of Education as a(n) A. integrated co-teaching class B. resource room class C. special education class
D. inclusion class - Answer (A) The question describes best the integrated co-teaching
class setting. Choice (D) is not defined in part 200. In reference to testing accommodations for the IEP, which statement covers (1) the type, (2) the conditions, and (3) the implementation recommendation criteria needed (in order to report a testing accommodation completely)? A. The student will have extended time that will be administered in the resource room.
B. The student will have time and a half on essay exams concerning writing five paragraphs or more. C. The student will have time and a half on math tests that will be administered in the resource room. D. The student will have accommodations for reading tests that will be administered in a
separate location. - Answer (C) This choice has all three components, whereas the
others are missing at least one of the components. Activities that facilitate a student's movement from school to post-school activities and also constitute a section on the IEP are titled A. Present Level of Performance Activities B. Evaluation Activities C. Post-School Activities
D. Transition Activities - Answer (D) Transition activities/plans state the activities that
will occur to help prepare the student for life after high school. On Keisha's IEP there is a statement of Placement Recommendations stating where her IEP will be implemented. Which one of the following choices is not a probable location? A. self-contained class B. approved private pre-school C. public school
D. residential care facility - Answer (A) A self-contained class is a program service and
not a placement recommendation location of where the IEP will take place. The IEP must state where the plan is to be executed. Choices (B), (C), and (D) are all probable locations. Long-term goals that are Post-Secondary Goals include all of the following except A. education/training B. employment C. independent living skills
D. counseling - Answer (D) Post-secondary goals are related to job readiness.
Although an individual may need counseling, it is not a goal but rather a support service.
In Present Levels of Performance, Social Development includes all of the following except A. relationships with peers and adults B. feelings about self C. adjustment to school and community
D. perspectives on health and well-being - Answer (D) Choices (A), (B), and (C) all
define Social Development, whereas choice (D) does not. Physical Development in Present Levels of Performance is partly defined by each choice except A. the degree and quality of motor and sensory development B. health and vitality C. physical skills or limitations related to learning
D. audio and visual stimulation - Answer (D) Audio and visual stimulation does not
address the information mandated in Physical Development. Information about audio and visual stimulation would appear in another section of the IEP if necessary. Choices (A), (B), and (C) must be addressed and documented so that the reader of the IEP can ascertain the student's level of physical health. Present Levels of Performance on the IEP include all of the following except A. academic achievement and functional performance B. social development and physical development C. learning characteristics and management needs
D. related services and transition plans - Answer (D) Related services and transition
plans do not address the present levels of student performance. Mr. Johnson is a specialist who works with students who have special needs. You observe Mr. Johnson work with students on verbally labeling objects, sentence combining, and auditory tasks. Mr. Johnson is A. a sign language interpreter B. an occupational therapist
C. a speech and language therapist
D. a physical therapist - Answer (C) A speech and language therapist helps students
with verbal and auditory tasks. Mr. Johnson is a speech and language therapist. Kelly has difficulty communicating verbally. She has developmentally hit most expected benchmarks, but her communication skills are delayed. Which classification would most likely appear on Kelly's IEP? A. autism B. speech and language impairment C. intellectual disability
D. emotional behavioral disability - Answer (B) Speech and language disabilities are
characterized by a lack of age-appropriate development in communication. The fact that Kelly is developmentally appropriate in all other areas rules out choices (A) and (C). There is not enough information to indicate choice (D). Joseph has some communication deficits. He also lacks appropriate social responsiveness, which was identified when he was very young. Joseph has difficulty with eye contact at times and is able to go into his own world. Joseph's characteristics may indicate which of the classifications? A. a learning disability B. a speech and language disability C. autism
D. an emotional behavioral disability - Answer (C) The characteristics exhibited by
Joseph indicate that choice (C) is the best answer. Sheena is a student who is persistently withdrawn in school and at home. Her teacher reports that Sheena is capable of completing the classwork and seems academically intact. Sheena doesn't speak to the other students in class and at recess rarely socializes. Sheena reports that she has obsessive thoughts and fears. Sheena's characteristics may indicate which classification? A. learning disability B. traumatic brain injury C. autism
A. behavioral plan B. modifications needed C. instructional methods
D. transition plan - Answer (C) Choices (A), (B), and (D) are components of an IEP but
choice (C) is not. Instructional methods are not required for the IEP although a team may choose to include them in the document. Mrs. Alverez and Mrs. Chen are co-teachers. While Mrs. Alverez teaches, Mrs. Chen gathers data. This collaborative approach is called A. one teach, one observe B. one teach, one drift C. cooperative learning
D. station teaching - Answer (A) Mrs. Alverez is teaching while Mrs. Chen observes
students and collects data. Mrs. Smith and Mrs. Kendall are co-teachers. Their classroom students are divided into three groups. One group works with Mrs. Smith and one group works with Mrs. Kendall. The third group works on a group project based on pre-planned activities designed by the teachers. This collaboration approach is called A. cooperative learning B. station teaching C. parallel teaching
D. alternative teaching - Answer (B) In station teaching, the class is divided into
groups that are teacher- and student-facilitated. Mr. Poole and Miss Granger are co-teachers. They are teaching the same topic, but have divided their class into two groups. One group consists of auditory learners and the other kinesthetic learners. Mr. Poole and Miss Granger are able to give the students more opportunities to participate in the lesson and design the instruction based on learning style. This collaborative approach to teaching is called A. station teaching B. cooperative learning
C. parallel teaching
D. one teach, one observe - Answer (C) Parallel teaching is a collaborative teaching
approach that allows for teaching the same topic to students in smaller groups and giving the students more opportunities to participate in the lesson. Mrs. Raymond and Mr. Devon are co-teachers. Mr. Devon takes the lead and teaches students how to use the order-of-operation strategy known as PEMDAS. While Mr. Devon teaches, Mrs. Raymond walks around the room helping students and making sure they are following the correct order. This collaboration approach is called A. one teach, one drift B. one teach, one assist C. one teach, one score
D. one teach, one alternate - Answer (B) Mr. Devon teaches and Mrs. Raymond
assists students one on one with the order of operations. Which of the following is a method of collaboration that strengthens the home-school relationship and provides the teachers and parents opportunity for direct communication? A. parent education B. parent conferences C. parent involvement
D. parent associations - Answer (B) Parent conferences allow an opportunity for
teachers and parents to collaborate on the education of the student. At school, Linda's mother has been invited to read a book to the class. Mrs. Daley, Linda's teacher, invites parents to come to the school and collaborate with her. Mrs. Daley attempts to encourage A. parent associations B. parent complexity C. parent involvement
D. parent position - Answer (C) Inviting parents to be a part of the school increases
parent involvement. Choice (C) is the best answer.
C. securing papers to work area with tape or magnets
D. collaborating with peers - Answer (D) Choices (A), (B), and (C) are testing
accommodations. Collaborating with peers is not a testing accommodation. Tests such as the New York State English Language Arts Assessments and the Regents exams A. show growth between student populations B. are criterion-reference tests C. are norm-reference tests
D. social stories - Answer (B) These types of tests compare students' performance on
curriculum as defined by the New York State Learning Standards and Common Core Standards. Mrs. Hays is using an assessment tool to evaluate Sherman. One of the tasks measures how quickly Sherman can perform a skill or recall academic tasks. Mrs. Hays can use this information to determine Sherman's A. potential B. grade average C. fluency
D. PMS (picture memory system) - Answer (C) Fluency is the rate at which a student
can perform a skill or recall information. Mr. Wise is an inclusion teacher planning for the upcoming school year. To begin, he thinks about the four major areas that make up instructional environments and ponders how he will accommodate all of his students. What are the four areas Mr. Wise has in mind? A. physical organization, cooperative learning, materials, and assistive technology B. organization, grouping, technology, and methods C. routines, organization, physical plant, and technology
D. visual schedule - Answer (B) The four areas that make up instructional
environments are organization, grouping, technology, and methods. Parts of the other choices would fall into one of the categories present in choice (B).
Maria is a student who tends to be off task only when the teacher moves on to a new topic or activity. Mrs. Little, her teacher, could provide Maria with a behavior chart or checklist to help Maria with A. attention B. conduct C. transitions
D. Jennifer - Answer (C) Maria is having difficulty when moving from one activity to
another. This indicates the need to manage transitions. In determining eligibility for special education services, tests of adaptive behavior are important for assessing A. hearing impairments B. speech and language disorders C. blindness
D. intellectual disabilities - Answer (D) Adaptive behavior assessments are used to
evidence and measure the characteristics associated with intellectual disabilities. Mr. Tsu is planning a reading unit for his 7th grade science class. Assessment from the last unit shows that the majority of the students scored above 75%. Mr. Tsu begins to analyze the other 25%. Before he begins his planning, he uses this information to make a(n) A. data-based decision B. individualized assessment plan C. individualized education plan
D. unit plan - Answer (A) Mr. Tsu uses data to inform his planning of instruction. Using
data to make these decisions is referred to as a data-based decision. At the beginning of a lesson, Ms. Canty uses a discussion to introduce the new material. During the discussion, Ms. Canty guides students to connect their life experiences to the new topic. She probes to see what they may know about the topic and how their associations can serve as a base for the new information they will learn. This is an example of
D. picture chart - Answer (C) A visual schedule is used with students who have autism
so that the student can see what will occur during the school day. Matthew has been diagnosed with a seizure disorder. Peter has been diagnosed with sickle-cell disease. Tanisha has severe asthma. Jennifer has a cochlear implant. Which student is most likely not classified under OHI? A. Matthew B. Peter C. Tanisha
D. Jennifer - Answer (D) OHI stands for Other Health Impairments. Matthew, Peter,
and Tanisha's conditions would be classified under OHI because they are not IDEA- defined disability categories. Jennifer has a cochlear implant, which indicates she has a hearing impairment which is an IDEA classification category. Mrs. Tau is teaching her students how to give positive feedback during student presentations. Part of her lesson includes listening behaviors. Mrs. Tau then teaches the students how to take turns when speaking and giving compliments. This is an example of A. manners training B. social skills training C. social advocacy training
D. self-determination training - Answer (B) Mrs. Tau is teaching the students how to
demonstrate social skills that are valued in society. Social skills training is an evidenced-based practice that focuses on appropriate behaviors. Choices (A) and (D) are also evidenced-based practices, but are not social skills training as exampled by Mrs. Tau. Emanuel has a 12-month IEP and in the summer months the focus is on an expansion of the core curriculum. Of the following, which would be a part of an expanded core curriculum? A. the writing process B. reading informational text C. using manipulatives for math
D. orientation and mobility - Answer (D) Choices (A), (B), and (C) are components of
the core curriculum. Choice (D), orientation and mobility, is a part of the expanded curriculum which addresses functional living skills. Questions 53 to 55 refer to the following: Mr. Tower is conducting a Functional Behavioral Assessment with Tyrone. Tyrone's target behavior is that he puts his head down on the desk during his 5th period science class for about half of the class period. Mr. Tower notes that Tyrone has lunch during 4th period. Mr. Tower usually ignores Tyrone's behavior, but now realizes it must be addressed. What is a possible antecedent for Tyrone's behavior? A. Tyrone is bored in science class B. Tyrone does not sleep at home C. Tyrone does not like science
D. Tyrone plays basketball at lunch - Answer (D) An antecedent defined is something
that usually occurs just before the behavior. In this question, (D) is the best choice. Questions 53 to 55 refer to the following: Mr. Tower is conducting a Functional Behavioral Assessment with Tyrone. Tyrone's target behavior is that he puts his head down on the desk during his 5th period science class for about half of the class period. Mr. Tower notes that Tyrone has lunch during 4th period. Mr. Tower usually ignores Tyrone's behavior, but now realizes it must be addressed. If Mr. Tower decided to tap Tyrone on the shoulder when his head is down, instead of ignoring his behavior, Mr. Tower is changing the A. antecedent of the behavior B. behavior C. reinforcement of the behavior
D. intervention plan - Answer (C) A reinforcement of a behavior is what occurs after
the behavior. Mr. Tower would be changing the reinforcement of the behavior. Questions 53 to 55 refer to the following: Mr. Tower is conducting a Functional Behavioral Assessment with Tyrone. Tyrone's target behavior is that he puts his head down on the desk during his 5th period science class for about half of the class period. Mr. Tower notes that Tyrone has lunch during
A. intellectual disability B. multiple disabled C. orthopedic impairment
D. other health impaired - Answer (B) Students who have characteristics of two or
more federally defined categories of disability fall into the category of multiple disabilities. Justin has a twelve-month IEP. Justin is unable to maintain developmental levels when he is away from school for long periods of time. The school developed and issued the twelve-month IEP to prohibit A. loss of memory B. substantial regression C. transition loss
D. loss of vision - Answer (B) Twelve-month programs are designed for students who
would suffer substantial regression if they were out of school for the summer months. These students also require a higher intensity of individualized attention with high levels of management needs. According to New York State Department of Education regulations, which of the following best represents the membership of the special education committee? A. the parents, regular education teacher, special education teacher, school psychologist B. special education teacher, school nurse, principal, school counselor C. assistant principal, regular education teacher, parent member, reading teacher
D. the parents, reading teacher, principal, school social worker - Answer (A) Although
it is recommended to have any professionals who are knowledgeable about the student, their learning needs, and the services provided by the district, New York State policy mandates that certain professionals be a part of the committee. Choice (A) is the best representation of that membership. Once a school district is in receipt of a request for an initial referral, the school district has A. forty days to request parent consent to imitate the evaluation
B. ten days to provide the parent with a copy of the referral and to inform the parents of their rights C. forty days to begin the evaluation
D. fifty days to implement the IEP - Answer (B) According to New York State policy,
districts must inform parents of the referral and their rights within ten days. Can a district evaluate a student for an initial referral without the parents' consent? A. no, a district must have the parents' written consent B. yes, the district can at any time evaluate a student without parental consent. C. maybe, if the district has verbal consent.
D. possibly, if the parents do not respond in 30 days - Answer (A) A New York
State( school district must have written parental permission to evaluate a student for an initial referral. During a discrete trial, Emily is learning to make a request. Emily needs some help so Mr. Nigel, her teacher, models the behavior. Mr. Nigel is A. providing Emily a prompt through modeling B. showing Emily how to make the request C. reinforcing Emily's positive behavior
D. withholding the reinforcer - Answer (A) Mr. Nigel is modeling the behavior through
prompting. Although he is showing her the behavior as he prompts, some aspects of the behavior will not be modeled so that Emily will need less prompting to engage in the behavior. Choice (A) is precise and accurate and a part of our academic vocabulary as Special Education Teachers. Willow is not successful at manipulating the blending and segmentation of phonemes used in speech. Which is the best next step that her teacher could implement to address this specific need? A. work on activities to develop Willow's phonemic awareness. B. devise vocabulary study guides to increase word knowledge. C. orally read passages to Willow so she can develop her listening skills.
