NYSTCE Students with Disabilities CST [060]. Exam Prep 2024.
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NYSTCE Students With Disabilities CST [060]
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Nystce 060 Students With Disabilities Cst
NYSTCE Students with Disabilities CST [060]. Exam Prep 2024.
Panel on Mental Retardation
In 1961, President Kennedy appointed a panel of experts to prepare a national plan for "combating mental retardation."
Elementary and Secondary Education Act in 1965
The Elementary and Secondary Education...
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NYSTCE Students with Disabilities CST [060].
Exam Prep 2024.
Panel on Mental Retardation
In 1961, President Kennedy appointed a panel of experts to prepare a national plan for
"combating mental retardation."
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)
Public Law 94-143
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.
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.
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)
Mainstreaming
students with disabilities were included in the general education classroom only when
their achievement would be near grade level without substantial support.
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.
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.
LRE Least Restrictive Environment
Students with disabilities are to be educated in the least restrictive environment,
meaning that their educational experiences 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.
Continuum of service
allows these students to participate to the greatest extent possible.
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 16 the
IEP must contain a description of the student's goals falling graduation and the
transition services needed to achieve those goals.
Individualized Family Service Plan (IFSP)
Prior to the age of 3, each child who shows signs of developmental delay must have an
IFSP. It is a written document similar to the IEP that focuses on the gmail and the child's
natural environment.
The Vocation Rehabilitation Act and the Americans with Disabilities Act (ADA)
forbids discrimination against individuals with disabilities.
The Family Educational Rights and Privacy Act (FERPA)
helps ensure the privacy of educational records such as IEPs.
The No Child Left Behind Act (NCLB)
increases the accountability of schools with respect to the academic progress of
students with disabilities.
Referrals
IDEA, as well as New York State regulations, specify a process for referrals. In order to
determine if a child has a disability and requires special ed. services, a referral for
evaluation must be made. A referral can be made by parents, school staff, or
administrators. Physicians, judicial officers, and students over 18, can make a request
for an initial referral too. Parents whose children have not previously received the case
of an initial referral, parental consent is required in order for evaluation to proceed.
CSE Committee on special education
The multidisciplinary teams that receives referrals. They are in charge of making
arrangements for the evaluation of a student who has been referred. They determine
the basis of evaluation results whether the student is eligible for special ed services.
they are in charge of developing and implementing an IEP. They review the IEP on an
annual basis and modify it as need. They develop a transition plan too.
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