FTCE: ESE (NavaEd Exam Questions with
Complete Answers
traumatic brain disorder (TBI) injury to the brain caused by external force; causes
impairment in one or more of the following
cognition
language
memory
attention
reasoning
abstract thinking
judgement
problem-solving
sensory deficits
perceptual deficits
psychosocial behavior
decreased physical functions
lack of information processing
speech deficits
specific learning disabilities (SLD) disorder in one or more basic psychological processes
brain injury
,perceptual disabilities
minimal brain dysfunction
dyslexia
developmental aphasia
speech impairment (SI) disorder of speech sounds, fluency, or voice that interfere with
communication which may include stuttering, impaired articulation, or voice impairment
language impairment (LI) dis orders of language that interfere with communication and
one or more of the basic learning processes involved in spoken languages
visually impaired (VI) includes students who are blind, have low vision, no vision, visual
impairment after best correction; students diagnosed with a progressive condition that will result
in visual impairment or no vision after best correction
Piaget's stages of cognitive development theory that states that cognitive development is a
reorganization of mental processes resulting from biological maturation and natural eperience
stages of Piaget's theory of cognitive development 1. sensorimotor (0-2) object
permanence, separation anxiety
2. pre-operational (2-6) identify use of symbols for objects, do not have the ability to apply
logical reasoning
3. concrete operational (7-12) logical reasoning about concrete objects, conservation,
reversibility, serial ordering, understanding cause and effect, thinking is limited to concrete
,4. formal operational (12-adult) abstract thinking, logic, deductive reasoning, comparison,
classification
atypical child development abnormal development of a child; due to conditions of a
physical, neurological, learning, language, or behavior impairment; these conditionas impact
day-to-day functioning and usually last a lifetime
principles of laws governing ESE as determined by FDOE parent and student
participation
appropriate evaluation
IEP
FAPE
LRE
procedural safeguards
parent and student participation 2012; mandated by FDOE; a team of people conduct an
individual evaluation on a student's educational strengths and weaknesses
individualized educational plan (IEP) written agreement outlining services the school will
provide to help the ESE student meet educational needs
free appropriate public education (FAPE) every student receiving ESE services has the
right to a free and appropriate education; 3-21 years
, least restrictive environment (LRE) children with disabilities have the right to receive
their education in the school and classroom they would attend if they were not disabled; students
that require ESE services should only leave the classroom for that purpose
procedural safeguards school and district staff must follow certain steps to make sure ESE
and related services meet the unique needs of each public-school student with a disability
IEP team the team that decides which special services and supports that a student needs to
make progress and achieve annual goals; the individuals that make up the team are called
stakeholders; child study team
IEP stakeholders (members of IEP team) parents
general education teacher
special education teacher
guidance counselor
administrator
any other relevant parties
student (if possible)
IEP goals the IEP team must work together to devise these for the individual ESE student;
must be long-term and short-term; must be measurable
SMART method for creating goals Specific
Measurable
Complete Answers
traumatic brain disorder (TBI) injury to the brain caused by external force; causes
impairment in one or more of the following
cognition
language
memory
attention
reasoning
abstract thinking
judgement
problem-solving
sensory deficits
perceptual deficits
psychosocial behavior
decreased physical functions
lack of information processing
speech deficits
specific learning disabilities (SLD) disorder in one or more basic psychological processes
brain injury
,perceptual disabilities
minimal brain dysfunction
dyslexia
developmental aphasia
speech impairment (SI) disorder of speech sounds, fluency, or voice that interfere with
communication which may include stuttering, impaired articulation, or voice impairment
language impairment (LI) dis orders of language that interfere with communication and
one or more of the basic learning processes involved in spoken languages
visually impaired (VI) includes students who are blind, have low vision, no vision, visual
impairment after best correction; students diagnosed with a progressive condition that will result
in visual impairment or no vision after best correction
Piaget's stages of cognitive development theory that states that cognitive development is a
reorganization of mental processes resulting from biological maturation and natural eperience
stages of Piaget's theory of cognitive development 1. sensorimotor (0-2) object
permanence, separation anxiety
2. pre-operational (2-6) identify use of symbols for objects, do not have the ability to apply
logical reasoning
3. concrete operational (7-12) logical reasoning about concrete objects, conservation,
reversibility, serial ordering, understanding cause and effect, thinking is limited to concrete
,4. formal operational (12-adult) abstract thinking, logic, deductive reasoning, comparison,
classification
atypical child development abnormal development of a child; due to conditions of a
physical, neurological, learning, language, or behavior impairment; these conditionas impact
day-to-day functioning and usually last a lifetime
principles of laws governing ESE as determined by FDOE parent and student
participation
appropriate evaluation
IEP
FAPE
LRE
procedural safeguards
parent and student participation 2012; mandated by FDOE; a team of people conduct an
individual evaluation on a student's educational strengths and weaknesses
individualized educational plan (IEP) written agreement outlining services the school will
provide to help the ESE student meet educational needs
free appropriate public education (FAPE) every student receiving ESE services has the
right to a free and appropriate education; 3-21 years
, least restrictive environment (LRE) children with disabilities have the right to receive
their education in the school and classroom they would attend if they were not disabled; students
that require ESE services should only leave the classroom for that purpose
procedural safeguards school and district staff must follow certain steps to make sure ESE
and related services meet the unique needs of each public-school student with a disability
IEP team the team that decides which special services and supports that a student needs to
make progress and achieve annual goals; the individuals that make up the team are called
stakeholders; child study team
IEP stakeholders (members of IEP team) parents
general education teacher
special education teacher
guidance counselor
administrator
any other relevant parties
student (if possible)
IEP goals the IEP team must work together to devise these for the individual ESE student;
must be long-term and short-term; must be measurable
SMART method for creating goals Specific
Measurable
