NYSTCE STUDENTS WITH
DISABILITIES CST EXAM QUESTIONS
WITH CORRECT SOLUTIONS||100%
GUARANTEED PASS||A+
GRADED||UPDATED 2026/2027
SYLLABUS||<<NEWEST VERSION>>
Learning Disability - ANSWER ✓ problems with the ability to comprehend or
produce information when performing academic task (Dyslexia, dyscalculia, and
minimal brain dysfunction) "Specific LD" indicated that this disability is restricted
to particular school subjects or tasks. Only impaired in a certain skill
Speech or Language impairment - ANSWER ✓ communication disorders that
impact the students educational performance (articulation disorders, stuttering and
mutism).
Traumatic brain injury - ANSWER ✓ an acquired injury to the brain that
undermines the student's educational performance. Depending on the severity of
the injury, traumatic brain injury may have impairments in physical, behavioral,
cognitive, social, and or emotional function.
Visual impairment - ANSWER ✓ visual problems even after surgery or
corrective lenses.
Learning and instructional strategies- how do students with disabilities learn? -
ANSWER ✓ Develop appropriate instruction and curricular modifications
1. maintain an academic focus
2. holding high expectations for students' academic performance and behavior
3. making students accountable for their work and classroom behavior.
4. creating a positive, cooperative classroom atmosphere.
5. differentiating instruction accord to individual student characteristics.
6. monitoring student behavior and engagement.
, Screening Assessment - ANSWER ✓ administered to all students in a particular
school or grade. typically carried out in the beginning of the year. may also be
carried out on an individual basis.
Pre-referral assessment - ANSWER ✓ administered to individual students in
some states before referring them for special ed. They typically provide more info
than screenings. Can be used to determine which instructional modifications will
help and if so are they successful.
Diagnostic Assessment - ANSWER ✓ Are administered to individual students
who may need additional support. In some cases, diagnostic assessments are used
because screening has suggested the presence of a disability (in which case the
diagnostic assessment may function as a prereferral assessment) In other cases, it is
used because the student has already been referred for special ed. and more info is
needed. They provide more in-depth understanding of skills and instructional needs
than screening do. Determines strengths and weakness. In some cases, it is also
designed to identify the nature of the student's disability. May be a standardized
test, but determination of an eligibility for services will consist of info gathered
from many sources.
Progress Monitoring - ANSWER ✓ conducted frequently over time, and it
focuses on one specific academic area (reading fluency) or behavioral dimension
(impulse control). Could be formal or informal given before or after special ed
services. (curriculum- based measurement).
Outcome assessment - ANSWER ✓ Student achievement at the end of school
year or time period. Evaluation. State-mandated achievement test that students of
certain grade levels must take in several areas at the end of the year.
Alternative Assessments - ANSWER ✓ They are not standardized, norm-
referenced, not MC. They tend to be defined by student expression based on
behaviors, products.
Observational assessment - ANSWER ✓ descriptions of student behavior in
natural settings. Describe behavior as objectively as possible (EX. checklist, the
presence or absence of a specific behavior- talking out of turn, leaving one's seat at
inappropriate times. Rating scales- note the extent to which behavior is expressed,
the extent of engagement in class activities. Duration records-note the amount of
time the student spends engaged in a particular behavior (talking when
DISABILITIES CST EXAM QUESTIONS
WITH CORRECT SOLUTIONS||100%
GUARANTEED PASS||A+
GRADED||UPDATED 2026/2027
SYLLABUS||<<NEWEST VERSION>>
Learning Disability - ANSWER ✓ problems with the ability to comprehend or
produce information when performing academic task (Dyslexia, dyscalculia, and
minimal brain dysfunction) "Specific LD" indicated that this disability is restricted
to particular school subjects or tasks. Only impaired in a certain skill
Speech or Language impairment - ANSWER ✓ communication disorders that
impact the students educational performance (articulation disorders, stuttering and
mutism).
Traumatic brain injury - ANSWER ✓ an acquired injury to the brain that
undermines the student's educational performance. Depending on the severity of
the injury, traumatic brain injury may have impairments in physical, behavioral,
cognitive, social, and or emotional function.
Visual impairment - ANSWER ✓ visual problems even after surgery or
corrective lenses.
Learning and instructional strategies- how do students with disabilities learn? -
ANSWER ✓ Develop appropriate instruction and curricular modifications
1. maintain an academic focus
2. holding high expectations for students' academic performance and behavior
3. making students accountable for their work and classroom behavior.
4. creating a positive, cooperative classroom atmosphere.
5. differentiating instruction accord to individual student characteristics.
6. monitoring student behavior and engagement.
, Screening Assessment - ANSWER ✓ administered to all students in a particular
school or grade. typically carried out in the beginning of the year. may also be
carried out on an individual basis.
Pre-referral assessment - ANSWER ✓ administered to individual students in
some states before referring them for special ed. They typically provide more info
than screenings. Can be used to determine which instructional modifications will
help and if so are they successful.
Diagnostic Assessment - ANSWER ✓ Are administered to individual students
who may need additional support. In some cases, diagnostic assessments are used
because screening has suggested the presence of a disability (in which case the
diagnostic assessment may function as a prereferral assessment) In other cases, it is
used because the student has already been referred for special ed. and more info is
needed. They provide more in-depth understanding of skills and instructional needs
than screening do. Determines strengths and weakness. In some cases, it is also
designed to identify the nature of the student's disability. May be a standardized
test, but determination of an eligibility for services will consist of info gathered
from many sources.
Progress Monitoring - ANSWER ✓ conducted frequently over time, and it
focuses on one specific academic area (reading fluency) or behavioral dimension
(impulse control). Could be formal or informal given before or after special ed
services. (curriculum- based measurement).
Outcome assessment - ANSWER ✓ Student achievement at the end of school
year or time period. Evaluation. State-mandated achievement test that students of
certain grade levels must take in several areas at the end of the year.
Alternative Assessments - ANSWER ✓ They are not standardized, norm-
referenced, not MC. They tend to be defined by student expression based on
behaviors, products.
Observational assessment - ANSWER ✓ descriptions of student behavior in
natural settings. Describe behavior as objectively as possible (EX. checklist, the
presence or absence of a specific behavior- talking out of turn, leaving one's seat at
inappropriate times. Rating scales- note the extent to which behavior is expressed,
the extent of engagement in class activities. Duration records-note the amount of
time the student spends engaged in a particular behavior (talking when
