NYSTCE Students with Disabilities CST
060 Exam 2025/2026 with Solution and
Updated Teacher Certification
-reviewing the referral
-review background information
-develop an evaluation plan indicating what test and other forms of assessment will be used to evaluate
the child.
-share the evaluation plan with parents and obtain consent
- arrange for the student to be assessed
-evaluate the results of assessment, along with other info, to determine if the student has a disability, and
if so what special ed and related services will he or she need.
- generate a written report of findings
-meet with parents and determine eligibility
- the results of the committee's evaluation are used to develop IEP - ANS-CSC determines eligibility by
a collection of work produced by student over time. Gauge student effort, progress, and achievement
through many different kinds of work produced in a particular class or specific theme. - ANS-Portfolio
Assessment
a developmental disability, generally detectable before the age of 3, that affects communication, social
interaction, and learning May show language delays, unusual speech patterns, aversion to eye contact and
touch, repetitive behaviors, and resistance to change in daily routines. - ANS-Autism
a systematic process. SETT framework. Students. Environment, Tasks, and Tools. used to identify
supports and services for students with disabilities. - ANS-Info gather and decision making
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. - ANS-Screening Assessment
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. - ANS-Pre-referral assessment
allow the parents to bring their complaints before an impartial, experienced individual from outside the
school district. The hearing are conducted at no cost to parents, although parents are ordinarily
responsible for their attorney's fees. Due process hearings can also be requested by schools, as happens
sometimes, for example when parents refuse to allow a child to be evaluated for the presence of a
disability. - ANS-Due Process hearings
, allows students with disabilities to participate on equal basis with peers. They must not change the content
of the test. Must not substitute knowledge or abilities the student has not obtained. -
ANS-Accommodations
allows these students to participate to the greatest extent possible. - ANS-Continuum of service
alternative forms of the same assessment yield the same results. When the test has multiple forms. -
ANS-Equivalent form reliability
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. - ANS-Traumatic brain injury
applies alphabetic knowledge when decoding. Decodes letter by letter. - ANS-Full- alphabetic
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. -
ANS-Diagnostic Assessment
assessing individual student progress. Determines the extent to which instruction is effective (overall and
in specific areas) Determines the extent of each student's progress (overall and in specific areas). Indicates
how to modify instruction or provide other support for students whos progress is inadequate. -
ANS-Progress Monitoring
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. - ANS-IEP individualized Education Plan
Both hearing and visual impairments usually occurs at birth (congenital) but may be acquired through
illness or injury. - ANS-Deaf-blindness
can be defined as whatever contributes to meaning over and above the literal meaning of the words.
(contextual information, differing tones of voices, figurative language, communicativecontexts -
ANS-Pragmatic
060 Exam 2025/2026 with Solution and
Updated Teacher Certification
-reviewing the referral
-review background information
-develop an evaluation plan indicating what test and other forms of assessment will be used to evaluate
the child.
-share the evaluation plan with parents and obtain consent
- arrange for the student to be assessed
-evaluate the results of assessment, along with other info, to determine if the student has a disability, and
if so what special ed and related services will he or she need.
- generate a written report of findings
-meet with parents and determine eligibility
- the results of the committee's evaluation are used to develop IEP - ANS-CSC determines eligibility by
a collection of work produced by student over time. Gauge student effort, progress, and achievement
through many different kinds of work produced in a particular class or specific theme. - ANS-Portfolio
Assessment
a developmental disability, generally detectable before the age of 3, that affects communication, social
interaction, and learning May show language delays, unusual speech patterns, aversion to eye contact and
touch, repetitive behaviors, and resistance to change in daily routines. - ANS-Autism
a systematic process. SETT framework. Students. Environment, Tasks, and Tools. used to identify
supports and services for students with disabilities. - ANS-Info gather and decision making
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. - ANS-Screening Assessment
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. - ANS-Pre-referral assessment
allow the parents to bring their complaints before an impartial, experienced individual from outside the
school district. The hearing are conducted at no cost to parents, although parents are ordinarily
responsible for their attorney's fees. Due process hearings can also be requested by schools, as happens
sometimes, for example when parents refuse to allow a child to be evaluated for the presence of a
disability. - ANS-Due Process hearings
, allows students with disabilities to participate on equal basis with peers. They must not change the content
of the test. Must not substitute knowledge or abilities the student has not obtained. -
ANS-Accommodations
allows these students to participate to the greatest extent possible. - ANS-Continuum of service
alternative forms of the same assessment yield the same results. When the test has multiple forms. -
ANS-Equivalent form reliability
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. - ANS-Traumatic brain injury
applies alphabetic knowledge when decoding. Decodes letter by letter. - ANS-Full- alphabetic
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. -
ANS-Diagnostic Assessment
assessing individual student progress. Determines the extent to which instruction is effective (overall and
in specific areas) Determines the extent of each student's progress (overall and in specific areas). Indicates
how to modify instruction or provide other support for students whos progress is inadequate. -
ANS-Progress Monitoring
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. - ANS-IEP individualized Education Plan
Both hearing and visual impairments usually occurs at birth (congenital) but may be acquired through
illness or injury. - ANS-Deaf-blindness
can be defined as whatever contributes to meaning over and above the literal meaning of the words.
(contextual information, differing tones of voices, figurative language, communicativecontexts -
ANS-Pragmatic
