Students with Disabilities CST Questions And
Answers
Instructional Level - CORRECT - ANSWERS 90-94% Reading Accuracy
Independent Level - CORRECT - ANSWERS 95-100% reading accuracy of a text
Frustration Level - CORRECT - ANSWERS Less than 90% reading accuracy
13 Disability Categories - CORRECT - ANSWERS • autism
• deaf-blindness
• deafness
• emotional disturbance
• hearing impairment
• intellectual disability
• multiple disabilities
• orthopedic impairment
• other health impairment
• specific learning disability
• speech or language impairment
• traumatic brain injury
• visual impairment (including blindness)
Autism - CORRECT - ANSWERS developmental disability significantly affecting verbal and
nonverbal communication and social interaction, generally evident before age three, that
adversely affects a child's educational performance; engaging in repetitive activities and
stereotyped movements, resistance to environmental change or change in daily routines, and
unusual responses to sensory experiences
, Deaf-Blindness - CORRECT - ANSWERS concomitant [simultaneous] hearing and visual
impairments, the combination of which causes such severe communication and other
developmental and educational needs that they cannot be accommodated in special
education programs solely for children with deafness or children with blindness
deafness - CORRECT - ANSWERS a hearing impairment so severe that a child is impaired
in processing linguistic information through hearing, with or without amplification, that
adversely affects a child's educational performance
Emotional Disturbance - CORRECT - ANSWERS one or more of the following
characteristics over a long period of time and to a marked degree that adversely affects a
child's educational performance: (a) An inability to learn that cannot be explained by
intellectual, sensory, or health factors. (b) An inability to build or maintain satisfactory
interpersonal relationships with peers and teachers. (c) Inappropriate types of behavior or
feelings under normal circumstances. (d) A general pervasive mood of unhappiness or
depression. (e) A tendency to develop physical symptoms or fears associated with personal
or school problems. The term includes schizophrenia. The term does not apply to children
who are socially maladjusted, unless it is determined that they have an emotional
disturbance.
hearing impairment - CORRECT - ANSWERS whether permanent or fluctuating, that
adversely affects a child's educational performance but is not included under the definition
of "deafness."
intellectual Disability - CORRECT - ANSWERS significantly subaverage general intellectual
functioning, existing concurrently [at the same time] with deficits in adaptive behavior and
manifested during the developmental period, that adversely affects a child's educational
performance
Multiple Disabilities - CORRECT - ANSWERS concomitant [simultaneous] impairments
(such as intellectual disability-blindness, intellectual disability-orthopedic impairment), the
combination of which causes such severe educational needs that they cannot be
accommodated in special education programs solely for one of the impairments. The term
does not include deaf-blindness
Orthopedic Impairment - CORRECT - ANSWERS adversely affects a child's educational
performance. The term includes impairments caused by a congenital anomaly, impairments
,caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes
(e.g., cerebral palsy, amputations, and fractures or burns that cause contractures)
Other Health Impairment - CORRECT - ANSWERS having limited strength, vitality, or
alertness, including a heightened alertness to environmental stimuli, that results in limited
alertness with respect to the educational environment, that— (a) is due to chronic or acute
health problems such as asthma, attention deficit disorder or attention deficit hyperactivity
disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia,
nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and (b) adversely
affects a child's educational performance
Specific Learning Disability - CORRECT - ANSWERS a disorder in one or more of the basic
psychological processes involved in understanding or in using language, spoken or written,
that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to
do mathematical calculations. The term includes such conditions as perceptual disabilities,
brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does
not include learning problems that are primarily the result of visual, hearing, or motor
disabilities; of intellectual disability; of emotional disturbance; or of environmental, cultural,
or economic disadvantage
Speech or Language Impairment - CORRECT - ANSWERS communication disorder such as
stuttering, impaired articulation, a language impairment, or a voice impairment that
adversely affects a child's educational performance
Traumatic Brain Injury - CORRECT - ANSWERS acquired injury to the brain caused by an
external physical force, resulting in total or partial functional disability or psychosocial
impairment, or both, that adversely affects a child's educational performance. The term
applies to open or closed head injuries resulting in impairments in one or more areas, such as
cognition; language; memory; attention; reasoning; abstract thinking; judgment;
problemsolving; sensory, perceptual, and motor abilities; psychosocial behavior; physical
functions; information processing; and speech. The term does not apply to brain injuries that
are congenital or degenerative, or to brain injuries induced by birth trauma
Visual Impairment (including blindness) - CORRECT - ANSWERS impairment in vision that,
even with correction, adversely affects a child's educational performance. The term includes
both partial sight and blindness.
, Committee on Special Education - CORRECT - ANSWERS works with teacher to create and
implement individualized programs that enable students with disabilities to reach their
highest potentials
RTI- Tier 1 - CORRECT - ANSWERS - Students identified as being "at risk" through
universal screenings and/or results on state- or districtwide tests receive supplemental
instruction during the school day in the regular classroom.- should not exceed 8 week- not
showing adequate progress are moved to Tier 2.
RTI- Tier 2 - CORRECT - ANSWERS - in small-group settings provided with increasingly
intensive instruction matched to their needs- generally not exceed a grading period.
RTI- Tier 3 - CORRECT - ANSWERS -individualized, intensive interventions that target the
students' skill deficits.-Failing = referred for a comprehensive evaluation and considered for
eligibility for special education services (IDEA 2004).- parents can request SPED eval at any
point of RTI
Executive Function - CORRECT - ANSWERS any task that requires planning, organization,
memory, time management and flexible thinking becomes a challenge
ecological assessment - CORRECT - ANSWERS comprehensive process in which data is
collected about how a child functions in different environments or settings. Sometimes,
students eligible for special education perform or behave well in some environments but
have difficulty in others
Verbal Dyspraxia - CORRECT - ANSWERS motor skill development disorder which
includes speech errors that don't clearly follow a pattern and so appear to be inconsistent
Functional Behavior Assessment (FBA) - CORRECT - ANSWERS variety of techniques used
to identify the causes of a student's behavior. The information gathered in the FBA is then
used to develop a strategy for modifying that behavior
Impulsiveness - CORRECT - ANSWERS acts before considering consequences, poor
impulse control often followed by remorselessness
Answers
Instructional Level - CORRECT - ANSWERS 90-94% Reading Accuracy
Independent Level - CORRECT - ANSWERS 95-100% reading accuracy of a text
Frustration Level - CORRECT - ANSWERS Less than 90% reading accuracy
13 Disability Categories - CORRECT - ANSWERS • autism
• deaf-blindness
• deafness
• emotional disturbance
• hearing impairment
• intellectual disability
• multiple disabilities
• orthopedic impairment
• other health impairment
• specific learning disability
• speech or language impairment
• traumatic brain injury
• visual impairment (including blindness)
Autism - CORRECT - ANSWERS developmental disability significantly affecting verbal and
nonverbal communication and social interaction, generally evident before age three, that
adversely affects a child's educational performance; engaging in repetitive activities and
stereotyped movements, resistance to environmental change or change in daily routines, and
unusual responses to sensory experiences
, Deaf-Blindness - CORRECT - ANSWERS concomitant [simultaneous] hearing and visual
impairments, the combination of which causes such severe communication and other
developmental and educational needs that they cannot be accommodated in special
education programs solely for children with deafness or children with blindness
deafness - CORRECT - ANSWERS a hearing impairment so severe that a child is impaired
in processing linguistic information through hearing, with or without amplification, that
adversely affects a child's educational performance
Emotional Disturbance - CORRECT - ANSWERS one or more of the following
characteristics over a long period of time and to a marked degree that adversely affects a
child's educational performance: (a) An inability to learn that cannot be explained by
intellectual, sensory, or health factors. (b) An inability to build or maintain satisfactory
interpersonal relationships with peers and teachers. (c) Inappropriate types of behavior or
feelings under normal circumstances. (d) A general pervasive mood of unhappiness or
depression. (e) A tendency to develop physical symptoms or fears associated with personal
or school problems. The term includes schizophrenia. The term does not apply to children
who are socially maladjusted, unless it is determined that they have an emotional
disturbance.
hearing impairment - CORRECT - ANSWERS whether permanent or fluctuating, that
adversely affects a child's educational performance but is not included under the definition
of "deafness."
intellectual Disability - CORRECT - ANSWERS significantly subaverage general intellectual
functioning, existing concurrently [at the same time] with deficits in adaptive behavior and
manifested during the developmental period, that adversely affects a child's educational
performance
Multiple Disabilities - CORRECT - ANSWERS concomitant [simultaneous] impairments
(such as intellectual disability-blindness, intellectual disability-orthopedic impairment), the
combination of which causes such severe educational needs that they cannot be
accommodated in special education programs solely for one of the impairments. The term
does not include deaf-blindness
Orthopedic Impairment - CORRECT - ANSWERS adversely affects a child's educational
performance. The term includes impairments caused by a congenital anomaly, impairments
,caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes
(e.g., cerebral palsy, amputations, and fractures or burns that cause contractures)
Other Health Impairment - CORRECT - ANSWERS having limited strength, vitality, or
alertness, including a heightened alertness to environmental stimuli, that results in limited
alertness with respect to the educational environment, that— (a) is due to chronic or acute
health problems such as asthma, attention deficit disorder or attention deficit hyperactivity
disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia,
nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and (b) adversely
affects a child's educational performance
Specific Learning Disability - CORRECT - ANSWERS a disorder in one or more of the basic
psychological processes involved in understanding or in using language, spoken or written,
that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to
do mathematical calculations. The term includes such conditions as perceptual disabilities,
brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does
not include learning problems that are primarily the result of visual, hearing, or motor
disabilities; of intellectual disability; of emotional disturbance; or of environmental, cultural,
or economic disadvantage
Speech or Language Impairment - CORRECT - ANSWERS communication disorder such as
stuttering, impaired articulation, a language impairment, or a voice impairment that
adversely affects a child's educational performance
Traumatic Brain Injury - CORRECT - ANSWERS acquired injury to the brain caused by an
external physical force, resulting in total or partial functional disability or psychosocial
impairment, or both, that adversely affects a child's educational performance. The term
applies to open or closed head injuries resulting in impairments in one or more areas, such as
cognition; language; memory; attention; reasoning; abstract thinking; judgment;
problemsolving; sensory, perceptual, and motor abilities; psychosocial behavior; physical
functions; information processing; and speech. The term does not apply to brain injuries that
are congenital or degenerative, or to brain injuries induced by birth trauma
Visual Impairment (including blindness) - CORRECT - ANSWERS impairment in vision that,
even with correction, adversely affects a child's educational performance. The term includes
both partial sight and blindness.
, Committee on Special Education - CORRECT - ANSWERS works with teacher to create and
implement individualized programs that enable students with disabilities to reach their
highest potentials
RTI- Tier 1 - CORRECT - ANSWERS - Students identified as being "at risk" through
universal screenings and/or results on state- or districtwide tests receive supplemental
instruction during the school day in the regular classroom.- should not exceed 8 week- not
showing adequate progress are moved to Tier 2.
RTI- Tier 2 - CORRECT - ANSWERS - in small-group settings provided with increasingly
intensive instruction matched to their needs- generally not exceed a grading period.
RTI- Tier 3 - CORRECT - ANSWERS -individualized, intensive interventions that target the
students' skill deficits.-Failing = referred for a comprehensive evaluation and considered for
eligibility for special education services (IDEA 2004).- parents can request SPED eval at any
point of RTI
Executive Function - CORRECT - ANSWERS any task that requires planning, organization,
memory, time management and flexible thinking becomes a challenge
ecological assessment - CORRECT - ANSWERS comprehensive process in which data is
collected about how a child functions in different environments or settings. Sometimes,
students eligible for special education perform or behave well in some environments but
have difficulty in others
Verbal Dyspraxia - CORRECT - ANSWERS motor skill development disorder which
includes speech errors that don't clearly follow a pattern and so appear to be inconsistent
Functional Behavior Assessment (FBA) - CORRECT - ANSWERS variety of techniques used
to identify the causes of a student's behavior. The information gathered in the FBA is then
used to develop a strategy for modifying that behavior
Impulsiveness - CORRECT - ANSWERS acts before considering consequences, poor
impulse control often followed by remorselessness
