NYSTCE Students with disabilities test
study guide
1. Principals: Primary responsibility is administrative. Implement
building policy procedures, and control designation of facilities,
equipment and resources. Main focus if following protocol,
watching for liability, and managing the school team.
2. General Education Teacher: Role is to observe the student's
learning process and monitor the success of the IEP. Give feedback
to the student and the IEP team. Work with the students on a regular
basis and contribute information to referrals.
3. Occupational Therapist: For older students, this person will
work with self care skills including vocational skills. Also will focus
on fine motor skills.
4. Paraprofessional: An assistant to the Special Educator and
works in the class- room with the student with disabilities. A tutor
for individual students or with small groups. Creates the material
to be used in class with the student and also gives important
feedback to both the student and the members of the IEP team
,5. Physical Therapist: Work with students who have issues with
disorders of mus- cles, bones, joints, or nerves after the student
has received medical assessment. Usually relates to- cerebral
palsy, muscular dystrophy. This person will also be familiar with
assistive technologies and or adaptive equipment
6. School Psychologist: Role is to administer and interpret
results of the stan- dardized test. Will also contribute to the
assessment of the student and help create the IEP. Observes the
student in the classroom, provide testing and evaluation and
document a case history of the student.
7. Social Worker: provide resources and materials to the parents
or caregivers of the student. Specializes in knowing community and
school services available. Can do intake, interview, and home visits
as needed.
8. Speech Pathologist: Works with students with speech or
language disorders on an ongoing basis. Offers support and
feedback to the student and his or her parents and or caregivers
on an ongoing basis.
9. School Nurse: Provides information to the families about health
related issues. Responsible for medications, therapeutic services,
and care for specific medical conditions
,10. Guidance Counselor: Responsible for counseling services
for the family and student.
11. Autism: Developmental disability significantly affecting verbal
and nonverbal communication and social interaction, generally
evident before the age of three, that adversely affects a child's
educational performance. Engagement in repetitive activities and
stereotyped movements, resistance to environmental change or
change in daily routine, and unusual responses to sensory
experiences.
12. Cognitive Disability: Significantly sub-average general
intellectual function- ing, existing concurrently with deficits in
adaptive behavior and manifested during the developmental
period, that adversely affects a child's educational performance.
13. Deaf-Blindness: Concomitant hearing and visual
impairments, the combina- tion of which causes severe
communication and other developmental and educa- tional needs
that they cannot be accommodates in special education programs
solely for children with deafness or children with blindness
14. Deafness: A hearing impairment that is so severe that the child
is impaired in processing linguistic information through hearing, with
or without amplification, that adversely affects a child's educational
performance
, 15. Emotional Disability: Condition exhibiting one or more of the
following char- acteristics over a long period of time and to a marked
degree that adversely affects a child's education performance
- An inability to learn that cannot be explained by intellectual,
sensory, or health factors
- An inability to build or maintain satisfactory interpersonal
relationships with peers and teachers
- Inappropriate types of behavior or feeling under normal
circumstances
- A general pervasive mood of anxiety or unhappiness or
depression
- A tendency to develop physical symptoms or fears associated
with personal or school problems
16. Hearing Impairment: an impairment in hearing, whether
fluctuating or per- manent, that adversely affects a child's
educational performance but that is not included under the
definition of deafness
17. Multiple Disabilities: Concomitant impairments (such as
mental retardation- blindness, mental retardation- orthopedic
impairment, etc.) the combination of which causes such severe
educational needs that they cannot be accommodated in special
education programs solely for one of the impairments (does not
include deaf-blindness)
study guide
1. Principals: Primary responsibility is administrative. Implement
building policy procedures, and control designation of facilities,
equipment and resources. Main focus if following protocol,
watching for liability, and managing the school team.
2. General Education Teacher: Role is to observe the student's
learning process and monitor the success of the IEP. Give feedback
to the student and the IEP team. Work with the students on a regular
basis and contribute information to referrals.
3. Occupational Therapist: For older students, this person will
work with self care skills including vocational skills. Also will focus
on fine motor skills.
4. Paraprofessional: An assistant to the Special Educator and
works in the class- room with the student with disabilities. A tutor
for individual students or with small groups. Creates the material
to be used in class with the student and also gives important
feedback to both the student and the members of the IEP team
,5. Physical Therapist: Work with students who have issues with
disorders of mus- cles, bones, joints, or nerves after the student
has received medical assessment. Usually relates to- cerebral
palsy, muscular dystrophy. This person will also be familiar with
assistive technologies and or adaptive equipment
6. School Psychologist: Role is to administer and interpret
results of the stan- dardized test. Will also contribute to the
assessment of the student and help create the IEP. Observes the
student in the classroom, provide testing and evaluation and
document a case history of the student.
7. Social Worker: provide resources and materials to the parents
or caregivers of the student. Specializes in knowing community and
school services available. Can do intake, interview, and home visits
as needed.
8. Speech Pathologist: Works with students with speech or
language disorders on an ongoing basis. Offers support and
feedback to the student and his or her parents and or caregivers
on an ongoing basis.
9. School Nurse: Provides information to the families about health
related issues. Responsible for medications, therapeutic services,
and care for specific medical conditions
,10. Guidance Counselor: Responsible for counseling services
for the family and student.
11. Autism: Developmental disability significantly affecting verbal
and nonverbal communication and social interaction, generally
evident before the age of three, that adversely affects a child's
educational performance. Engagement in repetitive activities and
stereotyped movements, resistance to environmental change or
change in daily routine, and unusual responses to sensory
experiences.
12. Cognitive Disability: Significantly sub-average general
intellectual function- ing, existing concurrently with deficits in
adaptive behavior and manifested during the developmental
period, that adversely affects a child's educational performance.
13. Deaf-Blindness: Concomitant hearing and visual
impairments, the combina- tion of which causes severe
communication and other developmental and educa- tional needs
that they cannot be accommodates in special education programs
solely for children with deafness or children with blindness
14. Deafness: A hearing impairment that is so severe that the child
is impaired in processing linguistic information through hearing, with
or without amplification, that adversely affects a child's educational
performance
, 15. Emotional Disability: Condition exhibiting one or more of the
following char- acteristics over a long period of time and to a marked
degree that adversely affects a child's education performance
- An inability to learn that cannot be explained by intellectual,
sensory, or health factors
- An inability to build or maintain satisfactory interpersonal
relationships with peers and teachers
- Inappropriate types of behavior or feeling under normal
circumstances
- A general pervasive mood of anxiety or unhappiness or
depression
- A tendency to develop physical symptoms or fears associated
with personal or school problems
16. Hearing Impairment: an impairment in hearing, whether
fluctuating or per- manent, that adversely affects a child's
educational performance but that is not included under the
definition of deafness
17. Multiple Disabilities: Concomitant impairments (such as
mental retardation- blindness, mental retardation- orthopedic
impairment, etc.) the combination of which causes such severe
educational needs that they cannot be accommodated in special
education programs solely for one of the impairments (does not
include deaf-blindness)
