NYSTCE 074 flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

IDEA definition of specific learning disability

A disorder in one or more basic psychological processes involved in understanding or using language, manifesting in imperfect ability to listen, think, speak, read, write, spell, or do mathematics.

Dyslexia

A specific learning disability of neurobiological origin characterized by poor phonological processing and word recognition, unexpected in relation to other abilities and typically requiring explicit, systematic phonics instruction.

Dyscalculia

A specific learning disability affecting number sense, calculation, and math fact retrieval; students may struggle with quantity comparison, place value, and multistep problems despite adequate reasoning ability.

Emotional/behavioral disorder criteria

IDEA requires one or more characteristics over a long period that adversely affect educational performance: inability to learn unexplained by other factors, relationship problems, inappropriate behavior, unhappiness, or physical symptoms.

Autism spectrum disorder

A developmental disability affecting social communication and interaction, plus restricted or repetitive behaviors and interests; may include sensory sensitivities and need for predictability and visual supports.

Intellectual disability

Significantly subaverage general intellectual functioning (typically IQ about 70 or below) existing with deficits in adaptive behavior, manifested during the developmental period and affecting daily functioning.

Other health impairment

IDEA category for limited strength, vitality, or alertness due to chronic or acute health problems such as asthma, ADHD, diabetes, epilepsy, or sickle cell anemia that adversely affects educational performance.

Free appropriate public education

FAPE means special education and related services provided at public expense, meeting state standards, and conforming to the student's individualized education program so the student can make meaningful progress.

Least restrictive environment

The requirement that students with disabilities be educated with nondisabled peers to the maximum extent appropriate, removed only when education in general classes cannot be achieved satisfactorily with supports.

Related services

Supportive services required for a student to benefit from special education, including speech-language therapy, occupational therapy, physical therapy, counseling, and transportation.

Prior written notice

A required written statement to parents before the school proposes or refuses to initiate or change identification, evaluation, placement, or provision of FAPE, including reasons and procedural safeguards.

Section 504 accommodation plan

A plan under the Rehabilitation Act providing accommodations to a student with a physical or mental impairment substantially limiting a major life activity, without requiring special education eligibility.

Norm-referenced assessment

A test that compares a student's performance to a representative same-age or same-grade sample, reported as standard scores, percentile ranks, or stanines rather than skill mastery.

Criterion-referenced assessment

A test measuring performance against a defined standard or skill set, indicating what a student can do rather than how the student compares with peers.

Standard score interpretation

On most cognitive and achievement tests the mean is 100 and standard deviation is 15; about 68 percent of students score between 85 and 115.

Curriculum-based measurement

Brief, standardized probes administered repeatedly to track academic growth over time; examples include oral reading fluency and correct writing sequences, used to judge responsiveness to intervention.

Functional behavioral assessment

A problem-solving process using observation, interviews, and data to identify the antecedents, consequences, and function (attention, escape, access, sensory) of a challenging behavior.

Behavior intervention plan

A written plan derived from functional behavioral assessment that specifies proactive supports, replacement behaviors to teach, reinforcement strategies, and responses to problem behavior.

Positive behavior supports

A proactive approach emphasizing teaching expected behaviors, reinforcing them, and redesigning environments to prevent problems rather than relying on punitive consequences.

Explicit instruction

A structured teaching approach with clear objectives, teacher modeling, guided practice with feedback, and independent practice, often used for students with learning disabilities.

Scaffolding

Temporary supports such as models, prompts, or graphic organizers that enable a student to complete a task, gradually removed as competence increases.

Universal Design for Learning

A framework providing multiple means of engagement, representation, and action and expression so curriculum is accessible to diverse learners from the outset.

Accommodation versus modification

An accommodation changes how a student accesses material without altering expectations; a modification changes what is taught or the performance standard required.

Co-teaching parallel model

Two teachers divide the class and each teaches the same content to a smaller group, increasing attention and participation while covering identical objectives.

Co-teaching station model

Teachers design learning stations, with students rotating through teacher-led and independent activities; allows targeted small-group instruction and hands-on practice.

Progress monitoring

Regular, frequent measurement of a student's response to instruction using brief probes, compared with a goal line to decide whether to continue or adjust intervention.

Transition planning

A coordinated set of activities begun by age 16 focusing on postsecondary education, employment, and independent living, based on age-appropriate transition assessments and student interests.

Assistive technology

Any device or service that increases, maintains, or improves functional capabilities of a student with a disability, such as text-to-speech software, communication devices, or adapted keyboards.

Manifestation determination

A review required before changing placement for discipline; it asks whether the behavior was caused by or directly related to the disability or to a failure to implement the IEP.

Stay-put provision

During a due process dispute, the student remains in the current educational placement unless the school and parents agree otherwise or a hearing officer orders a change.

Response to Intervention

A multitiered framework of increasingly intensive, research-based instruction and progress monitoring used to identify students needing support and to inform referral decisions.

IEP present levels of performance

A statement describing the student's current academic achievement and functional performance, including how the disability affects involvement in the general education curriculum.