FTCE: ESE Law Practice Exam With Answers (297 Solved Questions)

Name: FTCE: ESE Law Practice Exam With Answers (297 Solved Questions)
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FTCE: ESE (NavaEd
1. Individuals with
Disabilities Act
(IDEA)
2004; federal law that makes available a free and
appropriate public education for all children
2. Family Educational
Rights and Privacy
Act (FERPA)
1974; federal law that protects the privacy of student
education records
3. Every student Suc-
ceeds Act (ESSA)
2015; federal law that advances equity by requir-
ing that all students be taught high academic stan-
dards; mandates statewide assessment t hat measure
progress
4. No Child Left Be-
hind (NCLB)
2002; federal law that introduced accountability to pub-
lic schools; Titles 1, 2, 3, 4, 5, and 6
5. Title I improving academic education achievement of the dis-
advantaged
6. Title II preparing, training, and recruiting high quality teachers
and principals
7. Title III language instruction for limited English proficient and
immigrant students
8. Title IV 21st century schools; federal school grants for colleges
and universities
9. Title V promoting informed parental choice and innovative
programs
10. Title IV flexibility and accountability; prohibits discrimination
11. Race To The Top
(RTTT)
2009; competition between 46 states and DC to im-
plement college-ready reform plans; standards were
created in collaboration by the states
12. The Consent De-
cree
1970; addresses the rights of ELL students; grounded
in the 14th Amendment; requires instruction to be de-
livered in a free and comprehensive manner
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13. Section 504 of the
Rehabilitation Act
1973; requires school districts to provide a free appro-
priate education (FAPE) to each qualified student with
a disability
14. Americans with Dis-
abilities Act
1990; civil rights law that prohibits discrimination
based on disability; provides similar protections as the
Civil Rights Act of 1964
15. autism Spectrum
Disorder (ASD)
developmental disability affecting verbal/nonverbal
communication and social interaction which tends to
have an impact on educational performance; classified
as OHI
16. deaf or
hard-of-hearing
severe impairment that impedes the processing of
linguistic information through hearing without amplifi-
cation; may have adverse effects on a student's edu-
cational performance
17. developmentally
delayed (DD)
student who is delayed in one or more of the following
areas:
adaptive or self-help development
cognitive development
communication development
social/emotional development
physical/motor development
18. dual-sensory im-
paired (DSI)
simultaneous hearing and visual impairment that
causes severe communication, acquisition of commu-
nication, acquisition of information, and functionality
within the environment deficits
19. emotion or be-
havioral disabilities
(EBD)
one or more of the following characteristics over a
period of time to the extent that it adversely affects
educational performance
unexplained inability to learn
inability to maintain interpersonal relationships
inappropriate types of behaviors or feelings
prevalent unhappiness or depression
2 / 32

20. homebound or hos-
pitalized (HH)
restriction of activities over a period of time based
upon medical diagnosis or psychiatric condition; con-
fines student to home or hospital
21. intellectual disabili-
ties (InD)
significant subaverage general intellectual functioning
and deficits in adaptive behavior manifested during
birth through age 19
22. other health impair-
ment (OHI)
having limited strength, vitality or alertness during a
heightened alertness to environmental stimuli; results
in limited alertness to the educational environment and
due to chronic health problems
these include:
asthma
ADD
ADHD
diabetes
epilepsy
heart condition
hemophilia
lead poisoning
leukemia
ASD
rheumatic fever
Tourette syndrome
sickle cell anemia
23. orthopedic impair-
ment (OI)
severe skeletal, muscular, or neuromuscular impair-
ment resulting from congenital anomalies and impair-
ments from other causes
24. traumatic brain dis-
order (TBI)
injury to the brain caused by external force; causes
impairment in one or more of the following
cognition
language
memory
attention
reasoning
abstract thinking
judgement
3 / 32

problem-solving
sensory deficits
perceptual deficits
psychosocial behavior
decreased physical functions
lack of information processing
speech deficits
25. specific learning
disabilities (SLD)
disorder in one or more basic psychological processes
brain injury
perceptual disabilities
minimal brain dysfunction
dyslexia
developmental aphasia
26. speech impairment
(SI)
disorder of speech sounds, fluency, or voice that inter-
fere with communication which may include stuttering,
impaired articulation, or voice impairment
27. language impair-
ment (LI)
dis orders of language that interfere with communica-
tion and one or more of the basic learning processes
involved in spoken languages
28. visually impaired
(VI)
includes students who are blind, have low vision, no vi-
sion, visual impairment after best correction; students
diagnosed with a progressive condition that will result
in visual impairment or no vision after best correction
29. Piaget's stages of
cognitive develop-
ment
theory that states that cognitive development is a reor-
ganization of mental processes resulting from biologi-
cal maturation and natural eperience
30. stages of Piaget's
theory of cognitive
development
1. sensorimotor (0-2) object permanence, separation
anxiety
2. pre-operational (2-6) identify use of symbols for ob-
jects, do not have the ability to apply logical reasoning
3. concrete operational (7-12) logical reasoning about
concrete objects, conservation, reversibility, serial or-
dering, understanding cause and effect, thinking is
limited to concrete
4 / 32

4. formal operational (12-adult) abstract thinking, logic,
deductive reasoning, comparison, classification
31. atypical child devel-
opment
abnormal development of a child; due to conditions of
a physical, neurological, learning, language, or behav-
ior impairment; these conditionas impact day-to-day
functioning and usually last a lifetime
32. principles of laws
governing ESE
as determined by
FDOE
parent and student participation
appropriate evaluation
IEP
FAPE
LRE
procedural safeguards
33. parent and student
participation
2012; mandated by FDOE; a team of people conduct
an individual evaluation on a student's educational
strengths and weaknesses
34. individualized edu-
cational plan (IEP)
written agreement outlining services the school will
provide to help the ESE student meet educational
needs
35. free appropriate
public education
(FAPE)
every student receiving ESE services has the right to
a free and appropriate education; 3-21 years
36. least restrictive en-
vironment (LRE)
children with disabilities have the right to receive their
education in the school and classroom they would
attend if they were not disabled; students that require
ESE services should only leave the classroom for that
purpose
37. procedural safe-
guards
school and district staff must follow certain steps to
make sure ESE and related services meet the unique
needs of each public-school student with a disability
38. IEP team the team that decides which special services and
supports that a student needs to make progress and
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achieve annual goals; the individuals that make up the
team are called stakeholders; child study team
39. IEP stakeholders
(members of IEP
team)
parents
general education teacher
special education teacher
guidance counselor
administrator
any other relevant parties
student (if possible)
40. IEP goals the IEP team must work together to devise these for
the individual ESE student; must be long-term and
short-term; must be measurable
41. SMART method for
creating goals
Specific
Measurable
Achievable
Relevant
Timely
42. accommodation changes how the student learns; material remains the
same as non-disabled peers in the classroom
43. examples of accom-
modations
frequent breaks
assistive technology
preferential seating
extra time for assignments and tests
instructional strategies
peer support
curricular adaptations
collaborative teaching
44. review and revision
of IEP
must occur every 12 months; method of measurement
and progress must be measured; IEP must be revised
as needed; a new IEP may be created if necessary
45. transition IEP used for students age 16 or older; the purpose is to
help the student transition into life after high school
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46. reevaluation IEP the school must reevaluate ESE students every three
years; the determination will be made about whether
the student should continue to receive services
47. waivers for stu-
dents with disabili-
ties
allows disabled students to opt out of participating in
statewide standardized assessments
48. external support accommodations, supplementary aids, and services
of support that are deemed to be required based on
collaboration between the general education and spe-
cial education teachers; the IEP serves as the refer-
ence for all necessary supports
49. in-class support co-teacher
support facilitator
peers
50. co-teacher formal commitment between a general education
teacher and an ESE teacher to jointly plan, deliver,
and assess instructions for all students in a general
education classroom
51. support facilitator an individual who provides a variety of supports to
students and/or to the general educationi teacher that
meets the needs identified through collaborative plan-
ning; this may include paraprofessionals, OT thera-
pists, PT therapists, speech therapists
52. peers students in the general education classroom that are
matched with ESE students to assist with classroom,
physical and social needs and may provide instruction-
al tutoring
53. specialized support provides focused support to students who require sup-
port to address one or more objectives in a setting oth-
er than the general education classroom for a period
of time during the school day; the support is the result
of individual analysis of the student
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54. least restrictive en-
vironment (LRE)
a legal requirement that children with special needs
be assigned to the most general educational context
in which they can be expected to learn
55. LRE decisions can-
not be based on
the student's exceptionality
limited space in the program
administrative convenience
configuration of the school's delivery system
cost or funding issues
56. parent communica-
tion
must be notified 2 weeks prior to IEP meeting
communication must occur frequently
must emphasize positive behaviors
phone calls or email
indicate willingness to work with the parent
communicate in student's native language
use a translator if needed
57. student communi-
cation
set clear rules and guidelines
provide hardcopy of class outline
use nonverbal cues
provide rubric for assignmnets
58. paraprofessional a person who works under the supervision of a more
highly educated professional; assists students
59. National Associa-
tion of Special
Education Teachers
(NASSET)
national membership organization dedicated to ren-
dering support and assistance to those preparing for
or teaching in the field of special education
60. the Council for Ex-
ceptional Children
(CEC)
advocates on behalf of children with exceptionali-
ties; examines policy issues, develops appropriate re-
sponses to those issues and influences legislation
61. The
Division of Career
Development and
Transition of the
promotes national and international efforts to improve
the quality of, and access to, career/vocational and
transition services, increase the participation of edu-
cation in career development and transition goals, and
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Council for Excep-
tional Children
to influence policies affecting career development and
transition services for persons with disabilities
62. disproportionality
in ESE
students struggling with academic areas may be un-
necessarily labeled as disabled and placed in ESE
classrooms; this happens more frequently with ELLs
63. assessment types diagnostic
formative
summative
normative-referenced
criterion-referenced
64. diagnostic assess-
ment
pre-assessment; provides instructors with information
about students' prior knowledge
65. formative assess-
ment
assessment conducted before, during and after
lessons; drives instruction
66. summative assess-
ment
assessment that focuses on the outcome of a lesson
or unit; measures growth
67. criterion-refer-
enced assessment
assessment that measures student performance
against a specific set of standards
68. norm-referenced
assessment
assessment that measures a student's performance
against his or her peers
69. informal assess-
ment
spontaneous forms of assessment that can easily be
incorporated into day-to-day classroom activities
70. alternative assess-
ment
method of testing through means other than traditional
assesssment
71. authentic assess-
ment
assessment of students' knowledge and skills in a
"real-life" context
72. types of authentic
assessments
oral assessments
written assessments
performance-based assessments
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Subject

Civil Law

FTCE: ESE Law Practice Exam With Answers (297 Solved Questions)

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