CST Students with Disabilities: New York State Teacher Certification

By Certification Specialists

Certification Specialists has been helping teachers become New York State certified since 2001. We provide our services to individuals as well as the New York City Department of Education and the City University of New York. 

 

This guide is designed to assist candidates who are certifying to become Special Education educators (grades B-12). Our guide includes practice problems for all aspects of the test. Introductory problems review concepts in each subarea, and four practice tests give you the opportunity to see your progress using mixed reviews that mimic the test. Detailed answer explanations have been refined based on our extensive experience building these skills with institutional and private clients. 

 

Certification Specialists is a boutique test preparation company that specializes in teacher certification. Our materials are developed by teachers, for teachers, and are based on extensive research of these exams.

• Language: English
• Publisher: Outskirts Press
• Release date: Feb 16, 2024
• ISBN: 9781977267580

Certification Specialists

Certification Specialists is a boutique test preparation company that specializes in teacher certification. Our materials are developed by teachers, for teachers, and are based on extensive research of these exams.

Book preview

CST Students with Disabilities

New York State Teacher Certification

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Copyright c 2024 Certification Specialists

v1.0

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Table of Contents

Exam Overview

General Test-Taking Strategies

Definitions and Concepts

Disability Classifications

Assessment Terminology

Behavior Modification Techniques

Elements of an IEP

Legislation

Glossary

Warm-Up Questions and Answers

Practice Test #1

Practice Test #2

Practice Test #3

Practice Test #4

Answers to Practice Test #1

Answers to Practice Test #2

Answers to Practice Test #3

Answers to Practice Test #4

The Constructed Response

General Suggestions for Content

Essay Structure

Essay 1 Prompt

Essay 1 Answer

Essay 2 Prompt

Essay 2 Answer

Essay 3 Prompt

Essay 3 Answer

Welcome to Our Preparation Guide

We know there are many test preparation products on the market- some are good, some are not so good. At Certification Specialists we take seriously the job of preparing New York State teacher candidates. It’s all we do. We’ve been doing it for more than 20 years and we know we do it better than anyone else!

This guide is the product of years of working with hundreds and hundreds of private clients and thousands of institutional clients in the City University of New York system and the New York City Department of Education. Through all of those hours spent helping individuals we have learned what our clients need, how to make answers clear, and how to truly prepare our clients for these challenging exams.

Test 60 is taken by all teacher candidates who wish to be certified for Special Education. The test is far-ranging in terms of the content it tests and the types of questions which focus on students with varied disabilities across developmental levels from birth through early adulthood. Therefore, this text will include both targeted content that covers the spectrum of ideas that are outlined in the test framework as well as practice questions that challenge you to apply the concepts in a format that mimics the test.

We hope this guide will prove to be an important part of your preparation. If you want to reach out to us, send us an email at [e-mail].

Looking for more resources? We’ve partnered with Thinkific to create video tutorials that address many New York State certification exams. You can check out all of our resources at CertificationSpecialists.com.

Thank you for your purchase and good luck with your preparation.

Exam Overview

Time allotted: 3 hours, 15 minutes

Exam structure: 90 multiple choice questions (80%), 1 constructed response of 400-600 words (20%)

General Test-Taking Strategies

1. Many questions on this exam will ask about pedagogy and what a teacher should do in a given situation. These kinds of questions could be about teaching the class, assessing individuals or supporting students with specific learning needs. When answering questions of this kind you generally should not reflect on your own life, preferences, experiences, etc. Answers to these kinds of questions must be based on research and theory. Essentially the test writer is looking for a textbook answer that reflects best practices. Never rule out an answer because it seems too difficult or even impossible in the real world of teaching. If an answer is correctly aligned with the prompt but reflects a very idealistic view of teaching, assessing, etc., it is highly likely to be correct. Remember, this is a standardized test, therefore there must be a standard. Best practices as they are expressed in pedagogical research are the standard, so use ideas that you gained in your education coursework to guide you. Furthermore, as a general rule select options that show a very active teacher. The following is an outline of key points that reflect what the test writer views to be the ideal vision of education:

THE THEORY OF EDUCATION THAT DETERMINES CORRECT ANSWERS

The Students with Disabilities exam (SWD), just like the Educating All Students exam (EAS) is based on the Constructivist theory of education. Constructivist theory is taught in all colleges in New York State that offer courses of study in education. Questions should be answered, and the constructed response should be written with Constructivist ideas in mind. Some basic principles of theory include the following:

Student learning must be hands-on, must address specific learning needs, and must be based upon authentic inquiry. Answer choice options will often present more than one sensible and appropriate way for a lesson to be constructed and student learning to take place, however the correct answer is highly likely to include elements of hands-on, investigative learning in which students construct, deconstruct, examine, or otherwise explore a concept in a way that is as authentic as possible.

Student assessment must be created by the teacher, must be diverse, and be as authentic as possible (i.e. multiple choice and commercially prepared tests are deemed inappropriate). Additionally, assessment must be geared to the student’s learning style. Constructivist theory asserts that assessment should be done in a way that truly captures what a student knows. To do this, teachers should tailor assessments to their students’ needs, design assessments that are directly related to what was taught, and assess in multiple modalities (i.e. in writing, through verbal interaction, via pictorial representations).

Student interest and ability should be considered and incorporated when designing instruction. Constructivist theory asserts that students learn best when instruction is targeted toward their unique assets. When a teacher strives to incorporate aspects of student interests, culture, etc., students are more likely to become meaningfully engaged and are more likely to generalize and maintain a skill because it has been made meaningful and relevant. Furthermore, a student’s specific learning strengths and needs must always be addressed in order to ensure maximum access to learning.

Teachers should individualize instruction and assessment to meet student needs and interests. Modifications must reflect appropriate pedagogical theory and standards of education for students with disabilities. The teacher in the world of this exam is a superhero. He or she has the time and resources to customize and modify instructional and assessment tools for any and all students who need it. Questions on the exam will often ask what a teacher should do in a specific situation in which there are varied learning needs. Select the response that demonstrates the best and most responsive course of action.

**Be careful of wording in scenarios that relate to modification. Learning goals and assignments should be appropriately modified. Learning standards should not be changed. Appropriate modification or levelling implies that the teacher understands specific learning needs. Simplification implies just making something easier. The only things that should be simplified are instructions.

Group work is highly valued, although students should not be given responsibility for teaching each other or assessing each other. Constructivist theory suggests that students learn best by actively engaging in an authentic learning activity and interacting with one another. Correct answers on the exam will often describe cooperative learning, however the test-taker must be very attentive to how cooperative learning scenarios are described. Although children should learn together, they should not be given responsibility for teaching. Be very wary of answer choices that describe students peer-teaching, peer-tutoring, or peer-assessing. In the world of the exam the teacher is solely responsible for communicating content, providing support and making modifications.

The teacher (or aide) should always act as the facilitator. She/he should guide and steer rather than dictate. The teacher in the world of the exam is able to teach and manage the class without adopting an authoritarian stance. The teacher in the world of the exam is able to create an ideal learning context without tactics such as imposing strict rules, threatening consequences, or dictating strict procedures.

The teacher is always responsible for student learning regardless of the special learning need. Teachers should collaborate with others but should not pass responsibility to another professional. Be very careful about how interaction among professionals is worded.

The unique circumstances of each student (culture, language, family structure) must be considered when making educational decisions. The teacher must be aware of cultural differences, including how disabilities are understood or perceived by a student’s family and must strive to communicate in a culturally sensitive and responsive way.

Motivation should typically be intrinsic (i.e. motivated by a love of learning not by a reward or prize) unless a student has a Behavior Intervention Plan that specifies the use of a reward system. As noted above, the writers of this exam are looking for textbook answers about best practices for teaching. Although all the questions relate to scenarios that reflect the real world, correct answers reflect ideas that are grounded in theory and research. Textbooks emphasize that motivation should be fostered by creating engaging activities and experiences. Reward systems that offer tangible rewards are only discussed in textbooks with regards to specific behavior management protocols. Therefore, unless a scenario describes a student with a specific behavior management issue and plan to address it, answers with rewards or prizes offered to motivate should be avoided.

When answering the selected response questions and when writing the constructed response, imagine that you are teaching in a perfect world. Do not take into consideration the real-life day to day issues that make teaching, doing group work, or individualizing instruction difficult. Keep your responses in line with what the test maker is looking for—ideal, textbook answers. Do not allow your understanding of things like shortcuts, quick-fixes and workarounds based in the reality of real, busy, or imperfect classrooms to impact your thinking.

If two answers seem reasonable take the following two steps: (1) re-read the final sentence or two of the question to clarify the focus of the question. One of your choices may be off topic; (2) select the option that shows the more active or proactive teacher who is doing something to solve the problem or support the student.

2. This test will include many questions that use hierarchical words such as primary reason, most important, most likely purpose. When reviewing the answers to questions that use this kind of terminology, look for the answers that relate to an academic issue. Inevitably answers to questions with this kind of hierarchical language will include information about motivation, socialization, creating a good attitude toward learning, etc. The correct answer however will have something to do with fostering learning goals.

3. When asked what a teacher should do first in an encounter with a new student, parent or professional, the correct answer is highly likely to involve asking questions before proceeding with any intervention.

4. Many questions on this test will assess pedagogical vocabulary. The answer explanations will help to define some of these terms. In addition, a comprehensive glossary is included after the warm-up section.

Definitions and Concepts

Many questions on the CST-Students with Disabilities are structured to test pedagogical vocabulary and conceptual understanding of issues related to students with disabilities. Questions will require the test-taker to apply their understanding of concepts related to the nature of various disabilities and the appropriate teaching and assessment approaches that should be used based on a student’s needs. A comprehensive glossary is included in the following section. Most terms are arranged thematically and alphabetically within each theme to help the reader build conceptual understanding of the vocabulary and the interrelationships among the various terms. These terms will be applied in both the questions and answers in the practice section that follows.

DISABILITY CLASSIFICATIONS

Attention Deficit Hyperactivity Disorder/Attention Deficit Disorder

ADHD (Attention Deficit Hyperactivity Disorder) and ADD (Attention Deficit Disorder) are chronic conditions that include attention difficulty, hyperactivity, and impulsiveness.

Characteristics: Individuals with ADHD (Attention Deficit Hyperactivity Disorder) and ADD (Attention Deficit Disorder) often have difficulty with Executive Skills, which are also called Executive Functions. These are the skills that help us manage and direct our lives. They are analogous to the activities that an executive or executive assistant engage in to manage and direct a company or business.

Executive Skills/Executive Functions:

Planning and prioritizing- The ability to create a plan to complete a task or to develop an approach to achieving a goal. This skill includes making decisions about what to direct attention toward and the ordering of the steps needed to achieve the goal.

Time management- The sense that time is an important concept, the ability to accurately estimate how much time a task will take, knowing how to apportion your time, and how to stay within time constraints to meet deadlines.

Organization- The ability to arrange ideas or objects according to a defined structure.

Working Memory- The ability to remember information while using the information to perform complex tasks.

Metacognition- The ability to take a top-down view of your problem-solving approach and to self-monitor and evaluate performance.

Response Inhibition- The power to resist the urge to say or to do something; taking time to think before acting.

Self-regulation of Affect- The ability to deal with emotions so that they don’t get in the way of completing tasks or achieving goals.

Task Initiation-The ability to start a task at the appropriate time without delay or procrastination.

Flexibility- The ability to adapt your responses, behaviors and plans when necessary in order to achieve toward your goals.

Goal-directed Persistence- The ability to follow through to complete tasks and achieve goals.

Sustained Attention- The capacity to pay attention to a task, particularly if the task is not personally interesting.

Disengaging Attention-The ability to stop directing your attention towards one thing and direct it towards something else.

Regulation of Processing Speed- The ability to make a conscious decision about how slowly or quickly to perform a task based upon its importance to you.

Management Techniques:

Provide tools and protocols to promote organization.

Follow routines to promote time on task.

Break large tasks into smaller, more manageable chunks.

Provide support to minimize distractions.

Provide activity breaks and opportunities to release excess energy.

Autism Spectrum Disorder

Autism Spectrum Disorder (ASD) is a disorder of neural development characterized by impaired social interaction and communication as well as by restricted and repetitive behavior. Autism affects information processing in the brain by altering how nerve cells and their synapses connect and organize; how this occurs is not fully understood. ASD is a highly variable neurodevelopmental disorder that first appears during infancy or childhood, and generally follows a steady course without remission. Overt symptoms gradually begin after the age of six months, become established by age two or three years, and tend to continue through adulthood, although often in more muted form.

Characteristics: ASD is distinguished not by a single symptom, but by a characteristic triad of symptoms: impairments in social interaction; impairments in communication; and restricted interests and repetitive behavior. People with ASD have social impairments and often lack the intuition about others that many people take for granted.

Repetitive behaviors- Individuals with ASD often display many forms of repetitive or restricted behavior, which the Repetitive Behavior Scale-Revised (RBS-R) categorizes as follows:

Stereotypy is repetitive movement, such as hand flapping, head rolling, or body rocking.

Compulsive behavior is intentional and appears to follow rules, such as arranging objects in stacks or lines.

Sameness is resistance to change; for example, insisting that the furniture not be moved or refusing to be interrupted.

Ritualistic behavior involves an unvarying pattern of daily activities, such as an unchanging menu or a dressing ritual.

Restricted behavior is limited in focus, interest, or activity, such as preoccupation with a single television program, toy, or game.

Self-injury includes movements that injure or can injure the person, such as eye poking, skin picking, hand biting, and head banging. A 2007 study reported that self-injury at some point affected about 30% of children with ASD.

Management Techniques:

Applied behavior analysis (ABA) is a psychological approach that uses the theory of behaviorism to modify human behaviors as part of a learning or treatment process. Behavior analysts focus on the observable relationship of behavior to the environment. By assessing the relationship between a targeted behavior and the environment, the methods of ABA can be used to change that behavior.

Classroom interventions:

Prepare the child for change in environment or routine.

Avoid too much stimulation and a high noise levels.

Break down directions into very small steps.

Provide multiple