NYSTCE Students with Disabilities Exam Prep

NYSTCE Students with Disabilities

The NYSTCE (060) CST Students with Disabilities Teacher Certification Exam is designed to provide any information related to the New York State Teacher Certification Examinations program's format and content. The NYSTCE CST Students with Disabilities (060) also measures both your content knowledge and pedagogical content knowledge by requiring you to analyze at least one or more of your assessment results, teacher notes, or an excerpt from an individualized education program form. The NYSCTE of Students with Disabilities guides you on how to provide the best quality and research-based instructions to students with disabilities that encourage their accomplishment of individualized learning goals. As a result, you will skillfully apply your knowledge with your interventions and implement custom designed instruction, develop specialized programs to engage students with disabilities to achieve their highest potential, and become a special education expert in both the classroom and school community.

Practice tests give you a better idea of the topics you have mastered and those you should keep studying.

Test Content and Structure

The NYSTCE (060) CST Students with Disabilities Teacher Certification Exam is 195 minutes long, allowing you to work at your own pace throughout the test administration. The NYSCTE Students with Disabilities contains one long constructed response (20%) and mostly selected-response questions (80%), measuring your knowledge of pedagogical content. In time length, the NYSTCE Students with Disabilities Essay section lasts for 60 minutes, and the selected-response items last up to 135 minutes. In the competency of the NYSTCE CST Students with Disabilities (060), there are approximately 90 questions in total.

Background and Best Practices (10%)

While it is important for you to apply your knowledge of all the guidelines within special education, you must learn every role under the NYSTCE of Students with Disabilities as a special education teacher in New York Public Schools. In addition, you will know how to work with related associates to help students reach their goals in learning as part of the NYSTCE CST Students with Disabilities (060). Your best tips for preparing for the NYSTCE (060) CST of Students with Disabilities Teacher Certification Exam includes the following:

  • Learn the significance of both philosophical and historical foundations of special education with research on trends and contemporary issues.
  • Understand every guideline involved, especially placement within a continuum of services and behavior management planning and implementation.
  • Become familiar with every right and responsibility of a student with a disability, the parent/guardian(s), colleagues, and schools.
  • Understand the culturally responsive strategies of associating with students with disabilities and their parents/guardians to improve their results from learning.
  • Familiarize yourself with ways of working with faculty members, colleagues, medical personnel, volunteers, and agency representatives to guide students with disabilities to achieve their educational goals.
  • Learn to engage in ongoing professional development activities and in self-reflection to impact effectively on students with disabilities.
  • Use your understanding of every source of information and concept to be updated for research-validated practice within special education.
  • Apply your knowledge to all associated organizations and of your responsibilities to advocate for your interests of students with disabilities.

Understanding Disability and Development (10%)

As required by the NYSCTE of Students with Disabilities, you must determine how students with disabilities learn and develop on various factors that are effective for them by learning their characteristics and type of disability and how it can affect progress and learning throughout domains. Here are suggestions that you should keep in mind when preparing for the NYSCTE CST Students with Disabilities Teacher Certification Exam:

  • Practice your understanding of cognitive human growth and development within social, emotional, linguistic, and sensory standards.
  • Practice your knowledge of identifying learning disabilities and the medical aspects of them, especially including intellectual and learning disabilities (as in the NYSCTE CST Students with Disabilities (060).
  • Determine any similarities or distinctions among students with and without disabilities.
  • Apply your knowledge on how traits of certain disabilities can affect a student's education and life.
  • Identify the distinct forms of how students with disabilities learn from diverse backgrounds and their strategies for signifying those differences.
  • Practice identifying the elements that impact the learning, growth, and life of students with disabilities.

Assessments and Programming (20%)

You are expected to know the process of impositions when you monitor students' progress and explain instructions to them. As part of the NYSTCE CST Students with Disabilities (060), you must familiarize yourself with the duties of choosing and distributing the imposition and translating its results. This also includes how to work with other associates during the procedures of the special education programs. Here are the necessary attributes as you take the NYSTCE (060) CST Students with Disabilities Teacher Certification Exam:

  • Verify your understanding of both the customized and standard terminology within the imposition of every student with a disability.
  • Confirm what you learned about all the assessments, including their traits, purposes, and limits.
  • Demonstrate your knowledge of choosing and distributing objective assessments for specific students.
  • Translate the information of assessments into a more casual approach.
  • Use the information of an assessment to make placement decisions for and monitor the progress of students with disabilities.
  • Communicate the outcomes of the assessments to every colleague from the NYSCTE of Students with Disabilities while developing records to be kept sustained.
  • Familiarize yourself with the steps of screening, classification, prereferral, and referral.
  • Confirm what you know of the availability of the appropriate services and placements for students with disabilities.
  • Verify your knowledge of IEPs' factors with the duties of special education teachers.
  • Verify what you know of the roles of your colleagues when you are working on the procedures of the IEPs.

Classroom Management (10%)

You are mandated by the NYSCTE of Students with Disabilities to know how to plan and maintain a productive and safe learning environment so that students with disabilities can succeed. This task, as part of the NYSCTE CST of Students with Disabilities (060), includes the willingness to work with faculty to develop these settings that focus on students' needs throughout every area and the ability to develop individualized systems of positive behavioral participation with support for students with disabilities. Here are important points that will benefit you before you take the NYSCTE (060) CST Students with Disabilities Teacher Certification Exam:

  • Prove that you know how to both develop and sustain a safe productive learning environment for every student by setting patterns and suitable physical strategies.
  • Beware of how a teacher's attitude and behavior can impact every student and know the appropriate methods of adjusting interaction as a reply to student needs.
  • Provide evidence that you know the disadvantages of students with disabilities and the ways of facilitating their active participation and nourishing their independence and which method to use for inspecting their progress in behavior and learning.
  • Demonstrate what you know of the procedures for crisis prevention and intervention.

Effective Methods of Curriculum-Based Instruction (20%)

The NYSCTE of Students with Disabilities requires you to know the most efficient ways of researching and developing special instructions to help these students maintain good grades in the general curriculum. As part of the NYSTCE CST of Students with Disabilities (060), you must also know why basing instructions on both state and national curriculum standards are necessary as well. This will also show your knowledge of the essential strategies as you work with other faculty and pinpoint each student's struggles and strengths. These points indicate what is expected of you as you take the NYSTCE (060) CST Students with Disabilities Teacher Certification Exam:

  • Prove that you know every curriculum standard and create instructions based on these standards for students with disabilities.
  • Improve content learning of students with disabilities by what you recall on co-planning and co-teaching procedures.
  • Practice finding distinctions of the instructions as you choose and use their materials based on the traits of a specific student with disabilities.
  • Know every resource for students with disabilities and adjust the resource and the curriculum materials for each student.
  • Use what you know from your research to provide instructions and interventions in all subjects for students with disabilities, including reading, mathematics, writing, and vocabulary.
  • Use your research as you teach various learning techniques, skills of listening and studying, and test-taking tips to guide students with disabilities as they learn the material to aid them and thereby improve their learning abilities.
  • Engage students with disabilities on the importance of academic success with your knowledge of technological usage.

Strategies for Skill Acquisition (10%)

The NYSCTE of Students with Disabilities requires you to know what appropriate instructional strategy fits with a student's needs within communication and learning, especially when it comes to distinct linguistic and cultural backgrounds. As part of the NYSCTE CST of Students with Disabilities (060), you also must learn to create specific programs for these students to foster their social skills so they can practice them in an authentic context. When you work with associates to navigate students with disabilities through transitions from childhood to adulthood successfully, keep these points in mind as you take the NYSTCE (060) CST Students with Disabilities Teacher Certification Exam:

  • No matter what culture or language students with disabilities may originate from, always be sure to find and use the most suitable strategy to guide them in improving their communication skills.
  • Use what you know of the concepts of communication to provide specific instructions to students within the usage of both systems of alternative and enhancive interactions.
  • Demonstrate your understanding of each skill with academic curricula.
  • Practice your skills within self-determination and self-advocacy as you encourage students with disabilities further independence.
  • Apply the same concept of independence within community-based settings for students with disabilities, especially when they transition between environments throughout the school year and beyond.

Meeting Students' Needs (20%)

The NYSCTE of Students with Disabilities expects you to gather information from students' profile data in all assessments of their academic performance to identify their struggles and strengths. As for the NYSCTE CST Students with Disabilities (060), this task will aid you to develop specific instructions for certain students to meet their specific needs. Consider the following key points as you take the NYSCTE (060) CST Students with Disabilities Teacher Certification Exam:

  • Determine which students have either mild, moderate, severe, or multiple disabilities based on their profiles as you analyze them.
  • Define any information from all assessments to figure out what each student struggles with and excels in.
  • Develop any support for students with disabilities as a way of creating behavioral interventions to inspire them with positivity.
  • Develop the support to also determine which intervention fits a specific student based on their behavioral traits.
  • Use what you have learned in your research to determine what kind of instructions works best for students with disabilities within skills both in academics and outside of academics.

NYSTCE Students with Disabilities Scores

After you submit your NYSTCE (060) CST Students with Disabilities Teacher Certification Exam, you should be able to view your test results within 2 to 3 weeks, starting from 10 pm on the score report date indicated. You will be graded based on how you provided evidence for the 5 components of teaching which includes planning, assessment with instruction, academic language, and the analysis of teaching. The passing score for the NYSTCE CST Students with Disabilities (060) is 520, indicating the NYSTCE Students with Disabilities Essay as the remaining 20% of the score that requires you to develop a constructed-response answer. According to the NYSCTE of Students with Disabilities, the score report will additionally hold further information on how well you performed in all the major subareas.

Registering for the NYSTCE CST Students with Disabilities (060)

Before you take the NYSTCE (060) CST Students with Disabilities Teacher Certification Exam, you need to fully pay the test registration fees with either a credit card, debit card, or a check card that is under VISA or MasterCard. You will also need your identification number (PIN) for your entry. Please know that the merchant's name will be called "Eval Systems Test Fee" on your credit card statement. If you do not carry a card under VISA or MasterCard, you must ask for information on how to submit payment through check by contacting the Evaluations Systems. If you happen to have a voucher from any prior participation, you are allowed to use it throughout the registration process. Once you complete your registration, it is only valid for a year from the date you issued it. If you never set up an appointment and took your test within the year, or canceled it during, your registration will expire, and you won't receive any refund or credit.

NYSTCE Students with Disabilities Preparation Materials

The overall purpose of the NYSTCE CST Students with Disabilities Study Guide is to visualize the types of questions that are likely going to be in the NYSTCE Special Education Practice Test. However, you must keep in mind that NYSTCE Students with Disabilities practice questions are usually samples and are thus not guaranteed the exam's exact content or difficulty level. This means that the guide cannot ensure your chance of passing is high; rather it intends to provide a general structure of how both the practice test and the official test will be formatted. The reason behind it is the frequent changes made within the program by the evolving pieces of information being exchanged.

NYSTCE CST Students with Disabilities (060) Practice Test

As you go over the NYSTCE CST Students with Disabilities Practice questions, you will eventually adopt a quicker method of answering each one, allowing you to have more time to focus on more challenging questions. As you continue to improve in the NYSTCE Students with Disabilities Practice Test, you must change your perspective from teaching yourself the test to teaching the materials that refer to the test, being able to develop a critical connection between what you have learned from the material and how to apply your knowledge throughout the actual exam. In addition, taking a NYSTCE CST Students with Disabilities Practice Test will aid you in finding the areas in which you struggle the most.

NYSTCE Students with Disabilities Study Guide

As you keep using the NYSTCE CST Students with Disabilities (060) Study Guide, you will improve on your knowledge in all the subjects within special education and evaluating the strengths and struggles of students with disabilities. Additionally, you will also learn how to avoid a lot of time traps that hold you back from progression, how to create an educated guess in questions, how to plan out your preparation to avoid further delay, how to know the right answer before seeing the choices, and how to block wrong answers that distract you by their convincing tone of language.

Frequently Asked Questions

  • Can I take the NYSTCE Students with Disabilities test online?

    The NYSTCE Students with Disabilities test is a Computer-based test (CBT), but you must schedule an appointment at a testing center near you. They are usually open Monday through Saturday all year round (excluding holidays).

  • Can I retake the NYSTCE Students with Disabilities test?

    Yes, the NYSTCE Students with Disabilities test can be retaken. The time one has to wait between retake attempts differs whether or not it was a safety net test. Regular tests require 30 days to pass between attempts, while safety net tests require 60.

  • Is there a safety net for the CST?

    Yes, there are safety nets available for Content Specialty Tests (CSTs), the edTPA, and the Educating All Students test (EAS).


Take a NYSTCE Students with Disabilities Practice Test Online

Exam Instructions:

Complete the practice test below to test your knowledge of NYSTCE Students with Disabilities.
Choose your answers below. Complete the 15 questions then click "See Results."

You have answered 0 out of 15 correctly.

The correct answers are highlighted with green below. Create an account to study for NYSTCE Students with Disabilities.

Sign Up
  1. John is a student with a mental disability. It takes him a long time to absorb lessons taught by the teacher. Which of the following will be a violation of the parents' and student's rights?

    • Correct Answer
  2. What was the first law that was passed in the United States that protects people with disabilities from discrimination?

    • Correct Answer
  3. The IDEA required public schools to provide specialized services to children with disabilities within what age range (in years)?

    • Correct Answer
  4. What is a classroom assessment practice that counters traditional forms of standardized assessments?

    • Correct Answer
  5. Joe prepared for his test the night before. During the test, he cannot answer some of the questions because some of the terms are written in Latin. What type of test bias is this?

    • Correct Answer
  6. Jeff is having a hard time with math. His classmates can already add numbers up to 100. His teacher wants to determine if Jeff has a learning disability. What is not a good modification that the teacher can do for Jeff?

    • Correct Answer
  7. Which of the following is not an example of job shadowing?

    • Correct Answer
  8. Bree is a high school teacher. She has some students with disabilities. She knows that they will transition to living independently after high school. Bree wants to prepare them for this. Which of the following should she not include if she wants to teach them about self-management?

    • Correct Answer
  9. Ms. Brown will teach science to her first-graders. She knows that some of them are not good readers yet. What can she use to help them understand the lesson better?

    • Correct Answer
  10. Bill is physically disabled. He cannot move his arms and legs. He undergoes homeschooling to be able to have access to education. Compared to other physically disabled students, what is the most important factor that should be considered in choosing the appropriate assistive technology for Bill?

    • Correct Answer
  11. What are objects that students can touch, hold, and manipulate to better understand math concepts?

    • Correct Answer
  12. James really hates math. During math class, he does not solve his exercises and he creates distraction in class. What behavior function is he showing?

    • Correct Answer
  13. Eric cannot sit still in class. He always stands up and runs around the classroom even during class lessons. What is the best way to deal with Eric?

    • Correct Answer
  14. Which of the following will be least helpful for a student with disability when learning math?

    • Correct Answer
  15. Ms. Taylor is an elementary teacher. She is teaching her students new words to increase their vocabulary. She asked them to write an essay that uses three out of the five vocabulary words she taught. What part of the STAR Model is this?

    • Correct Answer