TExES Special Education (163) Practice Exam PDF

**TExES Special Education Supplemental (163) Practice Exam** ============================================================ ### **Instructions:** - - - **Domain I: Understanding Individuals with Disabilities and Evaluating Their Needs** -------------------------------------------------------...

**TExES Special Education Supplemental (163) Practice Exam** ============================================================ ### **Instructions:** - - - **Domain I: Understanding Individuals with Disabilities and Evaluating Their Needs** ------------------------------------------------------------------------------------ ### **Competency 001: Characteristics and Needs of Students with Disabilities** ### **Single Questions** #### **1. A middle school student with a learning disability in reading comprehension is struggling to follow multi-step written instructions. What is the most effective strategy to support this student?** A\) Provide a graphic organizer that outlines key steps\ B) Increase the font size and use bold text for each step\ C) Encourage the student to re-read the instructions multiple times\ D) Require the student to complete assignments orally **Answer: A -- Graphic organizers help students break down complex tasks and improve comprehension.** #### **2. A fourth-grade student diagnosed with Autism Spectrum Disorder (ASD) often refuses to transition between activities and engages in repetitive behaviors when asked to stop a preferred task. What is the most appropriate teacher response?** A\) Provide a visual timer and pre-transition warnings\ B) Ignore the behavior until the student complies\ C) Require the student to stop immediately without warning\ D) Remove all preferred activities until the student transitions successfully **Answer: A -- Visual timers and structured warnings help students with ASD transition more smoothly.** ### **Clustered Questions** #### **Stimulus: Excerpt from an IEP Meeting for Xavier (Age 7)** - - - ##### **3. Based on Xavier's IEP, which instructional approach is most effective?** A\) Direct instruction with scaffolded support\ B) Independent learning with minimal teacher guidance\ C) Rapid exposure to multiple concepts for cognitive stimulation\ D) Instruction delivered exclusively through written materials **Answer: A -- Students with ID benefit from direct, structured instruction with scaffolding.** ##### **4. Which classroom adaptation would best support Xavier's learning?** A\) Presenting information only in verbal format\ B) Providing hands-on, structured learning activities\ C) Using complex problem-solving tasks to challenge thinking\ D) Limiting opportunities for repetition to encourage faster learning **Answer: B -- Hands-on and structured activities help students with ID retain and apply knowledge.** **Domain II: Promoting Student Learning and Development** --------------------------------------------------------- ### **Competency 004: Instructional Strategies and Learning Environment** #### **5. Which of the following is the best practice when differentiating instruction for students with diverse disabilities?** A\) Using the same instructional materials for all students but at different paces\ B) Providing multiple ways for students to engage, process, and express learning\ C) Assigning simpler tasks to students with disabilities while keeping the general curriculum unchanged\ D) Placing students in ability groups and teaching them separately from peers **Answer: B -- Universal Design for Learning (UDL) principles suggest multiple means of engagement, representation, and expression.** **Domain III: Professional Roles and Responsibilities** ------------------------------------------------------- ### **Competency 008: Legal and Ethical Considerations in Special Education** #### **6. A parent disagrees with an IEP team's placement decision for their child. What is the first step in the legal dispute resolution process under IDEA?** A\) Requesting a formal due process hearing\ B) Filing a lawsuit against the school district\ C) Participating in mediation to resolve concerns\ D) Submitting a complaint to the state education agency **Answer: C -- Mediation is the first recommended step in resolving disputes under IDEA.** **Clustered Questions** ----------------------- ### **Stimulus: Psychological Evaluation Report for Julia (Age 10)** - - - - - #### **7. Based on Julia's profile, which instructional strategy would best support her literacy development?** A\) Encouraging silent sustained reading for fluency\ B) Providing explicit phonics instruction and guided practice\ C) Assigning extra independent writing assignments for skill-building\ D) Requiring Julia to memorize passages to increase reading speed **Answer: B -- Explicit phonics instruction is the most effective intervention for students with SLD in reading.** #### **8. What is the most appropriate assessment modification for Julia?** A\) Reading passages aloud to her during reading comprehension tests\ B) Allowing Julia to complete all assessments orally instead of in writing\ C) Giving Julia the same test as her peers but allowing unlimited time\ D) Removing reading comprehension assessments to reduce anxiety **Answer: A -- Read-aloud accommodations can support students with reading disabilities in accessing content.** **Competency 010: Communication and Collaboration** --------------------------------------------------- #### **9. A high school special education teacher is collaborating with a general education history teacher to support students with disabilities in an inclusion setting. What is the most effective co-teaching model?** A\) One teacher lectures while the other observes\ B) One teacher leads instruction while the other provides small-group interventions\ C) Both teachers deliver the lesson simultaneously in different classrooms\ D) The special education teacher provides support only when asked by the general educator **Answer: B -- The \"One Teach, One Assist\" or \"Parallel Teaching\" models allow targeted support for diverse learners.** **Extended Response Clustered Questions** ========================================= **Stimulus: Transition Plan for Daniel (Age 17)** ------------------------------------------------- - - - - - - #### **10. Which component should be emphasized in Daniel's transition plan to support workplace readiness?** A\) Providing additional math tutoring sessions\ B) Developing self-advocacy and organizational strategies\ C) Reducing graduation requirements to lessen stress\ D) Encouraging immediate employment without additional training **Answer: B -- Self-advocacy and executive function skills are crucial for workplace success.** #### **11. What workplace accommodation would be most beneficial for Daniel?** A\) Assigning tasks with strict time limits to encourage efficiency\ B) Using organizational tools such as digital planners and checklists\ C) Reducing the number of assigned tasks to lower cognitive load\ D) Placing Daniel in a solitary work environment to eliminate distractions **Answer: B -- Digital tools and structured planning support executive functioning challenges.** **Domain II: Promoting Student Learning and Development** --------------------------------------------------------- ### **Competency 005: Behavior Management and Social-Emotional Learning** ### **Single Questions** #### **12. A middle school student with an emotional disturbance has frequent outbursts when given independent work. Which of the following behavior interventions is most effective?** A\) Ignoring the behavior so the student learns self-regulation\ B) Assigning extra work as a consequence for the outbursts\ C) Teaching self-monitoring strategies and using a reinforcement system\ D) Moving the student to a self-contained classroom permanently **Answer: C -- Self-monitoring and reinforcement encourage positive behavior without punitive measures.** #### **13. A student with ADHD frequently interrupts class discussions by calling out answers. What is the best practice for addressing this behavior?** A\) Giving the student a special pass to allow interruptions\ B) Implementing a private signal to cue the student before speaking\ C) Removing the student from discussions until they can demonstrate self-control\ D) Ignoring the behavior so the student self-corrects **Answer: B -- Non-verbal cues help students self-regulate without causing embarrassment.** ### **Competency 006: Instructional Strategies and Assistive Technology** #### **14. A high school student with dysgraphia struggles with written assignments. Which assistive technology tool would be most beneficial?** A\) A digital spell-checker\ B) Text-to-speech software\ C) Voice-to-text software\ D) Enlarged print worksheets **Answer: C -- Voice-to-text software supports students with handwriting difficulties by allowing verbal dictation.** #### **15. A special education teacher is selecting assistive technology for a student with a severe speech impairment. Which of the following tools is most appropriate?** A\) A word prediction keyboard\ B) An Augmentative and Alternative Communication (AAC) device\ C) A graphic organizer for sentence structure\ D) A digital textbook with highlighted text **Answer: B -- AAC devices provide non-verbal students with a means of communication.** **Domain III: Foundations and Professional Responsibilities** ------------------------------------------------------------- ### **Competency 009: Legal and Ethical Responsibilities in Special Education** ### **Clustered Questions** ### **Stimulus: A parent expresses concerns about their child's IEP accommodations not being fully implemented. The teacher investigates and finds that certain supports (e.g., extended time on tests) were inconsistently provided.** #### **16. What is the teacher's most appropriate next step?** A\) Inform the parent that accommodations are suggestions, not requirements\ B) Document the issue and schedule an IEP review meeting\ C) Advise the parent to file a legal complaint with the state\ D) Ignore the concern unless the principal intervenes **Answer: B -- IEP accommodations are legally required, and issues must be addressed formally.** #### **17. What potential legal violation could occur if the school does not implement IEP accommodations?** A\) Violation of the Americans with Disabilities Act (ADA)\ B) Violation of the Family Educational Rights and Privacy Act (FERPA)\ C) Violation of the Individuals with Disabilities Education Act (IDEA)\ D) Violation of the Every Student Succeeds Act (ESSA) **Answer: C -- IDEA mandates that IEP accommodations be followed as part of Free Appropriate Public Education (FAPE).** ### **Competency 010: Communication and Collaboration** #### **18. Which of the following strategies best promotes collaboration between special education and general education teachers?** A\) Holding separate planning meetings for special and general educators\ B) Encouraging general education teachers to adapt IEPs as they see fit\ C) Using co-teaching models with clear roles and responsibilities\ D) Allowing the special education teacher to visit the general education class only as needed **Answer: C -- Co-teaching with structured roles ensures effective collaboration.** **Clustered Questions** ----------------------- ### **Stimulus: Academic Performance and Behavior Report for Miguel (Age 15)** - - - #### **19. Which classroom support would best help Miguel develop social skills?** A\) Encouraging participation in small peer-led groups with structured roles\ B) Allowing Miguel to work independently to avoid discomfort\ C) Pairing Miguel only with other students on the autism spectrum\ D) Reducing social expectations to minimize stress **Answer: A -- Structured group activities with clear roles provide opportunities for social growth.** #### **20. Miguel frequently avoids eye contact when speaking. What is the best response from his teacher?** A\) Insist that Miguel make eye contact during all conversations\ B) Encourage alternative forms of engagement (e.g., looking at a focal point)\ C) Remove Miguel from all group work to accommodate his preference\ D) Deduct points from Miguel's participation grade if he avoids eye contact **Answer: B -- Alternative engagement strategies help students with ASD communicate effectively.** **Extended Response Clustered Questions** ----------------------------------------- ### **Stimulus: Transition Planning for Samantha (Age 18)** - - - - #### **21. What skill should be prioritized in Samantha's transition plan?** A\) Improving time management and work-related social skills\ B) Enhancing academic skills through college-level coursework\ C) Preparing for independent homeownership\ D) Increasing long-term memorization of textbook content **Answer: A -- Workplace readiness and social skills are critical for employment success.** #### **22. Which community resource would best support Samantha's employment goals?** A\) Vocational Rehabilitation Services\ B) A college tutoring center\ C) A library skills program\ D) A study group for standardized tests **Answer: A -- Vocational Rehabilitation Services provide job coaching and support.** ### **Competency 007: Transition Planning** #### **23. A high school student with a disability is preparing for independent living. What is the best way to support their transition?** A\) Enrolling them in a rigorous college-prep curriculum\ B) Providing instruction on financial literacy, cooking, and transportation\ C) Removing all academic requirements to focus on life skills\ D) Encouraging parents to manage all financial and daily tasks **Answer: B -- Practical life skills ensure independence.** ### **Final Clustered Questions** ### **Stimulus: A Parent-Teacher Conference** A parent expresses frustration that their child, who has an emotional disturbance, frequently receives disciplinary referrals. They believe the school does not understand their child's needs. #### **24. What is the most appropriate teacher response?** A\) Reassure the parent that discipline policies apply to all students equally\ B) Offer to conduct a Functional Behavior Assessment (FBA)\ C) Suggest that the parent seek private counseling instead of school interventions\ D) Ignore the concern unless a legal complaint is filed **Answer: B -- An FBA identifies triggers and appropriate interventions.** #### **25. What is the next step if the FBA determines that the student's behavior is related to their disability?** A\) Create a Behavior Intervention Plan (BIP)\ B) Continue disciplinary actions without modifications\ C) Remove the student from general education permanently\ D) Ignore minor infractions but enforce major ones **Answer: A -- A BIP outlines proactive strategies to support positive behavior.** **Domain I: Understanding Individuals with Disabilities and Evaluating Their Needs** ------------------------------------------------------------------------------------ ### **Competency 002: Assessment and Evaluation Procedures** ### **Single Questions** #### **26. A third-grade student with a suspected learning disability is being evaluated for special education services. What is the most important factor to consider when selecting an appropriate assessment tool?** A\) Whether the assessment has been normed on students with similar disabilities\ B) Whether the assessment is the most commonly used by educators\ C) Whether the assessment is the least time-consuming for the student\ D) Whether the assessment is easy for parents to understand **Answer: A -- Standardized assessments must be norm-referenced and valid for students with disabilities.** #### **27. Which of the following best describes the purpose of a Functional Behavior Assessment (FBA)?** A\) To determine if a student qualifies for special education services\ B) To identify the root causes of a student\'s challenging behaviors\ C) To measure academic progress over time\ D) To compare a student\'s cognitive ability with their peers **Answer: B -- An FBA helps educators understand why behaviors occur and how to address them.** **Domain II: Promoting Student Learning and Development** --------------------------------------------------------- ### **Competency 003: Instructional Planning and Differentiation** ### **Clustered Questions** ### **Stimulus: Small-Group Reading Instruction for Adam (Age 9)** - - - #### **28. Which of the following instructional approaches is most effective for Adam?** A\) Using explicit, systematic phonics instruction with multisensory techniques\ B) Encouraging Adam to read independently without scaffolding\ C) Assigning extra silent reading time to build fluency\ D) Reducing exposure to text-based assignments **Answer: A -- Systematic phonics instruction is the most evidence-based approach for dyslexia.** #### **29. Which accommodation would best support Adam during reading assessments?** A\) Providing extended time and oral test administration\ B) Having Adam complete a different assessment than his peers\ C) Allowing Adam to use a word bank but not additional time\ D) Reducing the number of assessment questions **Answer: A -- Oral administration and extended time ensure that reading ability, not decoding challenges, is assessed.** **Competency 005: Behavior Management and Social-Emotional Learning** --------------------------------------------------------------------- ### **Single Questions** #### **30. A middle school student with Oppositional Defiant Disorder (ODD) frequently argues with teachers and refuses to follow classroom rules. What is the most appropriate intervention?** A\) Implementing structured choices and proactive behavior supports\ B) Increasing disciplinary referrals to reinforce authority\ C) Ignoring the behavior to avoid power struggles\ D) Removing the student from the general education setting immediately **Answer: A -- Structured choices and proactive interventions reduce defiance by giving students some control over their learning environment.** #### **31. What is the primary purpose of a Behavior Intervention Plan (BIP)?** A\) To establish clear and consistent disciplinary consequences\ B) To replace disruptive behaviors with appropriate alternatives\ C) To categorize students based on their behavior challenges\ D) To ensure students with disabilities receive punitive consequences **Answer: B -- A BIP is designed to proactively teach students positive replacement behaviors.** **Domain III: Professional Roles and Responsibilities** ------------------------------------------------------- ### **Competency 008: Legal and Ethical Responsibilities in Special Education** ### **Clustered Questions** ### **Stimulus: IDEA Procedural Safeguards** - - #### **32. What is the next legal step for the parent?** A\) Requesting an independent educational evaluation (IEE) at public expense\ B) Filing a complaint with the state education agency\ C) Removing the child from public school without consulting the IEP team\ D) Accepting the school's decision without further action **Answer: A -- Parents have the right to request an IEE if they disagree with the school's evaluation.** #### **33. Which of the following is a key requirement of the Least Restrictive Environment (LRE) provision of IDEA?** A\) Students with disabilities should be educated with their non-disabled peers as much as possible\ B) All students with disabilities must be placed in a self-contained classroom\ C) General education teachers are not required to accommodate students with disabilities\ D) Students with disabilities must receive identical instruction as their peers without modifications **Answer: A -- LRE ensures students are included in general education settings whenever appropriate.** **Competency 009: Communication and Collaboration** --------------------------------------------------- ### **Single Questions** #### **34. A special education teacher is preparing for an IEP meeting. What is the best way to ensure effective collaboration with parents?** A\) Sending home a completed IEP draft before the meeting for review\ B) Encouraging parents to sign the IEP without discussion\ C) Waiting until the meeting to discuss any concerns for the first time\ D) Limiting parental involvement to decision-making without explanation **Answer: A -- Sharing drafts in advance allows for informed parental participation.** #### **35. Which of the following strategies best supports general education teachers in implementing accommodations?** A\) Providing professional development on differentiation strategies\ B) Allowing teachers to modify accommodations as they see fit\ C) Limiting accommodations to only students in self-contained settings\ D) Informing teachers about accommodations without follow-up support **Answer: A -- Training ensures that teachers understand and apply accommodations effectively.** **Extended Response Clustered Questions** ----------------------------------------- ### **Stimulus: Transition Planning for Marcus (Age 17)** - - - - #### **36. Which component is most critical for Marcus's transition plan?** A\) Providing work-based learning opportunities in auto shops\ B) Focusing only on academic coursework to build general skills\ C) Requiring Marcus to complete college entrance exams\ D) Eliminating career training due to academic struggles **Answer: A -- Hands-on vocational experiences prepare students with intellectual disabilities for the workforce.** #### **37. What post-secondary service would most benefit Marcus?** A\) Vocational Rehabilitation Services for job placement\ B) Advanced placement (AP) courses in high school\ C) A full-time homebound instructional program\ D) A college-level writing seminar **Answer: A -- Vocational Rehabilitation supports job training and career placement.** **Competency 007: Transition Planning** --------------------------------------- ### **Single Questions** #### **38. What is the primary purpose of a Summary of Performance (SOP) in transition planning?** A\) To document a student\'s academic achievement and functional performance for post-secondary planning\ B) To determine if a student qualifies for special education services\ C) To replace an IEP after high school graduation\ D) To evaluate a student's overall school attendance **Answer: A -- The SOP provides critical information for post-secondary success.** #### **39. Which transition service would best support a student with Autism Spectrum Disorder (ASD) in preparing for independent living?** A\) Social skills training and community-based instruction\ B) Full removal from social interactions to reduce anxiety\ C) Increased focus on memorization-based tasks\ D) Academic coursework without practical applications **Answer: A -- Teaching social and life skills supports independent living.** ### **Competency 010: Communication and Collaboration** ### **Clustered Questions** ### **Stimulus: An IEP Team Discusses a Student\'s Reading Progress** - - - #### **40. Which strategy would best help this student in the general education classroom?** A\) Providing audiobooks and text-to-speech software\ B) Eliminating reading requirements altogether\ C) Having the student repeat the same text daily without support\ D) Allowing the student to opt out of literacy activities **Answer: A -- Assistive technology enhances accessibility.** #### **41. How should the special education teacher collaborate with the general education teacher to support this student?** A\) Co-plan lessons that incorporate multisensory reading strategies\ B) Provide accommodations but limit modifications to avoid classroom disruptions\ C) Require the student to attend only special education classes for reading\ D) Let the general education teacher decide on accommodations independently **Answer: A -- Co-planning ensures effective support across settings.** **Domain II: Promoting Student Learning and Development** --------------------------------------------------------- ### **Competency 006: Assistive Technology** ### **Single Questions** #### **42. Which of the following best describes the purpose of assistive technology in special education?** A\) To provide additional support so that students with disabilities can access the curriculum\ B) To replace traditional teaching methods for students with disabilities\ C) To help students with disabilities avoid challenging tasks\ D) To ensure students with disabilities do not need teacher support **Answer: A -- Assistive technology enhances access to education and supports learning, not replaces instruction.** #### **43. A student with a physical disability has difficulty using a standard keyboard. What is the most appropriate assistive technology to support this student?** A\) A voice-to-text program\ B) A touchscreen tablet\ C) A sip-and-puff switch\ D) Enlarged print materials **Answer: C -- A sip-and-puff switch allows students with mobility impairments to operate devices using breath control.** **Competency 005: Behavior Management and Social-Emotional Learning** --------------------------------------------------------------------- ### **Clustered Questions** ### **Stimulus: Functional Behavior Assessment (FBA) Results for Alex (Age 12)** - - - - #### **44. Based on the FBA results, what is the most appropriate intervention for Alex?** A\) Using a visual schedule with pre-transition warnings\ B) Removing all transitions from the school day\ C) Enforcing immediate consequences for outbursts\ D) Isolating Alex from peers to reduce disruptions **Answer: A -- Visual schedules and transition supports help students with emotional disturbances manage change.** #### **45. What is a potential unintended consequence of sending Alex out of the classroom?** A\) It reinforces the behavior by providing escape from non-preferred tasks\ B) It teaches self-regulation skills\ C) It prevents further disruptions in the classroom\ D) It eliminates the need for further behavioral interventions **Answer: A -- If a behavior results in escape from a task, the student may continue the behavior to avoid work.** **Domain III: Foundations and Professional Responsibilities** ------------------------------------------------------------- ### **Competency 009: Legal and Ethical Responsibilities** ### **Single Questions** #### **46. Under FERPA, which of the following actions is a violation of student privacy?** A\) Discussing a student's disability status with another teacher in a private meeting\ B) Providing IEP accommodations to all of a student's teachers\ C) Posting student names and disability classifications on a bulletin board\ D) Sending an IEP home to a parent in a sealed envelope **Answer: C -- Publicly displaying confidential information violates FERPA's privacy protections.** #### **47. A school district is found to be disproportionately identifying English Language Learners (ELLs) for special education. What is the most appropriate next step?** A\) Conducting a review of referral and assessment procedures to eliminate bias\ B) Stopping all special education evaluations for ELL students\ C) Providing separate special education programs exclusively for ELL students\ D) Increasing automatic placements in special education for ELL students to balance numbers **Answer: A -- Reviewing referral processes ensures that special education eligibility is determined fairly.** **Competency 007: Transition Planning** --------------------------------------- ### **Clustered Questions** ### **Stimulus: Postsecondary Plan for Daniel (Age 18)** - - - - #### **48. What is the most effective workplace accommodation for Daniel?** A\) A structured checklist for daily tasks\ B) A reduced work schedule to limit stress\ C) A job that requires no social interaction\ D) An unpaid internship instead of paid employment **Answer: A -- A structured checklist provides clear steps and expectations for job success.** #### **49. Which agency would be most appropriate to support Daniel's employment goals?** A\) Vocational Rehabilitation Services\ B) A private college admissions counselor\ C) A tutoring center\ D) A homebound instruction program **Answer: A -- Vocational Rehabilitation Services help individuals with disabilities obtain job training and employment support.** ### **Competency 010: Communication and Collaboration** ### **Final Question: Best Practice** #### **50. When collaborating with a general education teacher about a student with disabilities, what is the best practice?** A\) Meeting regularly to co-plan lessons and discuss student progress\ B) Providing the general education teacher with an IEP but allowing them to make modifications as needed\ C) Letting the general education teacher handle accommodations independently\ D) Encouraging the special education teacher to take the lead on all instruction for students with disabilities **Answer: A -- Regular collaboration ensures that both teachers provide appropriate support and accommodations.**