TExES Special Education EC-12 (161) practice test

A teacher participates in writing a student's Individualized Education Program. The IEP must include a statement of measurable annual goals that are:

A teacher reviews disability categories under IDEA. A student who has significant difficulty with reading decoding and fluency despite adequate instruction and intelligence is most likely identified with:

A teacher conducts curriculum-based measurement with a student several times each week. The primary purpose of curriculum-based measurement is to:

A teacher conducts a functional behavior assessment for a student with frequent disruptive behavior. The main goal of a functional behavior assessment is to:

A teacher uses explicit, systematic instruction to teach a new math skill to students with learning disabilities. A key feature of explicit instruction is that the teacher:

A special education teacher and a general education teacher share instruction in a co-taught classroom. In the co-teaching model called team teaching, the two teachers:

A teacher distinguishes between an accommodation and a modification. Allowing a student extended time to complete a test while the test content and learning expectations stay the same is an example of:

Under IDEA, transition services must be addressed in the IEP beginning no later than the first IEP in effect when the student turns:

A parent disagrees with the school's evaluation of their child and wants another opinion. Under IDEA procedural safeguards, the parent has the right to request:

A teacher works with young children with disabilities. For infants and toddlers from birth to age three, early intervention services are documented in a plan known as the:

A special education teacher provides reading intervention to a student who struggles to connect letters with their sounds. The teacher should provide explicit instruction in:

A teacher supports a student with autism spectrum disorder. A common characteristic associated with autism spectrum disorder is:

A teacher applies the principles of Universal Design for Learning when planning instruction. A central idea of Universal Design for Learning is to:

A student with a disability faces a disciplinary removal that would constitute a change of placement. The IEP team must hold a manifestation determination review to decide whether the behavior:

A student with a significant physical disability cannot use a standard keyboard. The IEP team should consider providing:

A teacher graphs a student's IEP goal data and finds the student is not making expected progress toward an annual goal. The most appropriate response is to:

A special education teacher prepares for an IEP meeting with a family. To support genuine family participation, the teacher should:

A teacher works with a student with a significant intellectual disability on functional skills. Functional skills instruction primarily focuses on:

A student is being considered for special education eligibility. Under IDEA, a student is eligible only if the student has a qualifying disability and: