ABCTE Special Ed practice exam 1
and 2 Questions and Answers
Updated 2026
AccordingBtoBaB1994Bstudy,BstudentsBwithBmulticulturalBbackgroundsBareBmoreBlikelyBtoBexpe
rienceBwhichBofBtheBfollowing?B-BAnswerPoorerBqualityBinBacademicBprograms
FiveBskillsBforBeffectiveBreadingBinstructionBhaveBbeenBidentifiedBbyBtheBNationalBReadingBPa
nel.BTheyBareBphonemicBawareness,Bphonics,Bvocabulary,BcomprehensionBandB-BAnswerfluency
ABchildBconsistentlyBfailsBtoBuseBdevelopmentallyBappropriateBspeechBsoundsBandBhasBdifficult
yBwithBpronunciation.BWhatBisBthisBchildBMOSTBlikelyBaffectedBby?B-
BAnswerAnBarticulationBdisorder
ABhighBschoolBstudentBwithBaBlearningBdisabilityBisBworkingBtheBeveningBshiftBatBtheBlocalBs
upermarketBasBaBgeneralBcustodian.BTheBsupervisorBisBonlyBavailableBduringBtheBfirstBtwoBho
ursBofBtheBstudent'sBshift.BAccordingBtoBtheBtransitionBplan,BtheBstudentBwillBhaveBaccessBto
BaBsupervisorBtoBobtainBinstructionsBwhenBaBtaskBseemsBtooBdifficult.BWhatBshouldBbeBdone
BtoBhelpBthisBstudent?B-
BAnswerTheBsupervisorBandBaBjobBcoachBshouldBtrainBtheBstudentBonBallBtasksBandBprovideB
simpleBinstructionsBthatBtheBstudentBmayBuseBwhenBalone.
ABteacherBasksBtheBclass,B"WhoBwasBtheBfirstBpresidentBofBtheBUnitedBStates"?BWhatBisBthe
BlevelBofBthisBquestion?B-BAnswerLower-level
ForBstudentsBwithBdisabilities,BexplicitBinstructionBtoBdevelopBlisteningBskillsBisBnecessaryBinBo
rderBtoBachieveBacademicBsuccess.BAccordingBtoBtheBresearch,BwhichBofBtheBfollowingBwillBM
OSTBeffectivelyBencourageBstudentsBtoBlistenBinBclass?B-
BAnswerPresentingBmeaningfulBinformationBandBprovidingBtheBmessageBinBbriefBsegments.
InBorderBtoBwriteBgoalsBforBaBstudent,BwhichBofBtheBfollowingBIEPBcomponentsBisBrequired?B
-BAnswerPresentBlevelsBofBperformance
WhichBofBtheBfollowingBwillBofferBinsightBaboutBhowBwellBstudentsBareBableBtoBapplyBtheBkn
owledgeBtheyBhaveBgainedBfromBclassBlessons?B-BAnswerAnBexpansionBactivity
,AccordingBtoBmanyBclassroomBteachers,BwhichBofBtheBfollowingBisBconsideredBtoBbeBtheBbigg
estBproblemBregardingBstandardizedBstateBassessments?B-
BAnswerTheBtestsBareBnotBrelevantBtoBtheBdailyBclassroomBactivities.
WhatBtwoBlawsBmustBensureBthatBtheBLREBandBFAPEBareBprovided?B-
BAnswerIDEAB2004BandB504.
WhichBofBtheBfollowingBstrategiesBwouldBbeBusedBwithBaBstudentBwhoBisBdiagnosedBwithB"O
therBHealthBImpairments"?B-BAnswerProvideBaBflexibleBscheduleBforBworkBcompletion.
ABstudentBwithBaBhearingBimpairmentBhasBbeenBevaluatedBforBaBspecializedBassistiveBtechnol
ogyBdevice.BWhichBofBtheBfollowingBagenciesBisBavailableBtoBsupportBthisBstudentBandBtheBIE
PBteam?B-BAnswerTheBstateBschoolBforBtheBdeaf
WhatBisBtheBBESTBwayBforBteachersBtoBmaintainBaBpositiveBandBinformativeBrelationshipBwith
Bparaeducators?B-BAnswerProvideBfeedbackBonBtheBparaeducator'sBwork
WhichBofBtheBfollowingBisBtheBsimplestBwayBtoBdetermineBwhetherBaBchildBwithBmildBdisabili
tiesBinBaBfullBtimeBregularBeducationBclassroomBneedsBanBadaptationBinBtheBcurriculum?B-
BAnswerCloselyBexamineBtheBdailyBperformanceBofBtheBstudent
ForBstudentsBwithBlearningBdisabilities,BwhichBofBtheBfollowingBisBMOSTBaffectedBbyBtheBlear
ningBdisability?B-BAnsweremployment
ABmiddleBschoolBstudentBwithBanBemotionalBdisabilityBisBattemptingBtoBeliminateBsomeBofBth
eBinappropriateBbehaviorsBthatBcausedBsoBmanyBclassBinterruptionsBwhenBtheBstudentBwasBin
BelementaryBschool.BWhichBstrategyBwouldBhelpBthisBstudentBinBprovidingBself-
deliveryBofBreward?B-BAnswerABcontractBsystem
ABfamilyBwhoBhasBaBchildBwithBaBdisabilityBwillBMOSTBlikelyBrequireBassistanceBfromBschoolB
personnelBregardingBwhichBofBtheBfollowing?B-
BAnswerAdvocatingBforBtheBchild'sBneedsBandBaccommodations
WhichBofBtheBfollowingBwouldBbeBBESTBtoBtrainBstudentsBwithBdisabilitiesBinBworkplaceBskills
BsoBthatBtheyBwillBperformBbetterBatBwork?B-BAnswerSchool-basedBbusinesses
, WhichBofBtheBfollowingBisBthoughtBtoBbeBoneBreasonBthatBstudentsBareBmisdiagnosedBwithBl
earningBdisabilities?B-
BAnswerOveruseBofBanBinstructionalBstrategyBthatBisBnotBaBgoodBmatchBtoBtheBstudent'sBlear
ningBstyle
WhatBshouldBstudentsBbeBtaughtBFIRSTBwhenBlearningBtoBminimizeBinappropriateBbehaviors?B
-BAnswerSelf-monitoring
TransitionBplanningBisBrequiredBunderBfederalBlawBforBstudentsBatBwhichBofBtheBfollowingBlev
els?B-BAnswerEarlyBchildhoodBandBhighBschool
WhichBofBtheBfollowingBhasBbeenBprovenBtoBbeBaBveryBeffectiveBinstructionalBstrategyBforBst
udentsBwithBsecondBlanguageBlearningBneeds?B-BAnswerCooperativeBlearning
OnBoccasion,BparentsBorBguardiansBcanBbecomeBangryBandBconfrontationalBatBaBmeeting.BWh
atBprovenBmethodBwillBdiffuseBintenseBemotionsBandBproduceBpositiveBfeelings?B-
BAnswerUsingBactiveBlistening
WhatBdoesBaBfunctionalBbehaviorBassessmentBdetermine?B-
BAnswerTheBrelationshipBbetweenBspecificBvariablesBinBtheBenvironmentBandBtheBproblemBbe
havior
InBorderBtoBholdBallBstudentsBaccountable,BwhatBshouldBtheBteacherBdoBwhenBaskingBaBques
tion?B-BAnswerAllowBwaitBtime.
WhenBanBadultBignoresBaBnon-dangerous,Bnon-
destructiveBbehaviorBinBaBchild,BsuchBasBwhining,BthereBshouldBbeBaBdeclineBinBtheBbehavior
.BHowever,BsometimesBthereBisBaBtemporaryBincreaseBinBtheBbehavior.BWhatBisBthisBtemporar
yBincreaseBcalled?B-BAnswerAnBextinctionBburst
ABfifthBgradeBteacherBworksBwithBaBgroupBofBlearningBdisabledBstudentsBonBtheirBwritingBski
lls.BTheBteacherBpromptsBtheBstudentsBtoBthinkBaboutBtheirBspellingBandBtheBerrorsBtheyBten
dBtoBmakeBasBtheBstudentsBprepareBtheirBwrittenBdrafts.BWhatBisBthisBtechniqueBknownBas?
B-BAnswerReflectiveBspelling
WhichBofBtheBfollowingBwouldBbeBtheBBESTBwayBtoBinvolveBparentsBwhenBsettingBIEPBgoalsB
forBtheirBchild?B-
and 2 Questions and Answers
Updated 2026
AccordingBtoBaB1994Bstudy,BstudentsBwithBmulticulturalBbackgroundsBareBmoreBlikelyBtoBexpe
rienceBwhichBofBtheBfollowing?B-BAnswerPoorerBqualityBinBacademicBprograms
FiveBskillsBforBeffectiveBreadingBinstructionBhaveBbeenBidentifiedBbyBtheBNationalBReadingBPa
nel.BTheyBareBphonemicBawareness,Bphonics,Bvocabulary,BcomprehensionBandB-BAnswerfluency
ABchildBconsistentlyBfailsBtoBuseBdevelopmentallyBappropriateBspeechBsoundsBandBhasBdifficult
yBwithBpronunciation.BWhatBisBthisBchildBMOSTBlikelyBaffectedBby?B-
BAnswerAnBarticulationBdisorder
ABhighBschoolBstudentBwithBaBlearningBdisabilityBisBworkingBtheBeveningBshiftBatBtheBlocalBs
upermarketBasBaBgeneralBcustodian.BTheBsupervisorBisBonlyBavailableBduringBtheBfirstBtwoBho
ursBofBtheBstudent'sBshift.BAccordingBtoBtheBtransitionBplan,BtheBstudentBwillBhaveBaccessBto
BaBsupervisorBtoBobtainBinstructionsBwhenBaBtaskBseemsBtooBdifficult.BWhatBshouldBbeBdone
BtoBhelpBthisBstudent?B-
BAnswerTheBsupervisorBandBaBjobBcoachBshouldBtrainBtheBstudentBonBallBtasksBandBprovideB
simpleBinstructionsBthatBtheBstudentBmayBuseBwhenBalone.
ABteacherBasksBtheBclass,B"WhoBwasBtheBfirstBpresidentBofBtheBUnitedBStates"?BWhatBisBthe
BlevelBofBthisBquestion?B-BAnswerLower-level
ForBstudentsBwithBdisabilities,BexplicitBinstructionBtoBdevelopBlisteningBskillsBisBnecessaryBinBo
rderBtoBachieveBacademicBsuccess.BAccordingBtoBtheBresearch,BwhichBofBtheBfollowingBwillBM
OSTBeffectivelyBencourageBstudentsBtoBlistenBinBclass?B-
BAnswerPresentingBmeaningfulBinformationBandBprovidingBtheBmessageBinBbriefBsegments.
InBorderBtoBwriteBgoalsBforBaBstudent,BwhichBofBtheBfollowingBIEPBcomponentsBisBrequired?B
-BAnswerPresentBlevelsBofBperformance
WhichBofBtheBfollowingBwillBofferBinsightBaboutBhowBwellBstudentsBareBableBtoBapplyBtheBkn
owledgeBtheyBhaveBgainedBfromBclassBlessons?B-BAnswerAnBexpansionBactivity
,AccordingBtoBmanyBclassroomBteachers,BwhichBofBtheBfollowingBisBconsideredBtoBbeBtheBbigg
estBproblemBregardingBstandardizedBstateBassessments?B-
BAnswerTheBtestsBareBnotBrelevantBtoBtheBdailyBclassroomBactivities.
WhatBtwoBlawsBmustBensureBthatBtheBLREBandBFAPEBareBprovided?B-
BAnswerIDEAB2004BandB504.
WhichBofBtheBfollowingBstrategiesBwouldBbeBusedBwithBaBstudentBwhoBisBdiagnosedBwithB"O
therBHealthBImpairments"?B-BAnswerProvideBaBflexibleBscheduleBforBworkBcompletion.
ABstudentBwithBaBhearingBimpairmentBhasBbeenBevaluatedBforBaBspecializedBassistiveBtechnol
ogyBdevice.BWhichBofBtheBfollowingBagenciesBisBavailableBtoBsupportBthisBstudentBandBtheBIE
PBteam?B-BAnswerTheBstateBschoolBforBtheBdeaf
WhatBisBtheBBESTBwayBforBteachersBtoBmaintainBaBpositiveBandBinformativeBrelationshipBwith
Bparaeducators?B-BAnswerProvideBfeedbackBonBtheBparaeducator'sBwork
WhichBofBtheBfollowingBisBtheBsimplestBwayBtoBdetermineBwhetherBaBchildBwithBmildBdisabili
tiesBinBaBfullBtimeBregularBeducationBclassroomBneedsBanBadaptationBinBtheBcurriculum?B-
BAnswerCloselyBexamineBtheBdailyBperformanceBofBtheBstudent
ForBstudentsBwithBlearningBdisabilities,BwhichBofBtheBfollowingBisBMOSTBaffectedBbyBtheBlear
ningBdisability?B-BAnsweremployment
ABmiddleBschoolBstudentBwithBanBemotionalBdisabilityBisBattemptingBtoBeliminateBsomeBofBth
eBinappropriateBbehaviorsBthatBcausedBsoBmanyBclassBinterruptionsBwhenBtheBstudentBwasBin
BelementaryBschool.BWhichBstrategyBwouldBhelpBthisBstudentBinBprovidingBself-
deliveryBofBreward?B-BAnswerABcontractBsystem
ABfamilyBwhoBhasBaBchildBwithBaBdisabilityBwillBMOSTBlikelyBrequireBassistanceBfromBschoolB
personnelBregardingBwhichBofBtheBfollowing?B-
BAnswerAdvocatingBforBtheBchild'sBneedsBandBaccommodations
WhichBofBtheBfollowingBwouldBbeBBESTBtoBtrainBstudentsBwithBdisabilitiesBinBworkplaceBskills
BsoBthatBtheyBwillBperformBbetterBatBwork?B-BAnswerSchool-basedBbusinesses
, WhichBofBtheBfollowingBisBthoughtBtoBbeBoneBreasonBthatBstudentsBareBmisdiagnosedBwithBl
earningBdisabilities?B-
BAnswerOveruseBofBanBinstructionalBstrategyBthatBisBnotBaBgoodBmatchBtoBtheBstudent'sBlear
ningBstyle
WhatBshouldBstudentsBbeBtaughtBFIRSTBwhenBlearningBtoBminimizeBinappropriateBbehaviors?B
-BAnswerSelf-monitoring
TransitionBplanningBisBrequiredBunderBfederalBlawBforBstudentsBatBwhichBofBtheBfollowingBlev
els?B-BAnswerEarlyBchildhoodBandBhighBschool
WhichBofBtheBfollowingBhasBbeenBprovenBtoBbeBaBveryBeffectiveBinstructionalBstrategyBforBst
udentsBwithBsecondBlanguageBlearningBneeds?B-BAnswerCooperativeBlearning
OnBoccasion,BparentsBorBguardiansBcanBbecomeBangryBandBconfrontationalBatBaBmeeting.BWh
atBprovenBmethodBwillBdiffuseBintenseBemotionsBandBproduceBpositiveBfeelings?B-
BAnswerUsingBactiveBlistening
WhatBdoesBaBfunctionalBbehaviorBassessmentBdetermine?B-
BAnswerTheBrelationshipBbetweenBspecificBvariablesBinBtheBenvironmentBandBtheBproblemBbe
havior
InBorderBtoBholdBallBstudentsBaccountable,BwhatBshouldBtheBteacherBdoBwhenBaskingBaBques
tion?B-BAnswerAllowBwaitBtime.
WhenBanBadultBignoresBaBnon-dangerous,Bnon-
destructiveBbehaviorBinBaBchild,BsuchBasBwhining,BthereBshouldBbeBaBdeclineBinBtheBbehavior
.BHowever,BsometimesBthereBisBaBtemporaryBincreaseBinBtheBbehavior.BWhatBisBthisBtemporar
yBincreaseBcalled?B-BAnswerAnBextinctionBburst
ABfifthBgradeBteacherBworksBwithBaBgroupBofBlearningBdisabledBstudentsBonBtheirBwritingBski
lls.BTheBteacherBpromptsBtheBstudentsBtoBthinkBaboutBtheirBspellingBandBtheBerrorsBtheyBten
dBtoBmakeBasBtheBstudentsBprepareBtheirBwrittenBdrafts.BWhatBisBthisBtechniqueBknownBas?
B-BAnswerReflectiveBspelling
WhichBofBtheBfollowingBwouldBbeBtheBBESTBwayBtoBinvolveBparentsBwhenBsettingBIEPBgoalsB
forBtheirBchild?B-