MTLE SPECIAL EDUCATION: CORE SKILLS — CODE 071 EXAM– QUESTIONS AND ANSWERS | VERIFIED AND WELL
DETAILED ANSWERS | PLUS RATIONALES | DOWNLOAD AND PASS | LATEST EXAM UPDATE 2026/2027
Core Domains
1. Foundations of Special Education
2. Child Development and Learning Theories
3. Assessment, Diagnosis, and Evaluation
4. Individualized Education Programs (IEPs) and Planning
5. Instructional Strategies and Interventions
6. Positive Behavioral Interventions and Supports (PBIS)
7. Collaboration and Communication
8. Legal, Ethical, and Professional Practice
9. Transition Planning and Services
10. Technology and Assistive Technology
Introduction
This comprehensive assessment is designed to evaluate the foundational knowledge and applied skills essential for
candidates seeking the MTLE Special Education: Core Skills (Code 071) endorsement. The exam rigorously tests your
understanding of key theories, legal mandates, evidence-based practices, and ethical considerations that define the
,field of special education. Through a combination of multiple-choice questions and real-world scenarios, you will be
challenged to apply your knowledge to practical situations encountered in today's diverse educational settings. This test
bank emphasizes critical thinking, decision-making, and the ability to connect research to practice, ensuring you are
prepared to support the unique needs of all learners effectively.
SECTION ONE: QUESTIONS 1–50
1. A special education teacher is working with a student who has a specific learning disability in reading
comprehension. According to the National Reading Panel, which of the following instructional approaches would
be most effective for improving this student's ability to understand and interpret text?
A. Focusing on phonics and phonemic awareness in isolation.
B. Encouraging the student to read independently for 30 minutes daily without direct instruction.
C. Using explicit instruction in comprehension strategies such as summarization, question generation, and graphic
organizers.
D. Reducing the reading load and focusing primarily on oral language development.
🟢 Correct Answer: C. Using explicit instruction in comprehension strategies such as summarization, question
generation, and graphic organizers.
,🔴 Explanation: The National Reading Panel identifies comprehension strategies, including explicit instruction in
summarization, questioning, and graphic organizers, as highly effective for improving reading comprehension.
Options A and D do not directly target comprehension, and B lacks the necessary explicit and guided support.
2. A student with Autism Spectrum Disorder (ASD) frequently engages in hand-flapping and rocking when
presented with new or demanding academic tasks. Under the framework of Positive Behavioral Interventions and
Supports (PBIS), what is the primary purpose of conducting a Functional Behavioral Assessment (FBA) for this
student?
A. To diagnose the student's ASD and prescribe medication.
B. To determine the function or purpose of the behavior and identify its triggers.
C. To provide a consequence that will immediately stop the behavior.
D. To gather information for the student's permanent academic record.
🟢 Correct Answer: B. To determine the function or purpose of the behavior and identify its triggers.
🔴 Explanation: An FBA is a systematic process for identifying the function of a challenging behavior. Its purpose is
to understand the "why" behind the behavior to develop a targeted and effective Behavior Intervention Plan (BIP). It
is not for diagnosis, immediate suppression, or record-keeping.
3. Which of the following is a defining characteristic of the "least restrictive environment" (LRE) mandate under
the Individuals with Disabilities Education Act (IDEA)?
, A. All students with disabilities must be placed in a self-contained classroom.
B. Students with disabilities should be educated alongside their non-disabled peers to the maximum extent
appropriate.
C. Placement is solely based on the student's disability label.
D. Students with disabilities must first be placed in a general education classroom, regardless of need.
🟢 Correct Answer: B. Students with disabilities should be educated alongside their non-disabled peers to the
maximum extent appropriate.
🔴 Explanation: The LRE mandate requires that students with disabilities be educated with their non-disabled peers
to the maximum extent appropriate for their needs. This is a continuum of services, not a one-size-fits-all rule, and
placement is based on individual student needs, not solely on their disability label.
4. A fourth-grade student with an Intellectual Disability (ID) is working on counting money. The teacher begins
by teaching the student to identify each coin, then moves to counting pennies, then nickels, and finally dimes.
This sequential teaching approach is an example of which of the following instructional strategies?
A. Chaining
B. Prompting
C. Shaping
D. Fading
DETAILED ANSWERS | PLUS RATIONALES | DOWNLOAD AND PASS | LATEST EXAM UPDATE 2026/2027
Core Domains
1. Foundations of Special Education
2. Child Development and Learning Theories
3. Assessment, Diagnosis, and Evaluation
4. Individualized Education Programs (IEPs) and Planning
5. Instructional Strategies and Interventions
6. Positive Behavioral Interventions and Supports (PBIS)
7. Collaboration and Communication
8. Legal, Ethical, and Professional Practice
9. Transition Planning and Services
10. Technology and Assistive Technology
Introduction
This comprehensive assessment is designed to evaluate the foundational knowledge and applied skills essential for
candidates seeking the MTLE Special Education: Core Skills (Code 071) endorsement. The exam rigorously tests your
understanding of key theories, legal mandates, evidence-based practices, and ethical considerations that define the
,field of special education. Through a combination of multiple-choice questions and real-world scenarios, you will be
challenged to apply your knowledge to practical situations encountered in today's diverse educational settings. This test
bank emphasizes critical thinking, decision-making, and the ability to connect research to practice, ensuring you are
prepared to support the unique needs of all learners effectively.
SECTION ONE: QUESTIONS 1–50
1. A special education teacher is working with a student who has a specific learning disability in reading
comprehension. According to the National Reading Panel, which of the following instructional approaches would
be most effective for improving this student's ability to understand and interpret text?
A. Focusing on phonics and phonemic awareness in isolation.
B. Encouraging the student to read independently for 30 minutes daily without direct instruction.
C. Using explicit instruction in comprehension strategies such as summarization, question generation, and graphic
organizers.
D. Reducing the reading load and focusing primarily on oral language development.
🟢 Correct Answer: C. Using explicit instruction in comprehension strategies such as summarization, question
generation, and graphic organizers.
,🔴 Explanation: The National Reading Panel identifies comprehension strategies, including explicit instruction in
summarization, questioning, and graphic organizers, as highly effective for improving reading comprehension.
Options A and D do not directly target comprehension, and B lacks the necessary explicit and guided support.
2. A student with Autism Spectrum Disorder (ASD) frequently engages in hand-flapping and rocking when
presented with new or demanding academic tasks. Under the framework of Positive Behavioral Interventions and
Supports (PBIS), what is the primary purpose of conducting a Functional Behavioral Assessment (FBA) for this
student?
A. To diagnose the student's ASD and prescribe medication.
B. To determine the function or purpose of the behavior and identify its triggers.
C. To provide a consequence that will immediately stop the behavior.
D. To gather information for the student's permanent academic record.
🟢 Correct Answer: B. To determine the function or purpose of the behavior and identify its triggers.
🔴 Explanation: An FBA is a systematic process for identifying the function of a challenging behavior. Its purpose is
to understand the "why" behind the behavior to develop a targeted and effective Behavior Intervention Plan (BIP). It
is not for diagnosis, immediate suppression, or record-keeping.
3. Which of the following is a defining characteristic of the "least restrictive environment" (LRE) mandate under
the Individuals with Disabilities Education Act (IDEA)?
, A. All students with disabilities must be placed in a self-contained classroom.
B. Students with disabilities should be educated alongside their non-disabled peers to the maximum extent
appropriate.
C. Placement is solely based on the student's disability label.
D. Students with disabilities must first be placed in a general education classroom, regardless of need.
🟢 Correct Answer: B. Students with disabilities should be educated alongside their non-disabled peers to the
maximum extent appropriate.
🔴 Explanation: The LRE mandate requires that students with disabilities be educated with their non-disabled peers
to the maximum extent appropriate for their needs. This is a continuum of services, not a one-size-fits-all rule, and
placement is based on individual student needs, not solely on their disability label.
4. A fourth-grade student with an Intellectual Disability (ID) is working on counting money. The teacher begins
by teaching the student to identify each coin, then moves to counting pennies, then nickels, and finally dimes.
This sequential teaching approach is an example of which of the following instructional strategies?
A. Chaining
B. Prompting
C. Shaping
D. Fading
