ILLINOIS SPECIAL
EDUCATION PRACTICE
EXAM
1. Which of the following best describes the principle of Least Restrictive
Environment (LRE)?
A. Students with disabilities must be educated in separate classrooms at all times
B. Students with disabilities should be educated alongside peers without disabilities to
the maximum extent appropriate
C. Students with disabilities must be placed in general education settings regardless of
individual needs
D. Placement decisions are made solely by the school principal
Rationale: LRE, a cornerstone of IDEA, requires that students with disabilities be
educated with typically developing peers to the maximum extent appropriate, with
removal occurring only when the nature or severity of the disability prevents satisfactory
achievement in general education even with supplementary aids and services.
2. A special education teacher is preparing for a student's IEP meeting. Which
THREE parties are required to be present at the meeting?
A. A general education teacher (if the student is or may be participating in general
education)
B. A representative from the state department of education
C. The student's parents or guardians
D. A special education teacher
Rationale: IDEA requires the IEP team to include the parents, at least one general
education teacher (if applicable), at least one special education teacher, a local
education agency representative, someone who can interpret evaluation results, and
whenever appropriate, the student. State department representatives are not required.
,3. A student with a specific learning disability struggles with reading fluency.
Which assessment would best provide diagnostic information about the student's
word identification skills?
A. A standardized intelligence test
B. A running record with miscue analysis
C. A math computation assessment
D. A speech-language evaluation
Rationale: Running records capture oral reading behaviors including accuracy, error
patterns, and self-corrections, providing valuable diagnostic information about word
identification skills. Intelligence tests do not diagnose reading difficulties.
4. Which of the following is the primary purpose of a Functional Behavioral
Assessment (FBA)?
A. To determine a student's IQ
B. To diagnose a disability
C. To identify the purpose or function of a student's behavior
D. To evaluate a teacher's classroom management skills
Rationale: An FBA is a systematic process for identifying the function (e.g., attention,
escape, access to tangibles, sensory stimulation) that a behavior serves for the student,
which then informs the development of a Behavior Intervention Plan (BIP).
5. A special education teacher co-teaches with a general education teacher. The
special education teacher provides suggestions and strategies to the general
education teacher but does not routinely work directly with students. This model
is best described as:
A. Parallel teaching
B. Consultant teaching
C. Station teaching
D. Team teaching
Rationale: In consultant teaching, the special education teacher serves as a consultant
to the general education teacher, providing expertise, strategies, and recommendations
without direct instruction to students on a routine basis. This differs from co-teaching
models where both teachers work directly with students.
6. According to IDEA, who has the right to file for an impartial due process hearing
when there is disagreement about a student's placement?
,A. Teachers only
B. Parents and the school district
C. Parents only
D. The state department of education
Rationale: Under IDEA, both parents and the school district have the right to request an
impartial due process hearing to resolve disagreements regarding identification,
evaluation, placement, or the provision of a free appropriate public education (FAPE).
7. A student with a visual impairment is included in a general education classroom.
To support the student's access to the science curriculum, the teacher should:
A. Exclude the student from laboratory activities for safety reasons
B. Provide only verbal descriptions without tactile materials
C. Provide tactile models, high-contrast materials, and verbal descriptions of visual
elements
D. Wait for a paraprofessional to adapt all materials
Rationale: Universal design for learning calls for proactive adaptation. Tactile models,
high-contrast materials, and verbal descriptions make science content accessible.
Exclusion violates LRE principles.
8. Which of the following is an example of a formative assessment?
A. A statewide standardized achievement test administered in May
B. A teacher's anecdotal notes during a student's oral reading
C. A report card grade issued at the end of the quarter
D. A district benchmark test administered three times per year
Rationale: Formative assessment occurs during instruction to inform teaching and
provide ongoing feedback. Anecdotal notes during oral reading capture real-time
performance and guide instructional decisions. Standardized tests and report cards are
summative.
9. A student with autism spectrum disorder has difficulty with transitions. The
most appropriate support is to:
A. Punish resistance to transitions
B. Provide visual schedules, warnings before transitions, and predictable routines
C. Allow the student to avoid all transitions
D. Remove the student from the classroom during transitions
, Rationale: Visual schedules and transition warnings reduce anxiety by making the day
predictable. This is an evidence-based practice for students with autism. Punishment
and exclusion do not teach transition skills.
10. The Illinois Social/Emotional Learning Standards include all of the following
goals EXCEPT:
A. Develop self-awareness and self-management skills
B. Use social-awareness and interpersonal skills
C. Master grade-level academic content in all subject areas
D. Demonstrate decision-making skills and responsible behaviors
Rationale: The Illinois SEL Standards focus on self-awareness, self-management, social
awareness, relationship skills, and responsible decision-making. Academic content
mastery is addressed through the Illinois Learning Standards, not the SEL Standards.
11. Which of the following best describes differentiated instruction for students
with disabilities?
A. Teaching the same content in the same way to all students
B. Adapting content, process, or product based on students' readiness, interests,
and learning profiles
C. Grouping students by disability category permanently
D. Providing extra worksheets for advanced students
Rationale: Differentiation adjusts what students learn (content), how they learn it
(process), and how they demonstrate learning (product) based on individual needs. It is
responsive to student differences and is not the same as tracking or busywork.
12. A special education teacher is working with a student who uses augmentative
and alternative communication (AAC). The teacher should:
A. Require the student to speak before using AAC
B. Model AAC use, provide consistent access, and collaborate with the speech-
language pathologist
C. Use AAC only during speech therapy sessions
D. Limit AAC use to prevent dependence
Rationale: AAC supports communication and should be available throughout the day.
Modeling, consistent access, and collaboration with the SLP are evidence-based
practices. Requiring speech before AAC use undermines communication rights.
EDUCATION PRACTICE
EXAM
1. Which of the following best describes the principle of Least Restrictive
Environment (LRE)?
A. Students with disabilities must be educated in separate classrooms at all times
B. Students with disabilities should be educated alongside peers without disabilities to
the maximum extent appropriate
C. Students with disabilities must be placed in general education settings regardless of
individual needs
D. Placement decisions are made solely by the school principal
Rationale: LRE, a cornerstone of IDEA, requires that students with disabilities be
educated with typically developing peers to the maximum extent appropriate, with
removal occurring only when the nature or severity of the disability prevents satisfactory
achievement in general education even with supplementary aids and services.
2. A special education teacher is preparing for a student's IEP meeting. Which
THREE parties are required to be present at the meeting?
A. A general education teacher (if the student is or may be participating in general
education)
B. A representative from the state department of education
C. The student's parents or guardians
D. A special education teacher
Rationale: IDEA requires the IEP team to include the parents, at least one general
education teacher (if applicable), at least one special education teacher, a local
education agency representative, someone who can interpret evaluation results, and
whenever appropriate, the student. State department representatives are not required.
,3. A student with a specific learning disability struggles with reading fluency.
Which assessment would best provide diagnostic information about the student's
word identification skills?
A. A standardized intelligence test
B. A running record with miscue analysis
C. A math computation assessment
D. A speech-language evaluation
Rationale: Running records capture oral reading behaviors including accuracy, error
patterns, and self-corrections, providing valuable diagnostic information about word
identification skills. Intelligence tests do not diagnose reading difficulties.
4. Which of the following is the primary purpose of a Functional Behavioral
Assessment (FBA)?
A. To determine a student's IQ
B. To diagnose a disability
C. To identify the purpose or function of a student's behavior
D. To evaluate a teacher's classroom management skills
Rationale: An FBA is a systematic process for identifying the function (e.g., attention,
escape, access to tangibles, sensory stimulation) that a behavior serves for the student,
which then informs the development of a Behavior Intervention Plan (BIP).
5. A special education teacher co-teaches with a general education teacher. The
special education teacher provides suggestions and strategies to the general
education teacher but does not routinely work directly with students. This model
is best described as:
A. Parallel teaching
B. Consultant teaching
C. Station teaching
D. Team teaching
Rationale: In consultant teaching, the special education teacher serves as a consultant
to the general education teacher, providing expertise, strategies, and recommendations
without direct instruction to students on a routine basis. This differs from co-teaching
models where both teachers work directly with students.
6. According to IDEA, who has the right to file for an impartial due process hearing
when there is disagreement about a student's placement?
,A. Teachers only
B. Parents and the school district
C. Parents only
D. The state department of education
Rationale: Under IDEA, both parents and the school district have the right to request an
impartial due process hearing to resolve disagreements regarding identification,
evaluation, placement, or the provision of a free appropriate public education (FAPE).
7. A student with a visual impairment is included in a general education classroom.
To support the student's access to the science curriculum, the teacher should:
A. Exclude the student from laboratory activities for safety reasons
B. Provide only verbal descriptions without tactile materials
C. Provide tactile models, high-contrast materials, and verbal descriptions of visual
elements
D. Wait for a paraprofessional to adapt all materials
Rationale: Universal design for learning calls for proactive adaptation. Tactile models,
high-contrast materials, and verbal descriptions make science content accessible.
Exclusion violates LRE principles.
8. Which of the following is an example of a formative assessment?
A. A statewide standardized achievement test administered in May
B. A teacher's anecdotal notes during a student's oral reading
C. A report card grade issued at the end of the quarter
D. A district benchmark test administered three times per year
Rationale: Formative assessment occurs during instruction to inform teaching and
provide ongoing feedback. Anecdotal notes during oral reading capture real-time
performance and guide instructional decisions. Standardized tests and report cards are
summative.
9. A student with autism spectrum disorder has difficulty with transitions. The
most appropriate support is to:
A. Punish resistance to transitions
B. Provide visual schedules, warnings before transitions, and predictable routines
C. Allow the student to avoid all transitions
D. Remove the student from the classroom during transitions
, Rationale: Visual schedules and transition warnings reduce anxiety by making the day
predictable. This is an evidence-based practice for students with autism. Punishment
and exclusion do not teach transition skills.
10. The Illinois Social/Emotional Learning Standards include all of the following
goals EXCEPT:
A. Develop self-awareness and self-management skills
B. Use social-awareness and interpersonal skills
C. Master grade-level academic content in all subject areas
D. Demonstrate decision-making skills and responsible behaviors
Rationale: The Illinois SEL Standards focus on self-awareness, self-management, social
awareness, relationship skills, and responsible decision-making. Academic content
mastery is addressed through the Illinois Learning Standards, not the SEL Standards.
11. Which of the following best describes differentiated instruction for students
with disabilities?
A. Teaching the same content in the same way to all students
B. Adapting content, process, or product based on students' readiness, interests,
and learning profiles
C. Grouping students by disability category permanently
D. Providing extra worksheets for advanced students
Rationale: Differentiation adjusts what students learn (content), how they learn it
(process), and how they demonstrate learning (product) based on individual needs. It is
responsive to student differences and is not the same as tracking or busywork.
12. A special education teacher is working with a student who uses augmentative
and alternative communication (AAC). The teacher should:
A. Require the student to speak before using AAC
B. Model AAC use, provide consistent access, and collaborate with the speech-
language pathologist
C. Use AAC only during speech therapy sessions
D. Limit AAC use to prevent dependence
Rationale: AAC supports communication and should be available throughout the day.
Modeling, consistent access, and collaboration with the SLP are evidence-based
practices. Requiring speech before AAC use undermines communication rights.
