NES 601 Special Education Practice Exam |
Verified Questions with 100% Correct Answers
| Updated 2024–2025 | Pass with Confidence
1. Which of the following strategies would provide a special educator with the
most objective method for analyzing his or her instructional effectiveness? -
ANSWER videotaping a lesson and critiquing it using a checklist
2. Which of the following strategies would likely be the most effective for
helping a special educator evaluate his or her own long-term professional
growth? - ANSWER maintaining a teaching portfolio (e.g., samples of
student work, administrative observations, self-reflection)
3. A special educator teaches in a self-contained classroom for students with
multiple disabilities. Several students receive pull-out instruction from a
speech-language pathologist (SLP). In order to integrate students' speech and
language goals into their regular and extended curricula, the special educator
should ask the SLP which of the following questions? - ANSWER "What
are the specific skills that you are working on with each student?"
4. Which of the following activities would likely be the most effective for
helping special education teachers begin to identify their own cultural
biases? - ANSWER tracing their own backgrounds, values, and traditions
5. A middle school special education teacher in a self-contained classroom is
assigned to a paraprofessional. The most effective way for the teacher to
collaborate with the paraprofessional in meeting the students' learning needs
is to: - ANSWER review together each student's IEP and discuss the
paraprofessional's role in the implementation of each IEP
6. A middle school student with a learning disability in written expression has
recently made a transition from the resource room to the general education
classroom for language arts instruction. While monitoring the student's
progress, the special educator notices that the student's performance has
declined while attending the general education class. Despite this
performance, the general education teacher has given the student above-
average grades. The special educator's most effective response would be to: -
1
, ANSWER meet with the general education teacher to show samples of the
student's prior work that reflects her capabilities
7. A high school mathematics teacher will be teaching a class that includes
several students with learning disabilities in mathematics. In preparation, the
special educator has collaborated with the math teacher in developing
instructional activities for an upcoming math unit. Which of the following
steps should the special educator take next in collaborating with the math
teacher? - ANSWER Explain which parts of the unit activities will pose the
most difficultly for each student.
8. A special education teacher is creating a developmental history for a high
school student. She wants to know when the teen reached certain behavioral,
academic and developmental milestones. She should consult: - ANSWER
The parent or guardian because he or she has known the student from the
beginning.
9. Melissa is a sixth grade student. She often acts out in class and disrupts the
lessons each day. Each of her teachers share concerns about Melissa missing
out on information in their courses, as well as feelings of frustration about
Melissa's actions. A probable solution for Melissa is: - ANSWER a bip
10.Sixth graders Alfie and Honesty ride the same bus. Honesty constantly
teases Alfie. Alfie is embarrassed because he believes she is berating him.
The bus driver told their teacher it was possible that Honesty is actually
interested in Alfie, but doesn't express it well. The best form of conflict
resolution would be for the teacher to: - ANSWER Suggest to Alfie that if
he is disturbed by Honesty's teasing, he have a calm, assertive conversation
with her and tell her he doesn't like it and insist she stop.
11.Response to Intervention (RTI) is: - ANSWER A strategy for diagnosing
learning disabilities in which a student receives research-supported
interventions to correct an academic delay. If the interventions do not result
in considerable improvement, the failure to respond suggests causal learning
disabilities.Definition
12.At the beginning of the school year, an elementary school student with
special needs is having difficulty transitioning from one activity to the next
within her classroom. The special education teacher must ask several times
for the student to switch activities before she complies. Which of the
2
, following strategies should the teacher use first in addressing this behavior -
ANSWER Giving the student frequent visual and verbal cues about the time
allotted for each activity.
13.Which of the following disabilities is degenerative and often leads to death
in adolescence or early adulthood? - ANSWER Muscular dystrophy
14.Which of the following describes atypical development for a first-grade
student?
A. Frequent changes in the friend group.
B. Recurring fear and crying when dropped off at school by a parent.
C. Challenging rules, such as the established bedtime.
D. A desire to do many things independently. - ANSWER Answer: B
Most typically developing first graders will be able to separate easily from a
parent at a familiar place, such as school.
15.In what grade do most typically developing children form an understanding
of the difference between reality and make-believe?
A. Preschool (Age 3)
B. Prekindergarten (Age 4)
C. Kindergarten (Age 5)
D. First Grade (Age 6) - ANSWER Answer: C
16.Typically developing kindergartners generally develop an understanding of
the difference between reality and make-believe.
17.Tristan is a third grader who's struggling with identification of sight words
and letter-sound correspondence. What can be said about Tristan?
A. His cognitive development is typical of his age and grade.
B. He is ready to begin the transition from learning to read to reading to
learn.
C. He could benefit from further practice on distinguishing cause-and-
effect relationships.
D. He could be targeted for interventions as his development is atypical. -
ANSWER Answer: D
18.By third grade, Tristan should definitely have mastered letter-sound-
correspondence and recognition of most sight words.
19.Mrs. Howard gives a math activity to her pre-k class in which she asks them
to write the different addition equations that lead to an answer of ten (Ex:
9+1, 8+2, etc). What will be the likely result?
3
, A. Most students in this class will not be able to complete this activity as
it is not developmentally appropriate.
B. Assessment tool to enable a screen for developmental delays.
C. Typically developing children will be able to complete this activity
independently.
D. " with some scaffolding. - ANSWER Answer: A
This is more appropriate for an elementary school class, not a prekindergarten
class.
Marcus' a 1st grader in Mrs. Hyatt's class who very rarely speaks. She notices that
he's unable to answer the following question: "When's your birthday?" What would
her most likely reaction be?
A. She would not be concerned since a 1st grader wouldn't be expected to know
this answer.
B. She would likely be concerned about a possible speech or language problem.
C. She would assume his family doesn't celebrate birthdays.
D. She would have concerns about a possible emotional disturbance. - ANSWER
Answer: B
Marcus's inability to respond to a simple "when" question and his
uncommunicativeness are concerning and might indicate a speech or language
problem.
Zack, a 2nd grader, is overhead by his teacher using a mildly profane word. What
would be her best response?
A. To call his parents to express concern that he likely had an emotional
disturbance.
B. To meet with his parents to discuss his TV and internet use habits.
C. To speak with Zack about the word and explain how it is not a nice word to use.
D. To provide immediate punitive consequences. - ANSWER Answer: C
Zack is likely experimenting with "bad" words and needs to understand that the
word he used is not appropriate.
Fauzia's parents come to her 1st grade teacher to ask if they should be concerned
that Fauzia is unable to dress herself to use the bathroom without help. What
should the teacher's response be?
A. Tell Fauzia's parents that she has an intellectual disability.
B. Suggest screening for ASD.
C. Advice Fauzia's parents to consult her pediatrician about her physical
development.
4
Verified Questions with 100% Correct Answers
| Updated 2024–2025 | Pass with Confidence
1. Which of the following strategies would provide a special educator with the
most objective method for analyzing his or her instructional effectiveness? -
ANSWER videotaping a lesson and critiquing it using a checklist
2. Which of the following strategies would likely be the most effective for
helping a special educator evaluate his or her own long-term professional
growth? - ANSWER maintaining a teaching portfolio (e.g., samples of
student work, administrative observations, self-reflection)
3. A special educator teaches in a self-contained classroom for students with
multiple disabilities. Several students receive pull-out instruction from a
speech-language pathologist (SLP). In order to integrate students' speech and
language goals into their regular and extended curricula, the special educator
should ask the SLP which of the following questions? - ANSWER "What
are the specific skills that you are working on with each student?"
4. Which of the following activities would likely be the most effective for
helping special education teachers begin to identify their own cultural
biases? - ANSWER tracing their own backgrounds, values, and traditions
5. A middle school special education teacher in a self-contained classroom is
assigned to a paraprofessional. The most effective way for the teacher to
collaborate with the paraprofessional in meeting the students' learning needs
is to: - ANSWER review together each student's IEP and discuss the
paraprofessional's role in the implementation of each IEP
6. A middle school student with a learning disability in written expression has
recently made a transition from the resource room to the general education
classroom for language arts instruction. While monitoring the student's
progress, the special educator notices that the student's performance has
declined while attending the general education class. Despite this
performance, the general education teacher has given the student above-
average grades. The special educator's most effective response would be to: -
1
, ANSWER meet with the general education teacher to show samples of the
student's prior work that reflects her capabilities
7. A high school mathematics teacher will be teaching a class that includes
several students with learning disabilities in mathematics. In preparation, the
special educator has collaborated with the math teacher in developing
instructional activities for an upcoming math unit. Which of the following
steps should the special educator take next in collaborating with the math
teacher? - ANSWER Explain which parts of the unit activities will pose the
most difficultly for each student.
8. A special education teacher is creating a developmental history for a high
school student. She wants to know when the teen reached certain behavioral,
academic and developmental milestones. She should consult: - ANSWER
The parent or guardian because he or she has known the student from the
beginning.
9. Melissa is a sixth grade student. She often acts out in class and disrupts the
lessons each day. Each of her teachers share concerns about Melissa missing
out on information in their courses, as well as feelings of frustration about
Melissa's actions. A probable solution for Melissa is: - ANSWER a bip
10.Sixth graders Alfie and Honesty ride the same bus. Honesty constantly
teases Alfie. Alfie is embarrassed because he believes she is berating him.
The bus driver told their teacher it was possible that Honesty is actually
interested in Alfie, but doesn't express it well. The best form of conflict
resolution would be for the teacher to: - ANSWER Suggest to Alfie that if
he is disturbed by Honesty's teasing, he have a calm, assertive conversation
with her and tell her he doesn't like it and insist she stop.
11.Response to Intervention (RTI) is: - ANSWER A strategy for diagnosing
learning disabilities in which a student receives research-supported
interventions to correct an academic delay. If the interventions do not result
in considerable improvement, the failure to respond suggests causal learning
disabilities.Definition
12.At the beginning of the school year, an elementary school student with
special needs is having difficulty transitioning from one activity to the next
within her classroom. The special education teacher must ask several times
for the student to switch activities before she complies. Which of the
2
, following strategies should the teacher use first in addressing this behavior -
ANSWER Giving the student frequent visual and verbal cues about the time
allotted for each activity.
13.Which of the following disabilities is degenerative and often leads to death
in adolescence or early adulthood? - ANSWER Muscular dystrophy
14.Which of the following describes atypical development for a first-grade
student?
A. Frequent changes in the friend group.
B. Recurring fear and crying when dropped off at school by a parent.
C. Challenging rules, such as the established bedtime.
D. A desire to do many things independently. - ANSWER Answer: B
Most typically developing first graders will be able to separate easily from a
parent at a familiar place, such as school.
15.In what grade do most typically developing children form an understanding
of the difference between reality and make-believe?
A. Preschool (Age 3)
B. Prekindergarten (Age 4)
C. Kindergarten (Age 5)
D. First Grade (Age 6) - ANSWER Answer: C
16.Typically developing kindergartners generally develop an understanding of
the difference between reality and make-believe.
17.Tristan is a third grader who's struggling with identification of sight words
and letter-sound correspondence. What can be said about Tristan?
A. His cognitive development is typical of his age and grade.
B. He is ready to begin the transition from learning to read to reading to
learn.
C. He could benefit from further practice on distinguishing cause-and-
effect relationships.
D. He could be targeted for interventions as his development is atypical. -
ANSWER Answer: D
18.By third grade, Tristan should definitely have mastered letter-sound-
correspondence and recognition of most sight words.
19.Mrs. Howard gives a math activity to her pre-k class in which she asks them
to write the different addition equations that lead to an answer of ten (Ex:
9+1, 8+2, etc). What will be the likely result?
3
, A. Most students in this class will not be able to complete this activity as
it is not developmentally appropriate.
B. Assessment tool to enable a screen for developmental delays.
C. Typically developing children will be able to complete this activity
independently.
D. " with some scaffolding. - ANSWER Answer: A
This is more appropriate for an elementary school class, not a prekindergarten
class.
Marcus' a 1st grader in Mrs. Hyatt's class who very rarely speaks. She notices that
he's unable to answer the following question: "When's your birthday?" What would
her most likely reaction be?
A. She would not be concerned since a 1st grader wouldn't be expected to know
this answer.
B. She would likely be concerned about a possible speech or language problem.
C. She would assume his family doesn't celebrate birthdays.
D. She would have concerns about a possible emotional disturbance. - ANSWER
Answer: B
Marcus's inability to respond to a simple "when" question and his
uncommunicativeness are concerning and might indicate a speech or language
problem.
Zack, a 2nd grader, is overhead by his teacher using a mildly profane word. What
would be her best response?
A. To call his parents to express concern that he likely had an emotional
disturbance.
B. To meet with his parents to discuss his TV and internet use habits.
C. To speak with Zack about the word and explain how it is not a nice word to use.
D. To provide immediate punitive consequences. - ANSWER Answer: C
Zack is likely experimenting with "bad" words and needs to understand that the
word he used is not appropriate.
Fauzia's parents come to her 1st grade teacher to ask if they should be concerned
that Fauzia is unable to dress herself to use the bathroom without help. What
should the teacher's response be?
A. Tell Fauzia's parents that she has an intellectual disability.
B. Suggest screening for ASD.
C. Advice Fauzia's parents to consult her pediatrician about her physical
development.
4
