PRAXIS 5354 SPED FORMS 1&2 |ACTUAL
QUESTIONS AND VERIFIED ANSWERS|BRAND NEW
2026-2027 UPDATE|GRADED A+
Question 1
According to IDEA regulations, school districts must address the needs of students with
disabilities by implementing an identification process. Place the following steps in the
identification process in order from first to last.
First:
Second:
Third:
Fourth:
Last:
A.Determining the special education and related services the student requires
B. Conducting a comprehensive evaluation of the student in all areas of suspected disability
C. Determining which of the disabilities defined by IDEA the student has
D. Writing an IEP and determining an appropriate placement for the student
E.Identifying the student and referring or requesting an evaluation for a disability
CORRECT ANSWER
First: E.Identifying the student and referring or requesting an evaluation for a disability
Second: B. Conducting a comprehensive evaluation of the student in all areas of
suspected disability
Third: C. Determining which of the disabilities defined by IDEA the student has
Fourth: A.Determining the special education and related services the student requires
Last: D. Writing an IEP and determining an appropriate placement for the student
1
,Question 2
A fifth-grade student with cerebral palsy has average intelligence and intelligible speech
but limited mobility and, as a result, struggles greatly with both fine motor and gross
motor skills. To best help the student successfully complete written assignments, the
teacher should provide a
A.voice recognition software program
B.pencil grip and raised-line paper
C.portable word processor
D.personal amplifier and FM system
CORRECT ANSWER
A.voice recognition software program
Question 3
In which of the following scenarios is it most appropriate for a teacher to begin to use
prompt-fading techniques to support a student's skill development?
A.A student reads only assigned fiction texts and refuses to read nonfiction texts.
B.A student often becomes argumentative after receiving a grade below 80 percent on an
assignment.
C.A student reciprocates greetings only when the teacher provides verbal reminders.
D.A student ignores the gesture whenever the teacher points to a clock to remind the
student to stay on task.
CORRECT ANSWER
C.A student reciprocates greetings only when the teacher provides verbal reminders.
2
,Question 4
The teacher of a multigrade self-contained special education classroom considers the
needs and abilities of the following students to group them for an upcoming mathematics
lesson.
--Student 1 is a first grader with the following IEP goal. "Given paper circles and squares, the
student will fold the papers and identify one-half and one-fourth of the whole with at least
80% accuracy."
--Student 2 is a second grader with the following IEP goal. "Given a variety of concrete
fraction models of halves, fourths, and eighths, the student will correctly name the fractional
parts with at least 80% accuracy."
--Student 3 is a third grader with the following IEP goal. "Given a set of ten one-step
problems involving addition and subtraction of fractions with like denominators, the student
will solve them with at least 80% accuracy."
--Student 4 is a fourth grader with the following IEP goal. "When shown the first two steps of
a
CORRECT ANSWER
C.Teaching the first and second graders together while the others work independently
Question 5
Which of the following actions most effectively demonstrates that a student with cognitive
delays has developed a generalization of the concept "red"?
A.Learning how to brush one's teeth with a red toothbrush, a red cup, and a red toothpaste
B.Identifying a red sweater, a red truck in the play area, and the red apple in a basket of fruit
C.Separating a pile of red blocks and blue blocks into two sets of blocks by color
D.Naming the letters in the word "red" and finding the word in easy-to-read picture books
CORRECT ANSWER
B.Identifying a red sweater, a red truck in the play area, and the red apple in a basket of
fruit
3
, Question 6
Which of the following is an appropriate research-based compensatory intervention for a
student with a traumatic brain injury that affects the student's expressive-language
ability?
A.Providing environmental cues to prompt the student to complete tasks
B.Guiding the student to communicate relevant information needed for a task
C.Labeling the names of classroom items to help the student request needed items
D.Creating a picture notebook of important items to facilitate communication
CORRECT ANSWER
D.Creating a picture notebook of important items to facilitate communication
Question 7
An eighth-grade English-language learner (ELL) understands and speaks conversational
English with decreasing hesitancy but is significantly below grade level in reading
comprehension skills. Which of the following best indicates that the source of the
student's difficulty is most likely a learning disability and not a language barrier?
A.Going through a non-communicative silent period for several months
B.Exhibiting plateaued growth in literacy skills over time despite receiving help
C.Demonstrating stronger math computation skills than word problem skills
D.Being more comfortable communicating with peers than with teachers
CORRECT ANSWER
B Exhibiting plateaued growth in literacy skills over time despite recieveing help.
4
QUESTIONS AND VERIFIED ANSWERS|BRAND NEW
2026-2027 UPDATE|GRADED A+
Question 1
According to IDEA regulations, school districts must address the needs of students with
disabilities by implementing an identification process. Place the following steps in the
identification process in order from first to last.
First:
Second:
Third:
Fourth:
Last:
A.Determining the special education and related services the student requires
B. Conducting a comprehensive evaluation of the student in all areas of suspected disability
C. Determining which of the disabilities defined by IDEA the student has
D. Writing an IEP and determining an appropriate placement for the student
E.Identifying the student and referring or requesting an evaluation for a disability
CORRECT ANSWER
First: E.Identifying the student and referring or requesting an evaluation for a disability
Second: B. Conducting a comprehensive evaluation of the student in all areas of
suspected disability
Third: C. Determining which of the disabilities defined by IDEA the student has
Fourth: A.Determining the special education and related services the student requires
Last: D. Writing an IEP and determining an appropriate placement for the student
1
,Question 2
A fifth-grade student with cerebral palsy has average intelligence and intelligible speech
but limited mobility and, as a result, struggles greatly with both fine motor and gross
motor skills. To best help the student successfully complete written assignments, the
teacher should provide a
A.voice recognition software program
B.pencil grip and raised-line paper
C.portable word processor
D.personal amplifier and FM system
CORRECT ANSWER
A.voice recognition software program
Question 3
In which of the following scenarios is it most appropriate for a teacher to begin to use
prompt-fading techniques to support a student's skill development?
A.A student reads only assigned fiction texts and refuses to read nonfiction texts.
B.A student often becomes argumentative after receiving a grade below 80 percent on an
assignment.
C.A student reciprocates greetings only when the teacher provides verbal reminders.
D.A student ignores the gesture whenever the teacher points to a clock to remind the
student to stay on task.
CORRECT ANSWER
C.A student reciprocates greetings only when the teacher provides verbal reminders.
2
,Question 4
The teacher of a multigrade self-contained special education classroom considers the
needs and abilities of the following students to group them for an upcoming mathematics
lesson.
--Student 1 is a first grader with the following IEP goal. "Given paper circles and squares, the
student will fold the papers and identify one-half and one-fourth of the whole with at least
80% accuracy."
--Student 2 is a second grader with the following IEP goal. "Given a variety of concrete
fraction models of halves, fourths, and eighths, the student will correctly name the fractional
parts with at least 80% accuracy."
--Student 3 is a third grader with the following IEP goal. "Given a set of ten one-step
problems involving addition and subtraction of fractions with like denominators, the student
will solve them with at least 80% accuracy."
--Student 4 is a fourth grader with the following IEP goal. "When shown the first two steps of
a
CORRECT ANSWER
C.Teaching the first and second graders together while the others work independently
Question 5
Which of the following actions most effectively demonstrates that a student with cognitive
delays has developed a generalization of the concept "red"?
A.Learning how to brush one's teeth with a red toothbrush, a red cup, and a red toothpaste
B.Identifying a red sweater, a red truck in the play area, and the red apple in a basket of fruit
C.Separating a pile of red blocks and blue blocks into two sets of blocks by color
D.Naming the letters in the word "red" and finding the word in easy-to-read picture books
CORRECT ANSWER
B.Identifying a red sweater, a red truck in the play area, and the red apple in a basket of
fruit
3
, Question 6
Which of the following is an appropriate research-based compensatory intervention for a
student with a traumatic brain injury that affects the student's expressive-language
ability?
A.Providing environmental cues to prompt the student to complete tasks
B.Guiding the student to communicate relevant information needed for a task
C.Labeling the names of classroom items to help the student request needed items
D.Creating a picture notebook of important items to facilitate communication
CORRECT ANSWER
D.Creating a picture notebook of important items to facilitate communication
Question 7
An eighth-grade English-language learner (ELL) understands and speaks conversational
English with decreasing hesitancy but is significantly below grade level in reading
comprehension skills. Which of the following best indicates that the source of the
student's difficulty is most likely a learning disability and not a language barrier?
A.Going through a non-communicative silent period for several months
B.Exhibiting plateaued growth in literacy skills over time despite receiving help
C.Demonstrating stronger math computation skills than word problem skills
D.Being more comfortable communicating with peers than with teachers
CORRECT ANSWER
B Exhibiting plateaued growth in literacy skills over time despite recieveing help.
4
