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Quizzes > General Knowledge & Mixed

Free TExES 161 Practice Test: Special Education EC-12

Quick, free EC-12 special education practice test. Instant results.

Editorial: Review CompletedCreated By: Ilay RazUpdated Aug 23, 2025
Difficulty: Moderate
2-5mins
Learning OutcomesCheat Sheet
Paper art illustration of quiz banner for TExES 161 EC-12 special education on teal background

This quiz helps you check your grasp of the TExES 161 Special Education EC-12, with realistic questions and instant feedback. Use it to spot weak areas and focus your study plan. For more review, try our special education quiz, explore an early childhood education practice test, or build foundations with an educational psychology quiz.

Which federal law guarantees special education services to students with disabilities?
Americans with Disabilities Act (ADA)
Section 504 of the Rehabilitation Act
No Child Left Behind Act
Individuals with Disabilities Education Act (IDEA)
The Individuals with Disabilities Education Act (IDEA) is the primary federal law that ensures free appropriate public education (FAPE) and related services to eligible students with disabilities. IDEA outlines specific provisions, definitions, and rights for students and parents. It mandates evaluations, IEP development, and the provision of services.
Which of the following is a required component of an Individualized Education Program (IEP)?
Parent involvement plan for school PTO
General curriculum design model
Present levels of academic achievement and functional performance
Teacher performance evaluations
An IEP must include present levels of academic achievement and functional performance to show how the student's disability affects involvement in the general education curriculum. This component guides goal-setting and instructional planning. Without it, the team cannot measure progress or determine appropriate services.
The principle of Least Restrictive Environment (LRE) requires that students with disabilities be educated:
In the general education setting to the maximum extent appropriate
At private institutions at district expense
Only in self-contained special education classes
In separate schools away from nondisabled peers
LRE mandates that students with disabilities should be educated alongside nondisabled peers as much as appropriate for their individual needs. Removal from the general education environment should occur only when the nature or severity of the disability prevents satisfactory education in that setting. It promotes inclusion and social integration.
In a three-tier Response to Intervention (RTI) model, Tier 2 interventions are characterized by:
Universal screening of all students
Targeted small group interventions
Special education eligibility determination
Intensive individualized interventions
Tier 2 of RTI involves targeted, research-based interventions for students who are not making adequate progress in the general curriculum. These interventions are typically delivered in small groups and monitored frequently. They serve as a bridge before more intensive, individualized support in Tier 3.
Attention Deficit Hyperactivity Disorder (ADHD) is classified under which category in IDEA?
Emotional Disturbance
Other Health Impairment
Specific Learning Disability
Intellectual Disability
Under IDEA, ADHD falls under Other Health Impairment (OHI) because it affects a student's alertness, concentration, and energy levels. This classification allows for specialized supports and accommodations. Students with ADHD may receive services like behavior plans or classroom modifications.
What does the term "differentiated instruction" refer to?
Teaching all students at the same pace
Tailoring instruction to meet individual student needs
Instruction only for students with disabilities
Using only one curriculum for all learners
Differentiated instruction involves modifying content, process, and products based on learners' readiness, interests, and learning profiles. It allows teachers to address student variability within the same classroom. This approach improves engagement and achievement for all students.
Which of the following is an example of an accommodation rather than a modification?
Simplifying the required coursework
Providing an alternative assessment
Reducing the number of assignments
Extended time on tests
Accommodations change how a student accesses learning without altering the grade-level expectations or curriculum. Extended time on tests maintains the same standards but provides additional support. Modifications, on the other hand, change what the student is expected to learn.
Progress monitoring in special education typically occurs:
Only when parents request an update
At regular, frequent intervals
Every three years during evaluation
Only at the annual IEP review
Frequent progress monitoring allows educators to assess the effectiveness of interventions and adjust instruction promptly. It provides data-driven evidence of student growth toward IEP goals. Best practices recommend weekly or biweekly checks depending on the skill area.
Section 504 of the Rehabilitation Act protects students with disabilities by ensuring:
Due process hearings for IEP disputes
Placement in self-contained classrooms
Access to accommodations in federally funded programs
Special education services at no cost
Section 504 prohibits discrimination based on disability and guarantees students equal access to programs and services. It requires schools to provide reasonable accommodations so that qualified students can participate fully. Unlike IDEA, it does not require IEPs but uses 504 plans.
Under FERPA, schools must obtain written consent before:
Modifying an IEP
Evaluating a student for special education
Releasing educational records to third parties
Providing related services
The Family Educational Rights and Privacy Act (FERPA) protects the privacy of student education records. Schools need written parental consent before disclosing students' records to anyone outside the educational agency. Exceptions apply only in specific circumstances defined by law.
A Functional Behavior Assessment (FBA) is conducted to:
Identify the function of an interfering behavior
Diagnose a mental health disorder
Develop academic achievement goals
Determine a student's IQ level
An FBA systematically gathers data to determine why a behavior occurs - its antecedents and consequences. Understanding the function (e.g., attention, escape) guides the development of effective behavior interventions. The results inform a Behavior Intervention Plan.
A Behavior Intervention Plan should include:
General curriculum accommodations only
Medication prescriptions
Punitive disciplinary procedures
Specific strategies to address the behavior
A BIP outlines proactive strategies, supports, and taught replacement behaviors based on the FBA findings. It provides clear guidelines on how to prevent problem behaviors and reinforce positive alternatives. Consequences should be stated but not punitive.
Collaboration between special and general education teachers is MOST critical during:
General teacher-led instruction
Recess supervision
Post-graduation counseling
Co-planning lessons
Co-planning ensures that both teachers share expertise to design lessons that address diverse learner needs. This collaboration fosters alignment of accommodations, modifications, and supports. It maximizes student access and engagement in the curriculum.
Transition services in an IEP must begin no later than what age?
18
21
14
16
IDEA mandates that transition planning should start by age 16 to prepare students for postsecondary goals, including education, employment, and independent living. Individual states may have earlier requirements, but 16 is the federal minimum. Proper transition services increase successful adult outcomes.
Which of these is an example of assistive technology?
Standard pencil
Classroom whiteboard
Communication board
General education textbook
Assistive technology includes any device that supports learning or communication for students with disabilities. A communication board helps nonverbal students express needs and participate in class. It may be high-tech or low-tech depending on the user.
Curriculum-based assessment differs from standardized assessment because it:
Measures progress on core classroom curriculum
Compares scores to a national norm
Is always timed and multiple-choice
Yields percentile ranks only
Curriculum-based assessments are directly aligned with the skills and content taught in the classroom, providing immediate performance data. They help monitor individual student growth and inform instruction. Standardized tests measure against norms, not specific classroom objectives.
A student with dyslexia typically exhibits difficulty with:
Gross motor coordination
Oral auditory discrimination
Word decoding and spelling
Peer social interactions
Dyslexia is a specific learning disability characterized by difficulty with accurate and/or fluent word recognition and spelling. It stems from phonological processing deficits. Early identification and intervention improve reading outcomes.
Emotional disturbance as defined in IDEA includes:
Inability to build relationships and inappropriate behaviors
Speech and language delay
Physical sensory impairment
Low intellectual functioning
Emotional disturbance covers conditions exhibiting chronic inability to build or maintain satisfactory interpersonal relationships and inappropriate types of behavior or feelings. It also includes pervasive mood disorders and physical symptoms related to personal or school problems. This classification requires adverse educational impact.
Universal Design for Learning (UDL) aims to:
Remove all curriculum barriers completely
Offer accommodations only to students with IEPs
Standardize curriculum for all learners
Provide multiple means of representation, expression, and engagement
UDL is a framework that guides the design of instructional goals and assessments to provide access to all learners. It encourages offering information in various formats, multiple ways for students to demonstrate learning, and engaging all interests. This proactive design reduces barriers.
Extended School Year (ESY) services are designed to:
Accelerate progress beyond IEP goals
Replace summer enrichment programs
Prevent significant regression during breaks
Provide tutoring only
ESY services are determined by the IEP team when a student is at risk of regressing skills during extended breaks. The focus is on maintaining critical skills rather than advancing new ones. Eligibility depends on individual student needs, not disability category.
Unlike the discrepancy model, an RTI approach for identifying Specific Learning Disabilities focuses on:
Parental concerns alone
A student's response to validated intervention
Teacher observations only
The gap between IQ and achievement scores
RTI identifies learning disabilities based on how students respond to scientifically based interventions rather than relying on an IQ-achievement discrepancy. This method reduces identification delays and provides early support. It emphasizes data from progress monitoring.
To minimize cultural bias in assessment, educators should:
Rely solely on standardized norm-referenced tests
Administer tests only in English
Avoid nonverbal assessments
Use multiple assessment measures from diverse perspectives
Reducing cultural bias requires using assessments that reflect students' linguistic and cultural backgrounds, such as dynamic and curriculum-based measures. Multiple data sources provide a holistic view of abilities. This practice supports valid and equitable decision-making.
Which factor is most important when selecting an Augmentative and Alternative Communication (AAC) device?
Student's motor and cognitive abilities
Device brand popularity
Cost alone
Device color and design only
When choosing an AAC device, it's critical to match the technology to the user's physical, cognitive, and communication needs. A device must align with motor skills for access and cognitive skills for symbol use. Other factors are secondary.
Fidelity of implementation in a Multi-Tiered System of Supports (MTSS) refers to:
Annual policy reviews
Consistent adherence to intervention protocols
Student attendance rates
Teacher satisfaction surveys
Fidelity means delivering interventions exactly as they were designed, including dosage, duration, and procedural steps. High fidelity is essential for valid progress monitoring and outcome data. It ensures that lack of progress reflects student needs, not implementation errors.
Parallel teaching in co-teaching models involves:
Both teachers teaching the same content to different groups simultaneously
One teacher instructing while the other observes
Teachers alternating instructional days
Both teachers addressing the entire class together
In parallel teaching, the class is split into two heterogeneous groups, and both teachers teach the same lesson simultaneously. This reduces student-teacher ratio and increases engagement. It requires thorough co-planning for consistency.
An FM system in the classroom is primarily used to:
Record classroom lessons for review
Provide language translation services
Track student behavior
Amplify the teacher's voice for students with hearing impairment
Frequency Modulation (FM) systems transmit the teacher's voice directly to a receiver worn by the student, reducing background noise and improving clarity. They support students with hearing loss in mainstream settings. Proper fitting and training are essential.
A well-written IEP goal should be SMART. The "T" stands for:
Teachability
Testability
Time-bound
Transferability
SMART goals are Specific, Measurable, Achievable, Relevant, and Time-bound. The 'Time-bound' element specifies when progress will be measured and the target date for achieving the goal. This helps monitor and adjust instruction over a set period.
A behavior contract typically includes:
Lesson plan outlines
Defined target behaviors and rewards/consequences
Classroom seating arrangements
Medication administration schedules
Behavior contracts are written agreements between students and educators that clearly outline expected behaviors, monitoring methods, and the rewards or consequences contingent on behavior. They increase student accountability and motivation. They are based on principles of behavior modification.
In alternative communication, "symbol-based" systems refer to:
Audio recordings of spoken words
Use of picture icons representing words or concepts
Manual sign language exclusively
Text-only communication boards
Symbol-based AAC systems use graphic icons, pictures, or symbols to represent language units, enabling individuals with limited speech to communicate. These systems can be customized to the user's cognitive level and visual preferences. They differ from text-only or auditory systems.
Due process rights under IDEA allow parents to:
Challenge IEP decisions in a hearing
Select the school principal
Write the school curriculum
Assign grades to their child
Due process under IDEA grants parents the right to dispute special education decisions through formal hearings, mediations, or complaints. This safeguard ensures that disagreements about evaluations, placements, or services can be legally reviewed. It promotes procedural fairness.
When designing a functional curriculum for students with intellectual disabilities, the focus should be on:
Competitive sports performance
Daily living and vocational skills that enhance independence
Advanced theoretical mathematics
High-level academic theory
Functional curricula prioritize practical skills such as self-care, social interactions, and vocational tasks to promote independence and community participation. Academic content is adapted to real-life contexts rather than abstract theory. This approach aligns with postschool goals.
An upward trend in Curriculum-Based Measurement (CBM) probe scores over time indicates:
Teacher grading leniency
Student's performance is improving
The test is too easy
Errors in graphing
Consistent increases in CBM probe scores demonstrate that the student is making progress in the targeted skill area. Educators use these data trends to validate intervention effectiveness. If the trend is flat or declining, instructional changes may be needed.
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Study Outcomes

  1. Understand IEP Components -

    Gain clarity on Individualized Education Program elements to confidently address related questions on the TExES 161 practice test.

  2. Apply Behavior Management Techniques -

    Learn proven strategies to manage diverse classroom behaviors and demonstrate your expertise on the sped certification test.

  3. Analyze Instructional Planning -

    Break down lesson design and accommodation methods to strengthen instructional planning skills for the special education practice test.

  4. Identify Legal and Ethical Standards -

    Distinguish key legal mandates and ethical guidelines governing EC-12 special education to excel in the texes ec-12 special education practice test.

  5. Evaluate Assessment Approaches -

    Explore various formal and informal assessment tools to accurately monitor student progress and answer assessment-related questions.

  6. Develop Test-Taking Strategies -

    Master time management, question analysis, and elimination tactics to boost confidence and performance on this free practice test for special education EC-12.

Cheat Sheet

  1. ABCD IEP Goal Structure -

    To meet texes 161 practice test standards, craft IEP goals using the ABCD model (Audience, Behavior, Condition, Degree) outlined by the U.S. Department of Education. For example: "Given visual supports (Condition), the student (Audience) will identify all letter sounds (Behavior) with 90% accuracy (Degree)" is clear and measurable. This mnemonic ensures precise and assessable objectives for the sped certification test.

  2. Positive Behavior Support (PBS) -

    Effective behavior management on the texes ec-12 special education practice test revolves around Positive Behavior Support frameworks supported by the Council for Exceptional Children. Identify triggers through a Functional Behavior Assessment (FBA) and create intervention plans including antecedent modifications and reinforcement strategies like token systems. Remember the "ABC" mnemonic: Antecedent, Behavior, Consequence to analyze and reshape behaviors.

  3. Universal Design for Learning Principles -

    UDL, endorsed by CAST and university research repositories, ensures accessible lessons via multiple means of representation, expression, and engagement. For instance, pairing visual timetables with auditory instructions and hands-on activities accommodates diverse learners in the classroom. Keep in mind the "3 UDL" rule to design flexible lesson plans that cater to all students, a key concept on the free practice test for special education EC-12.

  4. Assessment Accommodations vs. Modifications -

    Understanding the distinction between accommodations (e.g., extended time, alternate formats) and modifications (e.g., simplified tasks) is critical for the sped certification test. The Texas Education Agency and peers use a two-column chart - one for accommodations and one for modifications - to organize your examples. This simple chart method is a handy study tool when preparing for the special education practice test.

  5. Collaboration with Families and Professionals -

    Strong communication skills are vital for IEP meetings, as stressed in university special ed programs and TEA guidelines. Use Clear, Empathetic, Specific, and Collaborative (CESC) talking points to structure discussions and build partnerships. Practicing role-play scenarios with peers boosts confidence and readiness for the texes 161 practice test.

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