How To Pass The TExES Special Education EC-12(161) Exam

There has been a huge demand for help with this specific exam. Let’s break down what is on the exam, the false practice questions out there, what others are saying about this exam, and lastly, what is truly on the exam, so you can pass.

First, Pearson never steers away from the “Exam Overview and Framework”, or what you might call the competencies. For more info on all this, please click here. I think they are legally required to be honest on what they generically will and can test you on.

The problem is the lack of quality study materials out there. Let’s take a look at what a friend of mine recently said: “I feel like the test I took was out dated. Like the terminology was off and the scenarios were from an older source. Nothing that I read from the REA or 240.”

I here 240 isn’t the greatest to begin with. But for her to say REA didn’t even come close is big.

Let’s even look at a practice question Pearson gives us.

Julio, a sixth grader with a learning disability, immigrated with his family to the United States a year ago. Although Julio speaks English well, he never speaks to his classroom teacher unless spoken to. Concerned about this behavior, the classroom teacher suggests to the special education teacher that Julio may need social skills instruction. Which of the following factors is most important for the special educator to take into account when considering the classroom teacher’s suggestion?

A. Teachers can misperceive and misunderstand students’ behaviors by interpreting them from a single perspective.

B. Self-confidence with regard to schoolwork depends primarily on a student’s belief in his or her ability to succeed through effort.

C. Low self-esteem can be a sign of abuse or neglect, and it is a teacher’s responsibility to report all instances of suspected child abuse.

D. General education teachers are often unclear about the special educator’s role and make unfounded demands for assistance.

This is a completely mis-leading “practice question”.

Let’s really look at the way this questions actually appears on the exam.

Brittany, a fifth-grade student with moderate intellectual disability, receives academic instruction in a self-contained classroom, but she and a paraprofessional join other fifth graders in an inclusion classroom for art and other special subjects. The teachers in each of the special subjects can best ensure that Brittany interacts with her peers by doing which of the following?

A. Arranging for advanced students from each special subject to provide Brittany with private peer tutoring
B. Assigning a rotation of peer partners to assist Brittany in the classroom while the paraprofessional observes
C. Providing Brittany with adapted lessons so that she can complete planned tasks with little or no assistance
D. Including Brittany in small-group work a few times each marking period

Do you see how much harder the question and answers have gotten? “Arranging, Assigning, Providing, Including.” The answers start to blur, and then having to go through 150 of them, things start to get really hairy.

We know your frustration, because you let us know.

“I failed this exam by twenty points, talk about a gut punch.”

“I have made a 235, 238, and a 220.”

“I’m going on my fifth and final attempt!”

That is why we have built thee best guide on the market.

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