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Praxis Special Education (0351) Practice Tests & Test Prep by Exam Edge - Study Tips


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Stressed about preparing for the Praxis Special Education: Knowledge-Based Core Principles ? A custom study plan will break down test prep into organized and manageable steps. Check out our tips on how to:

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  • Create a study plan for the Praxis Special Education: Knowledge-Based Core Principles
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Tips and Test Prep for passing the Praxis Special Education: Knowledge-Based Core Principles (0351)


We've compiled a list of study tips to help you tackle your test preparation and ace your Praxis Special Education: Knowledge-Based Core Principles exam. Whether you are just starting your journey with studying or need a bit of inspiration to refresh your routine, these tips are designed to give you the edge you need to pass your exam with flying colors.

Exam Plan are you ready

Create a Praxis Special Education Study Plan

  1. Review exam requirements: Check the Educational Testing Service's requirements for the Praxis Special Education: Knowledge-Based Core Principles exam to make sure your studying approach suits the exam's format and content.

  2. Identify your learning style: Everyone learns differently, and most of us learn best when we get the same information in a variety of delivery methods. Identify the learning styles and studying approaches that best work for you to maximize your study efforts.

  3. Create a study schedule: Set aside dedicated study time each week to ensure you're making consistent progress. You might consider having dedicated sessions for each content area, such as a day or week dedicated to different sections of the exam. Plan to take practice tests at regular intervals to chart your progress.

  4. Take Praxis Special Education: Knowledge-Based Core Principles practice tests: Practice exams will give you an idea of the types and format of questions that you can expect on test day. Our practice tests replicate the Praxis Special Education exam format, with 60 unique question on each practice test. By getting you comfortable with test-taking and getting the most out of your practice tests, our practice tests can help you ace your exam on test day.

General Praxis Special Education: Knowledge-Based Core Principles Study Tips

  • Find a study partner: Do you have a colleague, classmate, or friend who is also pursuing a Praxis Special Education: Knowledge-Based Core Principles certification? Studying with a partner can help keep you accountable and provide an opportunity for discussion and clarification. Practicing test questions together might be an opportunity for some friendly competition too!

  • Take breaks: Regular breaks can help prevent burnout and improve retention of information. As you study, give yourself regular pauses to decompress and process what you are learning.

  • Stay organized: Keep your notes, study materials, and practice exams organized to avoid feeling overwhelmed. Whether you prefer a physical or digital studying environment (for instance, taking notes by hand versus typing them into your Notes app), a tidy space and methodical approach will help you stay focused on your test prep.

  • Take care of your physical health: A healthy body leads to a healthy mind, so make sure your test prep routine also prioritizes exercise, nutrition, and sleep during your study period. During the lead-up to your Praxis Special Education test day, don't cram - get plenty of rest so your brain is sharp!

  • Utilize test-taking strategies: Techniques, like the process of elimination, can help improve your chances of success. If you are stuck on a difficult practice exam question, try to rule out one or two options to narrow down the possible answer. Exam Edge's test-taking system allows you to flag practice test questions you want to return to - use these features to your advantage!
By incorporating these study tips into your preparation process, you will be well on your way to success with the Praxis Special Education exam. Remember, success requires dedication and hard work - don't give up!

Want to learn more about effective test prep? Check out our study tips to ace your Praxis SPED.

Effective Praxis Special Education: Knowledge-Based Core Principles Exam Preparation

Exam Edge practice tests are tailored to the specific content and format of the real Praxis Special Education test, to give you a realistic simulation of the exam experience. We provide you with detailed answer explanations for each question, which can help you understand the reasoning behind the correct answer and identify any misconceptions or areas where you need further study. As you gain familiarity with the types of questions and formats you will encounter by taking practice exams, you will feel more prepared and confident going into test day.

Overall, Exam Edge practice tests can be a valuable tool for helping you prepare for your exam. A study plan that incorporates our practice tests can help you to improve your chances of passing the Praxis Special Education: Knowledge-Based Core Principles on the first try.

Praxis Special Education: Knowledge-Based Core Principles - Study Plan Tips Sample Questions

Which of the following should be members of a child's IEP team?

Correct Answer:
all of the above
the question asks which group of individuals should be members of a child's individualized education program (iep) team. the options provided are: school professionals, parents, teachers, and "all of the above."

to address this question effectively, it's essential to understand what an iep is and what the individuals with disabilities education act (idea) stipulates regarding the composition of an iep team. an iep is a plan or program developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction and related services.

idea mandates that the iep team must include certain members: 1. **the child's parents or guardians:** they play a crucial role as they have comprehensive knowledge of the child's needs and can provide personal insights and expectations regarding their child's education. 2. **at least one of the child’s regular education teachers (if the child is, or may be, participating in the regular education environment):** this teacher provides insights into the general curriculum and how the child might be integrated into regular classes. 3. **at least one special education teacher of the child or, if appropriate, at least one special education provider of the child:** these professionals have specific expertise in special education and are crucial in designing and implementing an education plan tailored to the child’s unique needs. 4. **a representative of the school district who is qualified to provide or supervise the provision of specially designed instruction to meet the unique needs of children with disabilities, is knowledgeable about the general education curriculum, and is knowledgeable about the availability of resources of the school district:** this member ensures that the iep is feasible within the school's resources and conforms with both the school's curriculum and legal requirements. 5. **an individual who can interpret the instructional implications of evaluation results:** this person helps in understanding the educational implications of the child's assessment profiles. 6. **other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate:** these could be therapists, psychologists, or any other professionals who provide additional insights into the specific needs of the child. 7. **whenever appropriate, the child with a disability:** especially as they grow older and can contribute to discussions about their own education and preferences.

given this information, each of the options listed in the question – parents, teachers, and school professionals – are indeed members of the iep team. therefore, the correct answer to the question is "all of the above." all these members play integral roles in ensuring that the educational needs of a child with disabilities are met comprehensively and effectively in accordance with idea. the law emphasizes collaboration and shared decision-making among these members, ensuring that parents and educators work together as equal partners in the iep process. this approach is designed to tailor education plans that best suit the child's educational and developmental needs.

Identifying students with disabilities as early as possible and developing appropriate instructional and curricular modifications is desirable.  With respect to instructional and classroom management strategies, best practices in the general education classroom tend to be desirable for the education of students with disabilities. Which of the following is NOT considered an example of best practices?

Correct Answer:
holding low expectations for students' academic performance and behavior


the question focuses on identifying effective strategies in classroom management and instructional techniques that best support the education of students with disabilities in a general education setting. it emphasizes the importance of early identification of students with disabilities and the subsequent adaptation of teaching methods and curriculum to meet their needs.

among the options presented, maintaining an academic focus and creating a positive, cooperative classroom atmosphere are considered best practices. these strategies ensure that all students, including those with disabilities, are engaged and supported effectively within the learning environment. academic focus helps in consistently directing students' attention and efforts towards learning objectives, while a positive atmosphere fosters emotional and social support, which is crucial for the learning of all students.

making students accountable for their work and classroom behavior is another recognized best practice. this approach teaches responsibility and encourages self-regulation, which are important skills for all students, including those with disabilities. accountability promotes a sense of ownership of one’s actions and learning, enhancing student engagement and motivation.

however, holding low expectations for students' academic performance and behavior is not considered a best practice. in fact, it is detrimental. research consistently shows that high expectations are correlated with higher performance. when educators hold high expectations, students are more likely to strive to meet those expectations, resulting in better learning outcomes. conversely, low expectations can lead to a decrease in effort and achievement, particularly in students with disabilities who might already face challenges in the learning environment.

therefore, the correct answer to the question is "holding low expectations for students' academic performance and behavior," as it is not aligned with the principles of effective teaching practices. instead, best practices involve holding high expectations and providing the necessary supports and accommodations to help all students, including those with disabilities, to meet those expectations and succeed academically and behaviorally.