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WEST-E Special Education (070) Practice Tests & Test Prep by Exam Edge - Review


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WEST-E Special Education - Reviews


   Excellent
Based on 160 reviews

Burbuqe


"I would just like to say that after doing the test that I purchased, I passed the WEST exam on my first try.I am confident that without these test I would not have passed. Thanks "

Charles


"Hi! Just returned from taking my WEST exam and I am happy to say that I passed. The last time I took the test I missed by 10 points. I know your tests definitely made the difference for me! I felt very comfortable taking the test (and even finished it early!) "

Denise


"I cannot thank you enough! In the last six months I have passed my WEST-E English and Reading tests. I had used study guides and tutors, but none of them made me feel like I was ready to take the exams. I took all of your practice tests in both subject areas, and when I was done I was confident I was ready! And I was right; I passed with room to spare. Thanks again"

James


"Thank you so much. I just received my results in the mail. I passed WEST-E exam by 11 points! I'll never have to worry aboutretaking this test again! I told all myfriends about this site"

Phillip


"I just received notice of passing the middle school math (012) test with a score of 292. My last 4 test scores on the WESTEmath site averaged 291. I'd say the practice tests mirror the actual test quite well and the practice test scores are a very good indicator of how well you'll do on the actual test. "

Heather


"I just want to say thank you! I purchased several study guides & flash cards to prepare for my test. I was feeling frustrated by the amount of content. I decided to purchase your practice tests and I wish I hadn't wasted my money on the others. Your practice tests resemble the test and I felt confident and prepared going into my exam. I passed my West E - Health & Physical Education exam on the first try after several years out of the classroom. You product is worth every penny! Thank you! "

Tyler


   TrustPilot Review

"Thank you for the opportunities to take several practice tests! This is really helpful to see which areas I need to study more, and where I have some of my greatest misconceptions. It is helping me to prepare for the real WEST-E test!"

JAVIER


   TrustPilot Review

"Thank you so much!! Your practice exam in Bilingual Education was so helpful! I was able to pass with no problem at all! Javier Roman"



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See why our users from 154 countries love us for their exam prep! Including 160 reviews for the WEST-E Special Education exam.

Exam Edge is an industry leader in online test prep. We work with institutional partners to offer a wide array of practice tests that will help you prepare for your big exam. No matter how niche your field of interest might be, we're here to help you prepare for test day.

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WEST-E Special Education - Test Reviews Sample Questions

Children with disabilities are LEAST likely to improve their social-interpersonal skills by __________________________.

Correct Answer:
talking with their sister or brother


children with disabilities often face unique challenges in developing social-interpersonal skills, which are crucial for forming and maintaining interdependent relationships. to improve these skills, it's essential for children to be exposed to a variety of social situations and interactions. however, not all interactions are equally beneficial for developing these skills.

one common misconception might be that regular conversation with siblings is highly beneficial for improving social-interpersonal skills in children with disabilities. while family members, including siblings, play a critical role in a child's life providing support and understanding, these interactions may not always be the most effective in challenging the child to enhance social skills.

the reason behind this is that family members often have a deep understanding and acceptance of the child’s behavior and communication style, as these are seen as "normal" within the family context. this familiarity and acceptance, though comforting and necessary, might not push the child to adapt or modify their social behavior to broader societal norms or expectations. siblings, in particular, might adapt their behavior to accommodate the child’s needs, which, while supportive, does not encourage the child to learn new and appropriate social responses.

on the other hand, interactions outside of the familial setting such as with peers, teachers, or through structured social skills training programs, can provide new challenges and feedback that are essential for growth. these interactions can expose the child to diverse social norms and expectations, requiring the child to adapt and thus improve their social skills. in these settings, children with disabilities are more likely to encounter a range of behaviors and social cues that they must interpret and respond to, thereby enhancing their ability to manage and build various interpersonal relationships.

therefore, while talking with siblings is not without its benefits, it is considered the least likely method to significantly improve social-interpersonal skills in children with disabilities when compared to other methods that offer a wider range of social challenges and learning opportunities. remember, the ultimate goal in building these skills is to help the child navigate and thrive in a variety of social environments, thereby improving their quality of life and independence.

In what year was the EHA amended to include services to infants and toddlers?

Correct Answer:
1986


the correct answer to the question regarding the year in which the education of the handicapped act (eha) was amended to include services for infants and toddlers is 1986. this significant amendment was part of a broader effort to extend educational support to younger children who were identified as having learning difficulties or developmental delays at an early age.

prior to 1986, the provisions of the eha primarily focused on children and youth aged three to twenty-one. the amendment in 1986 expanded these provisions by introducing the early intervention program (eip) designed specifically for infants and toddlers. the goal of the eip was to provide educational and developmental services as early as possible, thereby improving long-term educational outcomes.

additionally, the concept of free appropriate public education (fape), which is a fundamental right under the eha, was extended to cover children starting at age three. this extension was aimed at ensuring that children with disabilities could receive tailored educational support from a younger age, which is critical for their cognitive and social development.

the inclusion of these services for younger children under the eha in 1986 marked a pivotal moment in special education, recognizing the importance of early intervention and the potential benefits of starting educational support services as soon as developmental challenges are identified. this legislative change has since played a crucial role in the landscape of special education, shaping how educational services are provided to young children with disabilities across the united states.