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


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Overwhelmed at the thought of studying for the WEST-E Special Education exam? Test prep can seem daunting, but a thoughtful study plan will help you break down the work into manageable steps.

Set yourself up for success with our WEST-E Special Education study tips and other test preparation advice to help you:

  • Identify your learning style
  • Find the WEST-E SPED exam requirements
  • Stay organized
  • Create a study plan for the WEST-E Special Education
  • Practice test-taking strategies

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Tips and Test Prep for passing the WEST-E Special Education (070)


We've compiled a list of study tips to help you tackle your test preparation and ace your WEST-E Special Education 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 WEST-E Special Education Study Plan

  1. Review exam requirements: Check the Washington Educator Skills Tests's requirements for the WEST-E Special Education 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 WEST-E Special Education 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 WEST-E Special Education exam format, with 110 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 WEST-E Special Education Study Tips

  • Find a study partner: Do you have a colleague, classmate, or friend who is also pursuing a WEST-E Special Education 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 WEST-E 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 WEST-E 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 WEST-E SPED.

Effective WEST-E Special Education Exam Preparation

Exam Edge practice tests are tailored to the specific content and format of the real WEST-E 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 WEST-E Special Education on the first try.

WEST-E Special Education - Study Plan Tips Sample Questions

Which of the following refers to an individual using language for a specific purpose?

Correct Answer:
pragmatic language.


pragmatic language refers to the use of language in social contexts, understanding the nuances and subtleties involved in human communication. it involves not only the literal meaning of words but also the intent, social context, and cultural norms that shape communication. pragmatic skills are essential for effective and appropriate interaction within a given social group. they include the ability to adjust language according to the needs of the listener or situation, the use of language for different functions such as requesting, informing, or persuading, and the rules for engaging in conversation and storytelling.

for example, when someone says, "your eyes are bigger than your stomach," they are not commenting on physical attributes but rather using a metaphor to indicate that someone has taken more food than they can eat. a person with well-developed pragmatic language skills understands that this statement is not literal and interprets it within its social and cultural context. this skill set helps individuals navigate various social interactions, enhancing their ability to communicate effectively across different settings.

in contrast, bilingualism refers to the ability to speak two languages fluently, which is distinct from pragmatic language skills. although bilingual individuals can switch between languages based on their interlocutor or context, this ability does not inherently include proficiency in the pragmatic aspects of both languages. pragmatic skills must be learned and can vary significantly between cultures and languages.

semantic-pragmatic disorder, another term sometimes mentioned in discussions about language use, involves difficulties in understanding and using the pragmatic aspects of language. people with this disorder might struggle with metaphor, inference, and the social use of language, among other challenges. this highlights the importance of pragmatic language as a distinct and critical component of overall language ability.

aphasia, on the other hand, is a condition that affects language production and comprehension due to brain damage, typically from a stroke or traumatic injury. it can involve various aspects of language, including phonetics, grammar, and semantics, but it is distinct from pragmatic language use, which is more focused on the social use of language.

therefore, when discussing the use of language for a specific purpose within social contexts, "pragmatic language" is the correct term. it encapsulates the broad and dynamic aspects of language involved in human interaction beyond the mere structural or grammatical components.

As part of reading instruction, a special education teacher in a self-contained classroom has a student say a word, trace a word, identify a word in text, and complete a worksheet by matching the word to a picture.  Which research-based instructional strategy is being demonstrated in this teacher's classroom?  

Correct Answer:
repetition and review
the research-based instructional strategy being demonstrated in this teacher's classroom is "repetition and review." this method is particularly effective for teaching students with intellectual disabilities.

repetition and review are critical components in the teaching process, especially for students who may struggle with memory retention and generalization of skills. in this scenario, the teacher employs a variety of activities to practice the same word, which helps reinforce learning through multiple sensory pathways. saying the word allows auditory processing, tracing it involves kinesthetic learning, identifying it in text engages visual skills, and matching the word to a picture combines visual with contextual understanding.

this multimodal approach not only strengthens the learning of the specific vocabulary but also keeps the student engaged by varying the types of interactions with the material. it is important for teachers to create diverse learning opportunities like this to cater to different learning styles and to prevent boredom, which can reduce the effectiveness of learning in students with intellectual disabilities.

moreover, repetition and review help in solidifying the memory trace by revisiting the same material in different contexts. this repeated exposure ensures that the information is transferred from short-term to long-term memory, which is crucial for learning retention and the ability to apply knowledge in different situations or settings.

in sum, the strategy of repetition and review utilized by the teacher in this scenario supports the learning needs of students with intellectual disabilities by providing them with multiple opportunities to process, practice, and recall information. this approach is not reliant on technology, which indicates its adaptability and simplicity in environments where digital tools may not be available.