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


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Understanding what is on the WEST-E Special Education exam is crucial step in preparing for the exam. You will need to have an understanding of the testing domain (topics covered) to be sure you are studing the correct information.

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WEST-E Special Education Exam Blueprint

Understanding the exact breakdown of the WEST-E Special Education test will help you know what to expect and how to most effectively prepare. The WEST-E Special Education has 110 multiple-choice questions The exam will be broken down into the sections below:

WEST-E Special Education Exam Blueprint
Domain Name % Number of
Questions
Understanding Students With Disabilities 25% 28
Assessment And Program Development 25% 28
Promoting Development And Learning 25% 28
Foundations And Professional Practice 25% 28

WEST-E Special Education - Exam Topics Sample Questions

You are a Special Education teacher who is about to teach students with learning disabilities, ADHD, emotional disabilities, intellectual disabilities, and autism spectrum disorder.  Teaching students with disabilities is always an adventure.  What should you do before the school year begins?

Correct Answer:
recognize your students' talents, unique gifts, and abilities that they will carry with them
before the school year begins, it is crucial for a special education teacher to prepare adequately in order to effectively support students with diverse needs. here are some steps that should be taken:

**learn about their cultural backgrounds** it is important to understand the cultural contexts of each student. this knowledge can affect how students learn and how they perceive and interact within the classroom. by being culturally responsive, you can create a more inclusive and supportive learning environment that respects and integrates diverse cultural perspectives.

**recognize your students' talents, unique gifts, and abilities** before the school year starts, take the time to learn about each student's strengths. read their educational files and speak with previous instructors, if possible, to gain insight into their abilities and interests. focusing on what students can do rather than their limitations not only builds a positive classroom atmosphere but also helps in tailoring your teaching strategies to enhance their strengths.

**talk to the students' parents** engaging with parents or guardians before the school year begins can provide critical insights into the student’s needs, preferences, and family background. parents can offer personal insights that might not be evident from educational files alone. building a strong partnership with parents can facilitate better support for students both at home and in school.

**use diverse teaching methods tailored to each student's needs** while it's important to have a structured approach, relying solely on standard teaching methods may not be effective for all students, especially those with special educational needs. adapt your teaching strategies to accommodate different learning styles and disabilities. this could include using visual aids, interactive activities, or technology that supports learning. flexibility and adaptability are key in meeting the diverse needs of your students. by taking these steps before the school year begins, you will be better equipped to provide a supportive, effective, and inclusive learning environment for all your students.

Which of the following is NOT a strategy for teachers to use to establish rapport with their students?

Correct Answer:
only talk to students about things that interest you as the teacher.
establishing rapport with students is crucial for creating a supportive and effective learning environment. rapport helps to build a trusting relationship between students and teachers, which can significantly enhance the learning experience and academic success. here are some strategies teachers might use and why one suggested method is not effective:

**greet students by name.** this strategy is very effective in building rapport. when teachers make an effort to remember and use students' names, it conveys respect and individual attention. this personal touch helps students feel valued and acknowledged, creating a welcoming classroom atmosphere where students are more likely to engage actively.

**acknowledge special events in the lives of their students.** recognizing students' important life events such as birthdays, achievements, or even challenging times shows that the teacher cares about the students beyond their academic performance. this consideration can strengthen the emotional connection between students and teachers, fostering a sense of community and support in the classroom.

**be kind to their students.** kindness is a universal language of respect and care. by being kind, teachers demonstrate empathy and compassion, essential qualities for nurturing a positive teacher-student relationship. this approach encourages a respectful and cooperative classroom environment, which can reduce anxiety and promote open communication.

**only talk to students about things that interest you as the teacher.** (incorrect strategy) this approach is not conducive to building rapport and is considered ineffective because it is one-sided. effective communication involves mutual interest and exchange. if teachers only discuss topics of personal interest, it may alienate students who do not share these interests, making them feel disconnected or undervalued. this practice can hinder the development of a trusting relationship, as it may not cater to the diverse backgrounds, interests, and needs of all students.

in summary, establishing rapport involves engaging with students in ways that show care, respect, and interest in their lives, both academically and personally. the goal is to create a supportive classroom environment where all students feel seen, heard, and motivated to learn. teachers should strive to include students' interests in conversations, which not only enhances rapport but also boosts students' engagement and participation in the learning process.