FTCE NAVA ED TEST PAPER 2025/2026 QUESTIONS WITH
ANSWERS RATED A+
✔✔free appropriate public education (FAPE) - ✔✔every student receiving ESE services
has the right to a free and appropriate education; 3-21 years
✔✔least restrictive environment (LRE) - ✔✔children with disabilities have the right to
receive their education in the school and classroom they would attend if they were not
disabled; students that require ESE services should only leave the classroom for that
purpose
✔✔procedural safeguards - ✔✔school and district staff must follow certain steps to
make sure ESE and related services meet the unique needs of each public-school
student with a disability
✔✔IEP team - ✔✔the team that decides which special services and supports that a
student needs to make progress and achieve annual goals; the individuals that make up
the team are called stakeholders; child study team
✔✔IEP stakeholders (members of IEP team) - ✔✔parents
general education teacher
special education teacher
guidance counselor
administrator
any other relevant parties
student (if possible)
✔✔IEP goals - ✔✔the IEP team must work together to devise these for the individual
ESE student; must be long-term and short-term; must be measurable
✔✔SMART method for creating goals - ✔✔Specific
Measurable
Achievable
Relevant
Timely
✔✔accommodation - ✔✔changes how the student learns; material remains the same as
non-disabled peers in the classroom
✔✔examples of accommodations - ✔✔frequent breaks
assistive technology
preferential seating
extra time for assignments and tests
instructional strategies
peer support
,curricular adaptations
collaborative teaching
✔✔review and revision of IEP - ✔✔must occur every 12 months; method of
measurement and progress must be measured; IEP must be revised as needed; a new
IEP may be created if necessary
✔✔transition IEP - ✔✔used for students age 16 or older; the purpose is to help the
student transition into life after high school
✔✔reevaluation IEP - ✔✔the school must reevaluate ESE students every three years;
the determination will be made about whether the student should continue to receive
services
✔✔waivers for students with disabilities - ✔✔allows disabled students to opt out of
participating in statewide standardized assessments
✔✔external support - ✔✔accommodations, supplementary aids, and services of support
that are deemed to be required based on collaboration between the general education
and special education teachers; the IEP serves as the reference for all necessary
supports
✔✔in-class support - ✔✔co-teacher
support facilitator
peers
✔✔co-teacher - ✔✔formal commitment between a general education teacher and an
ESE teacher to jointly plan, deliver, and assess instructions for all students in a general
education classroom
✔✔support facilitator - ✔✔an individual who provides a variety of supports to students
and/or to the general educationi teacher that meets the needs identified through
collaborative planning; this may include paraprofessionals, OT therapists, PT therapists,
speech therapists
✔✔peers - ✔✔students in the general education classroom that are matched with ESE
students to assist with classroom, physical and social needs and may provide
instructional tutoring
✔✔specialized support - ✔✔provides focused support to students who require support
to address one or more objectives in a setting other than the general education
classroom for a period of time during the school day; the support is the result of
individual analysis of the student
, ✔✔least restrictive environment (LRE) - ✔✔a legal requirement that children with
special needs be assigned to the most general educational context in which they can be
expected to learn
✔✔LRE decisions cannot be based on - ✔✔the student's exceptionality
limited space in the program
administrative convenience
configuration of the school's delivery system
cost or funding issues
✔✔parent communication - ✔✔must be notified 2 weeks prior to IEP meeting
communication must occur frequently
must emphasize positive behaviors
phone calls or email
indicate willingness to work with the parent
communicate in student's native language
use a translator if needed
✔✔student communication - ✔✔set clear rules and guidelines
provide hardcopy of class outline
use nonverbal cues
provide rubric for assignmnets
✔✔paraprofessional - ✔✔a person who works under the supervision of a more highly
educated professional; assists students
✔✔National Association of Special Education Teachers (NASSET) - ✔✔national
membership organization dedicated to rendering support and assistance to those
preparing for or teaching in the field of special education
✔✔the Council for Exceptional Children (CEC) - ✔✔advocates on behalf of children with
exceptionalities; examines policy issues, develops appropriate responses to those
issues and influences legislation
✔✔The
Division of Career Development and Transition of the Council for Exceptional Children -
✔✔promotes national and international efforts to improve the quality of, and access to,
career/vocational and transition services, increase the participation of education in
career development and transition goals, and to influence policies affecting career
development and transition services for persons with disabilities
✔✔disproportionality in ESE - ✔✔students struggling with academic areas may be
unnecessarily labeled as disabled and placed in ESE classrooms; this happens more
frequently with ELLs
ANSWERS RATED A+
✔✔free appropriate public education (FAPE) - ✔✔every student receiving ESE services
has the right to a free and appropriate education; 3-21 years
✔✔least restrictive environment (LRE) - ✔✔children with disabilities have the right to
receive their education in the school and classroom they would attend if they were not
disabled; students that require ESE services should only leave the classroom for that
purpose
✔✔procedural safeguards - ✔✔school and district staff must follow certain steps to
make sure ESE and related services meet the unique needs of each public-school
student with a disability
✔✔IEP team - ✔✔the team that decides which special services and supports that a
student needs to make progress and achieve annual goals; the individuals that make up
the team are called stakeholders; child study team
✔✔IEP stakeholders (members of IEP team) - ✔✔parents
general education teacher
special education teacher
guidance counselor
administrator
any other relevant parties
student (if possible)
✔✔IEP goals - ✔✔the IEP team must work together to devise these for the individual
ESE student; must be long-term and short-term; must be measurable
✔✔SMART method for creating goals - ✔✔Specific
Measurable
Achievable
Relevant
Timely
✔✔accommodation - ✔✔changes how the student learns; material remains the same as
non-disabled peers in the classroom
✔✔examples of accommodations - ✔✔frequent breaks
assistive technology
preferential seating
extra time for assignments and tests
instructional strategies
peer support
,curricular adaptations
collaborative teaching
✔✔review and revision of IEP - ✔✔must occur every 12 months; method of
measurement and progress must be measured; IEP must be revised as needed; a new
IEP may be created if necessary
✔✔transition IEP - ✔✔used for students age 16 or older; the purpose is to help the
student transition into life after high school
✔✔reevaluation IEP - ✔✔the school must reevaluate ESE students every three years;
the determination will be made about whether the student should continue to receive
services
✔✔waivers for students with disabilities - ✔✔allows disabled students to opt out of
participating in statewide standardized assessments
✔✔external support - ✔✔accommodations, supplementary aids, and services of support
that are deemed to be required based on collaboration between the general education
and special education teachers; the IEP serves as the reference for all necessary
supports
✔✔in-class support - ✔✔co-teacher
support facilitator
peers
✔✔co-teacher - ✔✔formal commitment between a general education teacher and an
ESE teacher to jointly plan, deliver, and assess instructions for all students in a general
education classroom
✔✔support facilitator - ✔✔an individual who provides a variety of supports to students
and/or to the general educationi teacher that meets the needs identified through
collaborative planning; this may include paraprofessionals, OT therapists, PT therapists,
speech therapists
✔✔peers - ✔✔students in the general education classroom that are matched with ESE
students to assist with classroom, physical and social needs and may provide
instructional tutoring
✔✔specialized support - ✔✔provides focused support to students who require support
to address one or more objectives in a setting other than the general education
classroom for a period of time during the school day; the support is the result of
individual analysis of the student
, ✔✔least restrictive environment (LRE) - ✔✔a legal requirement that children with
special needs be assigned to the most general educational context in which they can be
expected to learn
✔✔LRE decisions cannot be based on - ✔✔the student's exceptionality
limited space in the program
administrative convenience
configuration of the school's delivery system
cost or funding issues
✔✔parent communication - ✔✔must be notified 2 weeks prior to IEP meeting
communication must occur frequently
must emphasize positive behaviors
phone calls or email
indicate willingness to work with the parent
communicate in student's native language
use a translator if needed
✔✔student communication - ✔✔set clear rules and guidelines
provide hardcopy of class outline
use nonverbal cues
provide rubric for assignmnets
✔✔paraprofessional - ✔✔a person who works under the supervision of a more highly
educated professional; assists students
✔✔National Association of Special Education Teachers (NASSET) - ✔✔national
membership organization dedicated to rendering support and assistance to those
preparing for or teaching in the field of special education
✔✔the Council for Exceptional Children (CEC) - ✔✔advocates on behalf of children with
exceptionalities; examines policy issues, develops appropriate responses to those
issues and influences legislation
✔✔The
Division of Career Development and Transition of the Council for Exceptional Children -
✔✔promotes national and international efforts to improve the quality of, and access to,
career/vocational and transition services, increase the participation of education in
career development and transition goals, and to influence policies affecting career
development and transition services for persons with disabilities
✔✔disproportionality in ESE - ✔✔students struggling with academic areas may be
unnecessarily labeled as disabled and placed in ESE classrooms; this happens more
frequently with ELLs
