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100+ Free ORELA Special Education (NT602) Practice Questions

Pass your ORELA/NES Special Education K-12 (NT602) exam on the first try — instant access, no signup required.

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Which IEP section should describe the student's current academic and functional performance and how the disability affects progress in the general curriculum?

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Key Facts: ORELA Special Education (NT602) Exam

NT602

Current ORELA Test Code

ORELA Tests List

100

Multiple-Choice Questions

ORELA Special Education test page

2h

Testing Time

ORELA Special Education test page

220

Passing Score

ORELA Special Education test page

$119

Test Fee

ORELA Special Education test page

20/30/30/20

Official Domain Weight Pattern

ORELA/NES Special Education profile

ORELA Special Education is currently listed as NT602, not old code 041. The exam has 100 multiple-choice questions, 2 hours of testing time in a 2-hour-and-15-minute appointment, no required reference materials, a passing scaled score of 220, and a current posted fee of $119. The official profile weights Foundations of Special Education at 20 percent, Assessment, the Learning Environment, and Individualized Planning at 30 percent, Instruction, Social-Emotional Learning, and Communication at 30 percent, and Collaboration and Professional and Ethical Practices at 20 percent.

Sample ORELA Special Education (NT602) Practice Questions

Try these sample questions to test your ORELA Special Education (NT602) exam readiness. Each question includes a detailed explanation. Start the interactive quiz above for the full 100+ question experience with AI tutoring.

1A special education teacher gives students several ways to show what they learned, including an oral response, a diagram, a written paragraph, or a recorded explanation. Which principle is the teacher applying?
A.Universal design for learning through multiple means of action and expression
B.A curriculum modification that lowers the learning target for all students
C.A summative assessment rule that requires identical products from each student
D.A behavior intervention designed to reduce student choice
Explanation: Universal design for learning includes planning flexible ways for students to engage with content and demonstrate learning. In this scenario, the academic expectation stays intact while students have different means of expression.
2Which statement best describes free appropriate public education under special education law?
A.A student receives every service requested by the family regardless of data.
B.A student receives special education and related services designed to meet individual needs at no cost to the family.
C.A student receives instruction only in a separate special education classroom.
D.A student receives the same instructional plan as peers without disabilities.
Explanation: FAPE means the eligible student receives individualized special education and related services at public expense. The services must be based on the student's needs and documented through the IEP process.
3A student with a reading disability takes the same science test as classmates but listens to the passages through text-to-speech. What type of support is this?
A.A curriculum replacement
B.A change in grading standard
C.An accommodation
D.An alternate achievement standard
Explanation: Text-to-speech changes how the student accesses the assessment without changing the science content being measured. That makes it an accommodation when it is appropriate and documented for the student.
4An IEP team is considering where a student should receive services. Which question best reflects the least restrictive environment principle?
A.Which setting is most convenient for the school schedule?
B.Which classroom has the fewest students with disabilities?
C.Which placement will require the least collaboration among teachers?
D.Can the student be educated satisfactorily with nondisabled peers when appropriate supports are provided?
Explanation: LRE requires the team to consider access to education with nondisabled peers using supplementary aids and services before moving to more restrictive placements. The decision must be individualized and based on student need.
5A student who understands grade-level content often forgets multi-step routines, loses materials, and has difficulty beginning tasks. These needs most directly involve which area?
A.Executive functioning
B.Gross motor strength
C.Articulation accuracy
D.Auditory acuity
Explanation: Planning, organizing materials, initiating tasks, and following multi-step routines are executive-function skills. Students may need explicit routines and external supports even when they understand the academic content.
6Which item is most characteristic of an Individualized Family Service Plan rather than an IEP?
A.A plan focused only on high school graduation credits
B.Family-centered outcomes and services for an infant or toddler in natural environments
C.A standardized classwide intervention plan for all students in a grade
D.A college disability-services accommodation letter
Explanation: An IFSP serves infants and toddlers and is family-centered, with services often delivered in natural environments. An IEP is the school-age plan for special education and related services.
7A bilingual student is being evaluated for a suspected disability. Which practice best supports a valid and nondiscriminatory evaluation?
A.Use only English-language standardized scores because school instruction is in English.
B.Delay all assessment until the student has no accent in conversational English.
C.Use multiple data sources and assessment methods that account for language background and educational history.
D.Ask the family to translate all test directions during the formal evaluation.
Explanation: Evaluation should distinguish disability-related needs from language acquisition, interrupted schooling, or limited opportunity to learn. Multiple sources and linguistically appropriate methods support fair decision-making.
8A middle school student with ADHD can explain a project but misses deadlines because the student underestimates time and forgets interim steps. Which support most directly addresses the underlying need?
A.Lower the project standard so the student submits fewer ideas.
B.Remove the student from long-term projects entirely.
C.Assign the student only oral presentations.
D.Teach backward planning with interim due dates, a visual timeline, and self-check prompts.
Explanation: The student's difficulty is with time management, planning, and monitoring progress. Explicitly teaching backward planning and self-monitoring supports independence while keeping the academic target intact.
9A student who has experienced trauma becomes hypervigilant during unexpected changes in routine. Which teacher response best reflects knowledge of protective factors and resilience?
A.Provide predictable routines, preview changes, and maintain a calm relationship-based response.
B.Exclude the student from class activities whenever the schedule changes.
C.Wait until the student escalates before explaining the change.
D.Tell the student that the reaction is inappropriate because other students adjusted.
Explanation: Predictability, supportive relationships, and proactive communication can reduce stress responses and support resilience. These practices help the student access instruction without lowering expectations.
10Which example best illustrates specially designed instruction?
A.Giving every student the same worksheet and the same directions
B.Systematically teaching a student a decoding strategy with modeling, guided practice, feedback, and progress checks tied to the IEP
C.Allowing a student to skip reading tasks whenever they are difficult
D.Sending all reading assignments home for family members to complete with the student
Explanation: Specially designed instruction adapts content, methodology, or delivery to meet disability-related needs and support access to standards. The example includes explicit instruction, feedback, and IEP-aligned progress monitoring.

About the ORELA Special Education (NT602) Exam

ORELA/NES Special Education K-12, current code NT602, is Oregon's National Evaluation Series special education assessment. The official ORELA test page lists 100 multiple-choice questions, 2 hours of testing time within a 2-hour-and-15-minute appointment, a passing score of 220, no required reference materials, and a current posted fee of $119. The official profile organizes the exam into four weighted domains: Foundations of Special Education; Assessment, the Learning Environment, and Individualized Planning; Instruction, Social-Emotional Learning, and Communication; and Collaboration and Professional and Ethical Practices.

Assessment

One computer-based or online-proctored test with 100 multiple-choice questions

Time Limit

2h testing time within a 2h 15m total appointment

Passing Score

220 scaled score

Exam Fee

$119 (Oregon Educator Licensure Assessments / Pearson (NES))

ORELA Special Education (NT602) Exam Content Outline

20%

Foundations of Special Education

Historical, philosophical, professional, and legal foundations of special education; evidence-based practice; specially designed instruction; learning strategies; access for all; IDEA, Section 504, ADA, FAPE, LRE, due process, continuum of services, and disproportionality; UDL; IEP and IFSP components; accommodations and modifications; assessment access; human development; disability characteristics; executive functioning; sensory and language processing; trauma, resilience, family influences, and basic health and medical information.

30%

Assessment, the Learning Environment, and Individualized Planning

Assessment terminology, screenings, inventories, standardized tools, formative and summative assessment, adaptive behavior assessment, observations, informal assessment, accommodations and modifications in assessment, progress monitoring, ABC recording, FBA, communicating results, positive learning environments, routines, transitions, motivation, paraeducator support, physical and health supports, vocational awareness, IEP development, placement and services, direct instruction, co-teaching, assistive technology, digital resources, and AAC independence.

30%

Instruction, Social-Emotional Learning, and Communication

Evidence-based instruction for attention, organization, memory, retrieval, perceptual skills, metacognition, curriculum access, differentiation, multisensory instruction, shaping, scaffolding, systematic reading and literacy instruction, mathematics instruction, oral and written language, science and social studies instruction, learning strategies, study skills, generalization, prevocational and vocational services, daily living skills, behavior supports, crisis prevention, de-escalation, PBIS, self-determination, replacement behaviors, reinforcement, social skills, oral language, receptive and expressive language, pragmatic language, AAC, gestures, eye gaze, text-to-speech, picture communication, and signed communication.

20%

Collaboration and Professional and Ethical Practices

Consultation and collaboration with related-service providers, general education teachers, IEP team members, students, families, school staff, community agencies, and support organizations; integration of related services into daily routines; age-appropriate transition planning; ongoing family communication; collaborative meetings; student participation in educational teams; professional reflection and self-assessment; evidence-based professional growth; confidentiality; privacy; safe, legal, and ethical uses of information and technology; advocacy; high expectations; and professional codes of ethics.

How to Pass the ORELA Special Education (NT602) Exam

What You Need to Know

  • Passing score: 220 scaled score
  • Assessment: One computer-based or online-proctored test with 100 multiple-choice questions
  • Time limit: 2h testing time within a 2h 15m total appointment
  • Exam fee: $119

Keys to Passing

  • Complete 500+ practice questions
  • Score 80%+ consistently before scheduling
  • Focus on highest-weighted sections
  • Use our AI tutor for tough concepts

ORELA Special Education (NT602) Study Tips from Top Performers

1Anchor practice to the four official NT602 domains and their 20/30/30/20 weights.
2For legal and foundations items, distinguish access, accommodations, modifications, specially designed instruction, FAPE, LRE, IEP components, and family/student rights.
3For assessment questions, identify the purpose first: screening, eligibility, program planning, progress monitoring, FBA, transition, or communication with stakeholders.
4For IEP scenarios, connect present levels to measurable goals, services, placement, accommodations, assistive technology, transition needs, and progress-monitoring data.
5For instruction and behavior questions, choose explicit, evidence-based, inclusive, function-based, and least intrusive supports before generic or exclusionary responses.
6For collaboration and ethics questions, prioritize confidentiality, accessible family communication, student self-advocacy, related-service integration, clear paraeducator direction, and professional reflection.

Frequently Asked Questions

What is the current ORELA Special Education test code?

The current ORELA tests list shows Special Education as NT602. This metadata and question bank use NT602 rather than the older 041 code found in some legacy references.

How many questions are on ORELA Special Education NT602?

The official ORELA Special Education test page and NES profile list 100 multiple-choice questions.

How long is the ORELA Special Education test?

The current test page lists 2 hours of testing time within a 2-hour-and-15-minute appointment. The extra 15 minutes is for tutorial and nondisclosure-agreement time.

What passing score do I need on ORELA Special Education?

The current ORELA Special Education test page lists a passing score of 220.

How much does ORELA Special Education cost?

The current ORELA Special Education test page lists a test fee of $119. Candidates should confirm the live registration total before checkout because payment policies and fees can change.

What should I study most for NT602?

Study by the official profile weights. Assessment, the Learning Environment, and Individualized Planning counts for about 30 percent, and Instruction, Social-Emotional Learning, and Communication also counts for about 30 percent. Foundations of Special Education and Collaboration and Professional and Ethical Practices each count for about 20 percent.