200+ Free Praxis 5354 Practice Questions

Pass your Praxis Special Education Core Knowledge (5354) exam on the first try — instant access, no signup required.

✓ No registration✓ No credit card✓ No hidden fees✓ Start practicing immediately

200+ Questions

100% Free

1 / 200

Question 1

Score: 0/0

A preschool teacher is documenting emergent literacy skills for a 4-year-old child. Which behavior is MOST typical of early literacy development at that age?

Reading unfamiliar text silently with full comprehension

Recognizing and attempting to write the child's own name

Using phonetic rules to decode multisyllabic words

Writing a multi-paragraph narrative independently

to track

2026 Statistics

Key Facts: Praxis 5354 Exam

120

Selected-Response Questions

ETS Praxis 5354 test page

2 hours

Testing Time

ETS Praxis 5354 study companion

$130

Current Fee

ETS fee bulletin and 5354 test page

23% / 23%

Largest Domains

ETS Praxis 5354 study companion

Home or center

Current Delivery Options

ETS Praxis 5354 test page

Mar 7, 2026

Latest Verified Blueprint Check

Current ETS pages reviewed

Praxis 5354 is a 120-question, 2-hour ETS special education exam with five weighted domains. Planning and the Learning Environment and Instruction are the two largest domains at 23% each, followed by Foundations and Professional Responsibilities at 20%, Assessment at 18%, and Development and Characteristics of Learners at 16%. As of March 7, 2026, the official ETS study companion and test page still show the same blueprint and $130 fee, and I did not find an official 2026 redesign notice for 5354.

Sample Praxis 5354 Practice Questions

Try these sample questions to test your Praxis 5354 exam readiness. Each question includes a detailed explanation. Start the interactive quiz above for the full 200+ question experience with AI tutoring.

1A preschool teacher is documenting emergent literacy skills for a 4-year-old child. Which behavior is MOST typical of early literacy development at that age?

A.Reading unfamiliar text silently with full comprehension

B.Recognizing and attempting to write the child's own name

C.Using phonetic rules to decode multisyllabic words

D.Writing a multi-paragraph narrative independently

Explanation: Recognizing and attempting to write one's own name is a common emergent literacy milestone in preschool. It shows growing print awareness and symbolic understanding before conventional decoding and extended composition develop.

2A student throws worksheets to the floor whenever independent writing begins. Each time, the teacher removes the assignment and sends the student to a calm corner for two minutes. The throwing behavior increases over the next week. Which behavioral principle BEST explains what is happening?

A.The behavior is being positively reinforced by peer attention

B.The behavior is being negatively reinforced because the student escapes writing

C.The behavior is being extinguished because the teacher is ignoring it

D.The behavior is maintained by automatic sensory reinforcement

Explanation: If throwing leads to removal of the writing task, the student is escaping an aversive demand. That consequence is negative reinforcement because the behavior increases when the unpleasant task is taken away.

3A third-grade student has age-appropriate spoken vocabulary and strong listening comprehension, but continues to struggle with phonemic decoding, accurate word reading, and spelling despite evidence-based instruction. Which profile is MOST consistent with this pattern?

A.Specific learning disability in basic reading

B.Attention-deficit/hyperactivity disorder only

C.Emotional-behavioral disorder

D.Developmental speech sound disorder only

Explanation: A specific learning disability in basic reading often appears as persistent deficits in phonological processing, decoding, word recognition, and spelling despite appropriate instruction. Average oral language and listening comprehension do not rule it out and may make the academic contrast more noticeable.

4A newly arrived English learner in second grade rarely speaks during whole-group lessons, but follows classroom routines, points to pictures when asked, and talks freely with siblings after school in the home language. What is the MOST appropriate interpretation?

A.The student is showing a typical silent period in second-language acquisition

B.The student should immediately be referred for an emotional disturbance evaluation

C.The student has selective mutism in all settings

D.The student has an intellectual disability because verbal output is limited in class

Explanation: Many multilingual learners go through a silent period while they build receptive language in a new setting. Because the student follows directions and communicates in the home language, the teacher should continue providing comprehensible input and low-pressure opportunities to respond.

5A student who recently moved to a relative's home after a family crisis has become irritable, forgets materials, and often arrives tired. When planning supports, what should the special educator do FIRST?

A.Assume the behaviors are willful and assign stricter consequences

B.Gather information from caregivers and school staff about recent changes, routines, and stressors

C.Recommend immediate placement in a more restrictive setting

D.Eliminate all academic expectations until the semester ends

Explanation: Major family and environmental changes can affect attention, behavior, sleep, and school performance. Before planning supports, the teacher should gather context from caregivers and staff so interventions address the student's current needs rather than assumptions.

6Which finding would MOST strongly support considering an intellectual disability rather than a specific learning disability?

A.Significant deficits in intellectual functioning and adaptive behavior with onset during the developmental period

B.Low reading fluency with otherwise average cognitive and adaptive functioning

C.Difficulty completing homework because of inconsistent attendance

D.Poor math performance in one unit after a recent school transfer

Explanation: Intellectual disability involves significant limitations in both intellectual functioning and adaptive behavior beginning during the developmental period. A specific learning disability refers to more circumscribed academic processing difficulties rather than global cognitive and adaptive deficits.

7A middle school student has an intense interest in transit maps, interprets figurative language literally, and struggles with reciprocal conversation even though vocabulary and rote memory are strong. This pattern is MOST characteristic of:

A.Autism spectrum disorder

B.Orthopedic impairment

C.Emotional-behavioral disorder

D.Hearing impairment

Explanation: Autism spectrum disorder often includes differences in social communication, restricted interests, and literal interpretation of language. Strong vocabulary or memory skills do not rule it out because the core issue is reciprocal communication and flexible social understanding.

8A multidisciplinary team is trying to determine whether a bilingual student has a disability or is experiencing normal second-language acquisition. Which approach is MOST defensible?

A.Rely on one English-language standardized test because it is objective

B.Compare the student's performance across both languages, review quality of prior instruction, and use multiple data sources over time

C.Wait until the student becomes fully fluent in English before providing any support

D.Base the decision only on parent opinion because the family knows the child best

Explanation: Distinguishing disability from language difference requires converging evidence, including performance in both languages, instructional history, response to intervention, and data from multiple settings. A single English-language test can confound language proficiency with disability and lead to inaccurate decisions.

9Which annual IEP goal is written MOST measurably?

A.The student will improve reading

B.The student will enjoy books more often

C.Given a fifth-grade passage, the student will identify the main idea and two supporting details in 4 of 5 trials

D.The student will participate in literacy

Explanation: A measurable goal includes a clearly defined skill, the conditions under which it will occur, and a performance criterion. The correct option states what the student will do, under what circumstances, and how success will be judged.

10A student with dysgraphia understands grade-level science content but writes very slowly and illegibly. Which support is an accommodation rather than a modification?

A.Allowing the student to dictate responses or use speech-to-text

B.Reducing the science unit to a lower grade-level standard

C.Excusing the student from written lab conclusions entirely

D.Replacing science vocabulary with unrelated life-skills work

Explanation: An accommodation changes how the student demonstrates learning while keeping the same content expectations. Dictation or speech-to-text preserves access to grade-level science standards without lowering the target.

About the Praxis 5354 Exam

The Praxis Special Education Core Knowledge (5354) is an ETS teacher-certification exam used by many states for cross-categorical special education licensure. The official study companion lists 120 selected-response questions in 2 hours across five domains: Development and Characteristics of Learners (16%), Planning and the Learning Environment (23%), Instruction (23%), Assessment (18%), and Foundations and Professional Responsibilities (20%). Current ETS pages for 2026 planning still show the same fee and delivery options at home or at a test center.

Questions

120 scored questions

Time Limit

2 hours

Passing Score

Varies by state (scaled 100-200; many state cut scores fall in the 149-162 range)

Exam Fee

$130 (ETS (Educational Testing Service) / Pearson VUE)

Praxis 5354 Exam Content Outline

16%

Development and Characteristics of Learners

Human development, learning and behavior theories, disability characteristics, the effects of language/culture/identity, and the influence of family and environmental systems on students with disabilities.

23%

Planning and the Learning Environment

Goal-driven lesson planning, curriculum access, accommodations, classroom organization, behavior supports, and safe inclusive environments that promote independence and participation.

23%

Instruction

Evidence-based academic, social, communication, and functional instruction; differentiated teaching; generalization and maintenance; transition-oriented instruction; and assistive technology.

18%

Assessment

Formal and informal assessment, eligibility and evaluation procedures, interpretation of results, progress monitoring, and data-based instructional decision making.

20%

Foundations and Professional Responsibilities

IDEA, Section 504, ADA, IFSP/IEP processes, procedural safeguards, collaboration, family communication, ethics, confidentiality, and advocacy in special education practice.

How to Pass the Praxis 5354 Exam

What You Need to Know

Passing score: Varies by state (scaled 100-200; many state cut scores fall in the 149-162 range)
Exam length: 120 questions
Time limit: 2 hours
Exam fee: $130

Keys to Passing

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

Praxis 5354 Study Tips from Top Performers

1Study by the official weighting, not by comfort level: Planning and Instruction should get the largest share of your weekly practice.

2Separate accommodations, modifications, specially designed instruction, and related services in your mind because ETS often tests those distinctions through scenarios.

3For assessment questions, identify the purpose first: screening, eligibility, instructional planning, or progress monitoring. Then choose the tool or next step that matches that purpose.

4On legal and ethics items, anchor your reasoning in FAPE, LRE, parent participation, confidentiality, and data-supported professional judgment instead of convenience or habit.

5For behavior and classroom-environment questions, prefer proactive, explicit, dignity-preserving supports over punitive reactions unless an immediate safety issue requires crisis action.

Frequently Asked Questions

How many questions are on Praxis 5354?

ETS lists Praxis 5354 as 120 selected-response questions completed in 2 hours. The official study companion presents it as a single-session exam rather than separate subtests.

What content areas matter most on Praxis Special Education Core Knowledge?

The two largest domains are Planning and the Learning Environment (23%) and Instruction (23%), so nearly half of your study time should go there. Foundations and Professional Responsibilities is next at 20%, followed by Assessment at 18%, while Development and Characteristics of Learners is still significant at 16%.

What passing score do I need?

Praxis 5354 does not have one national passing score. ETS reports scores on a 100-200 scale, and each state agency sets its own cut score. Many state requirements fall in the 149-162 range, but you should confirm the exact number with your state or program before scheduling.

How much does Praxis 5354 cost in 2026?

The current ETS Praxis test page and fee bulletin list a $130 fee for Special Education: Core Knowledge (5354). Always verify the live total in your ETS account in case fees change after March 7, 2026.

What changed for Praxis 5354 in 2026?

As of March 7, 2026, I did not find an official ETS redesign notice, timing change, or content-weight change for Praxis 5354. The current ETS study companion and test page still show the same five-domain blueprint, 120-question format, 2-hour time limit, and $130 fee.

What topics show up repeatedly in strong Praxis 5354 prep?

Expect repeated questions about accommodations versus modifications, measurable IEP goals, progress monitoring, nondiscriminatory assessment, behavior supports, collaboration with families and related-service providers, and IDEA concepts such as FAPE, LRE, and procedural safeguards.