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100+ Free WEST-E Special Education (070) Practice Questions

Pass your Washington Educator Skills Test-Endorsements Special Education (070) exam on the first try — instant access, no signup required.

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A student uses echolalia during stressful tasks. Which teacher response is most appropriate?

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2026 Statistics

Key Facts: WEST-E Special Education (070) Exam

070

Current WEST-E Special Education Test Code

WEST tests list

110

Approximate Multiple-Choice Questions

WEST-E Special Education test page

2h 15m

Testing Time

WEST-E Special Education test page

240

Scaled Passing Score

WEST-E Special Education test page

$96

Current Test Fee

WEST-E Special Education test page

4

Official Content Domains

WEST-E Special Education framework

25%

Weight of Each Official Domain

WEST-E Special Education framework

For 2026 planning, WEST-E Special Education is test code 070. The official test page lists approximately 110 multiple-choice questions, a 2-hour-and-30-minute appointment with 2 hours and 15 minutes of testing time, a 240 scaled passing score, no provided reference materials, a $96 fee, and CBT or online-proctored delivery. The framework is evenly weighted across four 25% domains.

Sample WEST-E Special Education (070) Practice Questions

Try these sample questions to test your WEST-E Special Education (070) 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 reviews a student's developmental history before planning supports. Which pattern is most consistent with typical development?
A.Development generally progresses from simple to more complex skills, though rates vary across individuals.
B.All children master academic, motor, and social skills in the same order during the same month.
C.Development in one domain never affects performance in another domain.
D.Once a child misses a milestone, later development cannot improve with intervention.
Explanation: Typical development follows broad sequences from simpler to more complex skills, but timing varies and domains interact. Instruction should consider both expected progressions and individual differences.
2A student with a mild intellectual disability is learning a new classroom routine. Which teacher action is most appropriate?
A.Give only verbal directions once and expect independent transfer.
B.Teach the routine with clear steps, modeling, guided practice, and frequent feedback.
C.Remove the student from the routine until all academic skills improve.
D.Replace the routine with unstructured free choice each day.
Explanation: Students with intellectual disabilities often benefit from explicit instruction, task analysis, repetition, and feedback across authentic routines.
3Which description best reflects a common characteristic of a specific learning disability?
A.A global delay in all adaptive, academic, and motor skills.
B.Hearing loss that primarily limits access to spoken language.
C.Unexpected difficulty in one or more academic areas despite adequate instruction and opportunity.
D.Temporary lack of effort caused only by low motivation.
Explanation: A specific learning disability involves unexpected difficulty in areas such as reading, writing, or mathematics that is not primarily explained by inadequate instruction or other factors.
4A student with autism becomes distressed when the class schedule changes suddenly. Which support is most directly matched to this need?
A.Withholding all visual information so the student becomes flexible.
B.Increasing abstract figurative language during transitions.
C.Eliminating peer interaction for the rest of the day.
D.Using a visual schedule and previewing changes before they occur.
Explanation: Visual schedules, advance notice, and structured transition supports can reduce anxiety and improve predictability for many students with autism.
5A student with attention difficulties frequently forgets materials and misses steps in assignments. Which support is most appropriate to try first?
A.Provide checklists, chunked tasks, and brief teacher check-ins.
B.Lower all academic expectations for the remainder of the year.
C.Require the student to complete every task without prompts.
D.Move the student to a separate setting for all instruction.
Explanation: Executive-function supports such as checklists, chunking, and periodic check-ins help students organize tasks while preserving access to grade-level expectations.
6A teacher suspects a student's cultural communication style is being misinterpreted as noncompliance. What should the teacher do first?
A.Write a behavior goal without gathering more information.
B.Gather context from the family, student, and staff before drawing conclusions.
C.Assume the student should use only the teacher's preferred interaction style.
D.Refer the student for discipline to document the pattern.
Explanation: Culturally responsive practice requires gathering contextual information and avoiding deficit assumptions before interpreting behavior or designing supports.
7Which student need is most associated with orthopedic impairment?
A.A requirement that all instruction be delivered through Braille.
B.A permanent inability to learn grade-level academic content.
C.Accessible positioning, mobility, seating, or equipment supports.
D.A primary need for English language development instruction.
Explanation: Orthopedic impairments can affect movement, posture, access, endurance, or positioning. Supports often include seating, mobility, adaptive equipment, and accessible environments.
8A student with a hearing loss misses information during whole-class discussion. Which accommodation best improves access?
A.Increasing written homework to replace class participation.
B.Seating the student away from the speaker to build independence.
C.Expecting the student to infer missed comments from peers.
D.Providing captions, visual cues, and clear access to speakers' faces or amplification.
Explanation: Students with hearing loss often need direct access to auditory and visual information through captions, amplification, seating, and clear speaker visibility.
9Why should a special education teacher ask about a student's strengths when planning services?
A.Strengths can be used to increase engagement, access, and independence.
B.Strengths replace the need to address disability-related needs.
C.Strengths prove the student is not eligible for special education.
D.Strengths should be documented only for gifted students.
Explanation: Strength-based planning uses what a student can do well to design motivating instruction, accommodations, supports, and opportunities for independence.
10A student with a traumatic brain injury has new memory and fatigue difficulties after returning to school. What should the team recognize?
A.The student's needs are likely unrelated to school performance.
B.The student may need supports that change as recovery and stamina change.
C.The student must be served only through speech-language therapy.
D.The student cannot participate in academic instruction.
Explanation: Traumatic brain injury can affect memory, attention, endurance, behavior, and learning. School supports may need ongoing adjustment as the student's condition changes.

About the WEST-E Special Education (070) Exam

WEST-E Special Education (070) is the Washington endorsement content test for special education candidates. The current official framework covers understanding students with disabilities, assessment and program development, promoting development and learning, and foundations and professional practice.

Questions

110 scored questions

Time Limit

2h 30m appointment; 2h 15m testing time

Passing Score

240 (scaled)

Exam Fee

$96 (Washington Educator Skills Tests (WEST) / Pearson)

WEST-E Special Education (070) Exam Content Outline

25%

Understanding Students with Disabilities

Typical and atypical development; disability characteristics and etiologies; medical, sensory, motor, communication, social-emotional, cultural, linguistic, and socioeconomic factors affecting learning.

25%

Assessment and Program Development

Assessment types, nonbiased administration, Child Find, prereferral and RTI processes, eligibility, accommodations, progress monitoring, FBA, IEPs, IFSPs, placement options, and transition plans.

25%

Promoting Development and Learning

Inclusive learning environments, instructional adaptations, assistive technology, positive behavioral supports, crisis prevention, academic interventions, adaptive behavior, communication, independent living skills, and multiple transitions.

25%

Foundations and Professional Practice

Legal and historical foundations, IDEA, ADA, Section 504, confidentiality, due process, discipline and manifestation determination, collaboration, family and community resources, advocacy, paraeducator supervision, and professional growth.

How to Pass the WEST-E Special Education (070) Exam

What You Need to Know

  • Passing score: 240 (scaled)
  • Exam length: 110 questions
  • Time limit: 2h 30m appointment; 2h 15m testing time
  • Exam fee: $96

Keys to Passing

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

WEST-E Special Education (070) Study Tips from Top Performers

1Use the four official domains as your study map because each contributes about 25% of the total test score.
2For assessment questions, distinguish screening, diagnostic assessment, curriculum-based measurement, progress monitoring, FBA, and eligibility evaluation purposes.
3For IEP questions, look for present levels, measurable annual goals, services, accommodations, placement in the least restrictive environment, progress reporting, and transition planning when appropriate.
4For instruction questions, prioritize explicit instruction, Universal Design for Learning, accommodations, assistive technology, evidence-based reading, writing, math, communication, and adaptive-skill supports.
5For behavior scenarios, start with data, function, prevention, reinforcement, replacement skills, and team-developed positive behavioral supports.
6For professional practice, review IDEA, ADA, Section 504, confidentiality, due process, collaboration with families and general educators, paraeducator supervision, advocacy, and Washington endorsement responsibilities.

Frequently Asked Questions

What is the current WEST-E Special Education test code?

The current official WEST tests list identifies Special Education as WEST-E test code 070.

How many questions are on WEST-E Special Education (070)?

The official test page and framework list approximately 110 multiple-choice questions.

How long is the WEST-E Special Education exam?

The appointment is 2 hours and 30 minutes total, including 15 minutes for the tutorial and nondisclosure agreement and 2 hours and 15 minutes of testing time.

What score do I need to pass WEST-E Special Education?

The passing score is 240 on the WEST scaled-score range of 100 to 300.

What are the official WEST-E Special Education domains?

The framework has four equally weighted domains: Understanding Students with Disabilities; Assessment and Program Development; Promoting Development and Learning; and Foundations and Professional Practice.

Is online proctoring available for WEST-E Special Education?

Yes. The official test page states that online proctoring is available, with testing by appointment during monthly one-week online-proctoring windows.