240's NES Special Education Study Guide Is 99% Test-Aligned
240's NES Special Education study guide is built around the official exam framework so you can study what is actually tested. This page shows exactly how the guide maps to the real exam — SMR by SMR and competency by competency — so you can see where coverage is strongest, where some depth gaps remain, and how each part of the guide supports your prep.
99%
test-aligned
83
Fully covered
2
Partially covered
0
Coverage gap
Based on a competency-by-competency review of the official framework and the lessons, practice questions, flashcards, videos, and study materials included in this guide.
1912
Practice Questions
395
Flashcards
128
Study Materials
34
Videos
Why Test Alignment Matters for Your NES Special Education Study Guide
Certification test standards are broad, but the exam questions are very specific. Our team of curriculum experts uses the 240 Study Guide Creation Process to ensure the most aligned, specific content for your NES Special Education (602) test — so you are not wasting time on broad subject review that may not show up on exam day.
Why 240 Is the Best Choice for the NES 602 Study Guide
- Built around the official exam framework
- Organized by the competencies actually used on the exam
- Shows exactly what is covered and where depth is partial
- Includes aligned questions, flashcards, study materials, and videos
- Helps candidates study what is actually tested instead of broad generic content
Transparent coverage is a strength. We show where the guide is strong, where depth is partial, and where a gap has been identified so you can make an informed study decision.
How to Read This Alignment Review
4 domains · 85 competencies reviewed · 99% test-aligned
Covered— competency is comprehensively supported by the guide
Partially covered— core content is covered, but some depth gaps remain
Coverage gap identified— a content gap has been identified
This study guide is based on the current official exam framework
We review and update alignment whenever the official framework changes so candidates are always studying current, accurate material.
FOUNDATIONS OF SPECIAL EDUCATION (DOMAIN 1)
Covered
SMR 1.0001 Understand the historical, philosophical, professional, and legal foundations of special education.
182 Qs14 Materials53 Cards3 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrate knowledge of key concepts, principles, and theories relevant to the education of students with disabilities (e.g., principles of evidence-based practice, characteristics of specially designed instruction, models of inclusive practice, learning strategies approach, principles of equity and equitable access). | Sped.Common Instructional Supports and Strategies; Sped.Foundations of Special Education; Sped.Functional Life Skills - Fundamentals | Covered | 38 | 3 | 24 | 1 | Covered by 3 topics (38 questions, 3 materials, 24 cards, 1 videos). |
| B. Demonstrate knowledge of key legal issues in special education, including laws, regulations, and guidelines (e.g., least restrictive environment [LRE], due process, continuum of services, disproportionality, free appropriate public education [FAPE], Individuals with Disabilities Education Act [IDEA], Section 504 of the Rehabilitation Act, Americans with Disabilities Act [ADA]). | Sped.Legalities with Eligibility; Sped.Legal Issues; P.IDEA; P.ADA | Covered | 50 | 4 | 15 | 0 | Covered by 4 topics (50 questions, 4 materials, 15 cards, 0 videos). |
| C. Apply knowledge of principles of universal design for learning (UDL) to meet individual student needs and promote learning. | P.Universal Design for Learning | Covered | 10 | 1 | 1 | 0 | Covered by 1 topic (10 questions, 1 materials, 1 cards, 0 videos). |
| D. Apply knowledge of the major components of an Individualized Education Program (IEP) and an Individualized Family Service Plan (IFSP), including their processes and the roles and responsibilities of members of an IEP and an IFSP team. | Sped.IFSP | Covered | 8 | 1 | 4 | 1 | Covered by 1 topic (8 questions, 1 materials, 4 cards, 1 videos). |
| E. Demonstrate knowledge of the types and roles of accommodations and modifications that may be used to provide students access to the curriculum, assessment, and communication, and create opportunities for students to achieve learning goals. | Sped.Differentiation; Sped.Accommodations for Physical Disabilities; Sped.Accommodation and Modification | Covered | 52 | 3 | 6 | 1 | Covered by 3 topics (52 questions, 3 materials, 6 cards, 1 videos). |
| F. Demonstrate knowledge of legal provisions, regulations, guidelines, and culturally responsive (nonbiased) practices regarding assessment of students, including students who are English learners (EL), and who use alternative methods of communication (e.g., augmentative and alternative communication [AAC] systems and devices, signed communication). | Sped.Special Education and English Learners; Sped.Ethical Concerns | Covered | 24 | 2 | 10 | 0 | Covered by 2 topics (24 questions, 2 materials, 10 cards, 0 videos). |
SMR 1.0002 Understand human development and the diverse implications of the characteristics associated with disability on students and their families.
296 Qs27 Materials106 Cards8 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrate knowledge of the stages, processes, and progressions related to human development across domains from birth through adolescence (e.g., adaptive, cognitive, social-emotional, sensorimotor, physical, communication). | Sped.Development of Motor Skills; P.Social Development; P.Physical Development; P.Language Development; P.Emotional Development; P.Cognitive Development; P.The Four Domains | Covered | 76 | 7 | 17 | 5 | Covered by 7 topics (76 questions, 7 materials, 17 cards, 5 videos). |
| B. Apply knowledge of individual differences in development and factors that affect students' development, learning, communication, and behavior. | Sped.Effect on Behavior; Sped.Effect on Learning | Covered | 32 | 2 | 7 | 2 | Covered by 2 topics (32 questions, 2 materials, 7 cards, 2 videos). |
| C. Demonstrate knowledge of the key environmental, genetic, and biological etiologies, and characteristics of cognitive, neurological, sensory, emotional, and physical disabilities, and their influence on students' development, learning, growth, behavior, and communication. | Sped.Intellectual Disabilities; Sped.Severe to Profound Disabilities; Sped.Specific Learning Disabilities; Sped.Traumatic Brain Injury; Sped.Autism Spectrum Disorder; Sped.Other Health Impairments; Sped.Common Genetic Conditions | Covered | 66 | 7 | 35 | 0 | Covered by 7 topics (66 questions, 7 materials, 35 cards, 0 videos). |
| D. Demonstrate knowledge of the interrelationships among developmental domains and the significance of these relationships on students' behavior, learning, and daily living. | Sped.Classifications of Disabilities | Covered | 30 | 1 | 22 | 1 | Covered by 1 topic (30 questions, 1 materials, 22 cards, 1 videos). |
| E. Apply knowledge of types and characteristics of disorders related to auditory and visual processing, auditory and visual perceptual skills, sensory skills, language processing, and executive functioning, including implications for student development, communication, and behavior. | Sped.Hearing and Visual Impairments; Sped.Speech and Language Disorders | Covered | 17 | 2 | 22 | 0 | Covered by 2 topics (17 questions, 2 materials, 22 cards, 0 videos). |
| F. Apply knowledge of diverse factors that influence development and learning, including differences related to families, languages, cultures, and communities. | Sped.Impact on Representation | Covered | 15 | 1 | 2 | 0 | Covered by 1 topic (15 questions, 1 materials, 2 cards, 0 videos). |
| G. Demonstrate knowledge of the influence of stress and trauma, and the benefits of protective factors, resilience, and supportive relationships on the development of children across all domains (e.g., adaptive, cognitive, social-emotional, sensorimotor, physical, communication). | P.Mental Health in Young Children; P.Stress and Emotional Trauma | Covered | 8 | 2 | 13 | 0 | Covered by 2 topics (8 questions, 2 materials, 13 cards, 0 videos). |
| H. Apply knowledge of the roles of parents/guardians as primary caregivers and informal teachers of their student, factors in the home and community that may influence the student's development and learning, and ways to support the family and the student. | P.Role of Parents and Guardians; Sped.Supporting Families - Severe to Profound Disabilities | Covered | 23 | 2 | 3 | 0 | Covered by 2 topics (23 questions, 2 materials, 3 cards, 0 videos). |
| I. Demonstrate knowledge of the role of family dynamics in building positive, supportive relationships with students and their families, including understanding ways in which a student's disability influences the family individually and collectively. | P.Family Systems Theory; Sped.Impact on Relationships | Covered | 20 | 2 | 2 | 0 | Covered by 2 topics (20 questions, 2 materials, 2 cards, 0 videos). |
| J. Demonstrate knowledge of basic health and medical information required to effectively address the individual physical and medical management of students. | Sped.Health and Safety | Covered | 9 | 1 | 0 | 0 | Covered by 1 topic (9 questions, 1 materials, 0 cards, 0 videos). |
ASSESSMENT, THE LEARNING ENVIRONMENT, AND INDIVIDUALIZED PLANNING (DOMAIN 2)
Covered
SMR 2.0003 Understand the role of assessment in identification, evaluation, program planning, and progress monitoring to meet the diverse needs of all students with disabilities.
282 Qs14 Materials58 Cards5 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Apply knowledge of basic assessment terminology (e.g., validity, reliability, percentile rank, basal, ceiling). | Sped.Evaluations | Covered | 20 | 1 | 10 | 0 | Covered by 1 topic (20 questions, 1 materials, 10 cards, 0 videos). |
| B. Demonstrate knowledge of the specific purposes of various types and methods of formal, informal, and alternative assessments (e.g., screenings, inventories, standardized tools, formative and summative assessments, adaptive behavior assessments, anecdotal observations). | Sped.Types of Assessment; Sped.Specialized Assessments | Covered | 51 | 2 | 19 | 1 | Covered by 2 topics (51 questions, 2 materials, 19 cards, 1 videos). |
| C. Apply knowledge of various types, methods, and practices associated with the use and development of informal assessments (e.g., rubrics, self-assessments, portfolios, checklists, ecological assessments, task analysis). | Sped.Types of Assessment; Sped.Teaching Functional Life Skills - Task Analysis | Covered | 39 | 2 | 14 | 1 | Covered by 2 topics (39 questions, 2 materials, 14 cards, 1 videos). |
| D. Apply knowledge of principles and procedures for selecting, adapting, and modifying assessments for given situations to accommodate individual abilities and needs, and the implications of modifications and accommodations on assessment results. | Sped.Fair Assessment | Covered | 19 | 1 | 2 | 0 | Covered by 1 topic (19 questions, 1 materials, 2 cards, 0 videos). |
| E. Apply knowledge of processes for selecting and creating assessment instruments and methods to evaluate students' progress toward Individualized Education Program (IEP) academic or instructional goals and benchmarks. | Sped.Standards-Based Goals; Sped.Skills-Based Goals | Covered | 32 | 2 | 3 | 1 | Covered by 2 topics (32 questions, 2 materials, 3 cards, 1 videos). |
| F. Interpret data and information from different types of formal or informal assessments to identify a student's instructional, academic, communication, or behavioral abilities and needs. | P.Interpreting Assessment Data; Sped.Eligibility - General Process; Sped.Eligibility | Covered | 46 | 3 | 9 | 2 | Covered by 3 topics (46 questions, 3 materials, 9 cards, 2 videos). |
| G. Demonstrate knowledge of the various methods, types, and practices for collecting and recording relevant data (e.g., charting, anecdotal observation, antecedent-behavior-consequence recording) from a variety of sources to effectively monitor student progress in the academic curriculum and toward IEP and transition goals. | Sped.Evaluating Progress | Covered | 47 | 1 | 1 | 0 | Covered by 1 topic (47 questions, 1 materials, 1 cards, 0 videos). |
| H. Demonstrate knowledge of the components of a Functional Behavioral Assessment (FBA) and how to use the results of an FBA to meet individual students' needs. | Sped.FBA and BIP | Covered | 32 | 1 | 14 | 1 | Covered by 1 topic (32 questions, 1 materials, 14 cards, 1 videos). |
| I. Demonstrate knowledge of strategies and methods for collaborating with other professionals as a team member in conducting assessments that respond to and respect families' priorities, concerns, and expectations, and involve family members as active participants in the assessment process. | Sped.Building Effective Collaboration | Covered | 18 | 1 | 6 | 0 | Covered by 1 topic (18 questions, 1 materials, 6 cards, 0 videos). |
| J. Apply knowledge of strategies for effectively communicating assessment results to all stakeholders, including culturally responsive strategies. | Sped.Communicating Results | Covered | 9 | 1 | 0 | 0 | Covered by 1 topic (9 questions, 1 materials, 0 cards, 0 videos). |
SMR 2.0004 Understand strategies and methods for establishing a positive and productive learning environment across instructional settings for all students with disabilities.
311 Qs15 Materials42 Cards5 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrate knowledge of methods for designing, adapting, or modifying the learning environment to meet the physical, cognitive, social, cultural, and communication needs of students (e.g., use of assistive technology [AT], physical arrangement of classroom, management of support services). | Sped.Learning Environments; Sped.Assistive Technology | Covered | 55 | 2 | 15 | 1 | Covered by 2 topics (55 questions, 2 materials, 15 cards, 1 videos). |
| B. Apply knowledge of strategies and activities for creating a supportive, positive, and equitable classroom and school climate that fosters respect for diversity, develops understanding, and builds relationships among all students. | ESL.Multicultural Classroom; P.Adaptations for Diversity - Cultural Differences | Covered | 53 | 2 | 7 | 2 | Covered by 2 topics (53 questions, 2 materials, 7 cards, 2 videos). |
| C. Apply knowledge of strategies, methods, and activities for developing, teaching, and reinforcing daily routines (e.g., classroom schedules, arrival and dismissal procedures, work-related tasks) and managing transitions throughout students' daily environment to promote independence and inclusion. | Sped.Classroom Management; Sped.Supporting Transitions | Covered | 69 | 2 | 5 | 0 | Covered by 2 topics (69 questions, 2 materials, 5 cards, 0 videos). |
| D. Apply knowledge of methods of fostering students' active engagement and individual academic success in one-to-one, small-group, and largegroup settings. | P.Using Groups; Sped.Flexible Grouping; P.Groups and Young Children | Covered | 48 | 3 | 5 | 2 | Covered by 3 topics (48 questions, 3 materials, 5 cards, 2 videos). |
| E. Apply knowledge of principles of student motivation and strategies for creating a learning environment that is motivating and engaging to all students and that promotes an ownership of learning and high expectations. | Sped.Student Motivation | Covered | 9 | 1 | 7 | 0 | Covered by 1 topic (9 questions, 1 materials, 7 cards, 0 videos). |
| F. Apply knowledge of strategies, methods, and activities to effectively provide guidance and support to paraeducators to address student needs, recognize student abilities, and promote student independence and access. | Sped.Volunteers and Paraprofessionals | Covered | 10 | 1 | 0 | 0 | Covered by 1 topic (10 questions, 1 materials, 0 cards, 0 videos). |
| G. Apply knowledge of practices for physically supporting, adjusting, and positioning students and the correct uses of transfers (e.g., sitting to floor, chair to chair, floor to sitting), and of procedures for managing specialized health care needs at school or in the classroom setting. | Sped.Physical Assistance | Covered | 9 | 1 | 0 | 0 | Covered by 1 topic (9 questions, 1 materials, 0 cards, 0 videos). |
| H. Apply knowledge of practices and methods for promoting students' successful transitions between activities and classes, to and from home and school, and between related-service delivery and other school-based activities. | Sped.Supporting Transitions | Covered | 8 | 1 | 4 | 0 | Covered by 1 topic (8 questions, 1 materials, 4 cards, 0 videos). |
| I. Apply knowledge of practices for promoting students' vocational and career awareness, work-related skills, and access to resources that support employment and postsecondary experiences and opportunities. | Sped.Collaboration While Transitioning; Sped.Skills for Transitioning; Sped.Communication While Transitioning | Covered | 58 | 3 | 4 | 0 | Covered by 3 topics (58 questions, 3 materials, 4 cards, 0 videos). |
SMR 2.0005 Understand strategies and methods of individualized programming and planning to facilitate learning and independence for all students with disabilities.
237 Qs14 Materials64 Cards4 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrate knowledge of the components of an Individualized Education Program (IEP) and the roles and functions of IEP team members in planning and implementing IEPs. | Sped.IEP Development | Covered | 52 | 1 | 6 | 1 | Covered by 1 topic (52 questions, 1 materials, 6 cards, 1 videos). |
| B. Apply knowledge of procedures for developing and implementing IEPs in collaboration with students, parents/guardians, general education teachers, and related service providers. | Sped.Collaboration with Families | Covered | 25 | 1 | 0 | 0 | Covered by 1 topic (25 questions, 1 materials, 0 cards, 0 videos). |
| C. Interpret and use information from formal and informal assessments to collaborate with the IEP team to determine student goals and objectives appropriate to the abilities and needs of the individual student. | Sped.IEP Development; Sped.IEP Implementation | Covered | 86 | 2 | 15 | 2 | Covered by 2 topics (86 questions, 2 materials, 15 cards, 2 videos). |
| D. Demonstrate knowledge of the continuum of placement and services available for students with disabilities, including knowledge of supports students may require for integration into appropriate program placements. | Sped.Types of Curriculum | Covered | 13 | 1 | 6 | 0 | Covered by 1 topic (13 questions, 1 materials, 6 cards, 0 videos). |
| E. Apply knowledge of evidence-based strategies and methods of effective instructional planning and lesson design to provide direct and explicit instruction and intervention. | Sped.Teaching Functional Life Skills - Instructional Strategies and Supports; P.Planning and Unit Design; Sped.Long-Term Planning; Sped.Effective Lesson Plans | Covered | 42 | 4 | 13 | 1 | Covered by 4 topics (42 questions, 4 materials, 13 cards, 1 videos). |
| F. Demonstrate knowledge of strategies to support students' access to, inclusion, and participation in a variety of academic and nonacademic settings and activities. | Sped.Supporting Participation - Severe to Profound Disabilities; Sped.Collaboration with Community | Covered | 16 | 2 | 5 | 0 | Covered by 2 topics (16 questions, 2 materials, 5 cards, 0 videos). |
| G. Demonstrate knowledge of co-teaching models, including strategies for effective implementation of a co-teaching model to promote students' access to and success within the general education curriculum and setting. | Sped.Collaborative Teaching Models | Covered | 9 | 1 | 2 | 0 | Covered by 1 topic (9 questions, 1 materials, 2 cards, 0 videos). |
| H. Apply knowledge of methods for integrating a variety of learning experiences into ongoing instruction (e.g., project-based, studentinitiated, inquiry-based, teacher-directed). | Sped.Instructional Strategies | Covered | 21 | 1 | 16 | 0 | Covered by 1 topic (21 questions, 1 materials, 16 cards, 0 videos). |
| I. Apply knowledge of strategies and methods to select, design and use various types of technology, low- and high-tech materials, and digital resources to address students' individual academic and nonacademic needs, including addressing other factors that may affect accessibility. | P.Integrating Digital Technology | Covered | 16 | 1 | 8 | 1 | Covered by 1 topic (16 questions, 1 materials, 8 cards, 1 videos). |
| J. Demonstrate knowledge of methods to support student use and independence with maintaining and integrating augmentative and alternative communication (AAC) technologies in the classroom setting. | Sped.Communication Aids | Covered | 9 | 1 | 1 | 0 | Covered by 1 topic (9 questions, 1 materials, 1 cards, 0 videos). |
INSTRUCTION, SOCIAL-EMOTIONAL LEARNING, AND COMMUNICATION (DOMAIN 3)
Partially covered
SMR 3.0006 Understand evidence-based instructional practices for providing specialized instruction to advance the learning of all students with disabilities.
217 Qs18 Materials90 Cards1 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Apply knowledge of evidence-based instructional strategies, methods, and activities to develop and promote students' attention, organization, memory and retrieval, and perceptual and metacognitive skills to engage effectively with core academic content. | P.Self-Regulation and Executive Function | Covered | 12 | 1 | 6 | 0 | Covered by 1 topic (12 questions, 1 materials, 6 cards, 0 videos). |
| B. Apply knowledge of effective academic accommodations, modifications, or adaptations to allow students to effectively access content in the general education curriculum, and methods for promoting students' active participation and academic success. | Sped.Planning for Inclusion | Covered | 11 | 1 | 6 | 0 | Covered by 1 topic (11 questions, 1 materials, 6 cards, 0 videos). |
| C. Apply knowledge of evidence-based strategies for selecting and implementing evidence-based instructional methodology and approaches to differentiate lessons appropriate to the abilities and needs of the individual student, including multisensory instructional approaches, shaping, and scaffolding. | P.Instructional Flexibility | Covered | 16 | 1 | 1 | 1 | Covered by 1 topic (16 questions, 1 materials, 1 cards, 1 videos). |
| D. Apply knowledge of evidence-based practices and activities for providing systematic and explicit reading and literacy instruction to all students with disabilities. | Sped.Language Arts Instruction; Sped.Reading Comprehension; Sped.Reading Fluency | Covered | 54 | 3 | 13 | 0 | Covered by 3 topics (54 questions, 3 materials, 13 cards, 0 videos). |
| E. Apply knowledge of evidence-based practices and activities for providing mathematics instruction to all students with disabilities. | Sped.Math Instruction | Covered | 7 | 1 | 7 | 0 | Covered by 1 topic (7 questions, 1 materials, 7 cards, 0 videos). |
| F. Apply knowledge of evidence-based practices and activities for providing oral and written language instruction to all students with disabilities. | ELA.Oral Presentation Skills; Sped.Teaching Writing | Covered | 36 | 2 | 24 | 0 | Covered by 2 topics (36 questions, 2 materials, 24 cards, 0 videos). |
| G. Apply knowledge of evidence-based practices and activities for providing science and social studies instruction to all students with disabilities. | Teaching - Social Studies Skills; Teaching - Social Studies to Young Children; Teaching - Differentiation in Social Studies; S.Best Practices to Teach Science - Special Education | Covered | 32 | 4 | 25 | 0 | Covered by 4 topics (32 questions, 4 materials, 25 cards, 0 videos). |
| H. Apply knowledge of methods and activities to teach learning strategies, study skills, and other cognitive strategies that support academic and content-area learning. | Sped.Study Skills Across Content Areas; Sped.Teaching Academic Skills | Covered | 14 | 2 | 9 | 0 | Covered by 2 topics (14 questions, 2 materials, 9 cards, 0 videos). |
| I. Apply knowledge of strategies for facilitating students' maintenance and generalization of skills across content areas and other environments. | Sped.Teaching Academic Skills | Covered | 7 | 1 | 6 | 0 | Covered by 1 topic (7 questions, 1 materials, 6 cards, 0 videos). |
| J. Demonstrate knowledge of the continuum of services available for prevocational and vocational training, job placement, independent living, and postsecondary education opportunities. | Sped.Post Secondary Education | Covered | 12 | 1 | 3 | 0 | Covered by 1 topic (12 questions, 1 materials, 3 cards, 0 videos). |
| K. Apply knowledge of strategies and activities for teaching daily living skills and procedures for evaluating students' progress and attainment of daily living skills. | Sped.Teaching Functional Life Skills - General; Sped.Life Skills | Covered | 23 | 2 | 7 | 0 | Covered by 2 topics (23 questions, 2 materials, 7 cards, 0 videos). |
SMR 3.0007 Understand strategies for developing the social-emotional learning needs of all students with disabilities.
152 Qs11 Materials64 Cards4 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrate knowledge of the key concepts, principles, and legal responsibilities regarding student behavior, classroom management, and behavior intervention and supports (e.g., conflict resolution, crisis prevention and de-escalation strategies, manifestation determination). | Sped.Supporting Behavior; Sped.Nonviolent Crisis Intervention | Covered | 42 | 2 | 21 | 1 | Covered by 2 topics (42 questions, 2 materials, 21 cards, 1 videos). |
| B. Apply knowledge of the principles of positive behavioral interventions and supports, including multi-tiered systems of supports to address a student's assessed behaviors of concern. | P.Positive Behavioral Intervention and Support (PBIS); Sped.Theories on Behaviors and Behavior Management | Covered | 30 | 2 | 16 | 1 | Covered by 2 topics (30 questions, 2 materials, 16 cards, 1 videos). |
| C. Apply knowledge of strategies and activities for promoting students' selfdetermination skills (e.g., self-concept, self-advocacy, self-regulation, problem-solving). | P.Self-Regulation; Sped.Teaching Self-Advocacy | Covered | 12 | 2 | 6 | 0 | Covered by 2 topics (12 questions, 2 materials, 6 cards, 0 videos). |
| D. Apply knowledge of evidence-based behavior intervention strategies and methods to explicitly teach social skills. | Sped.Social Skills | Covered | 18 | 1 | 4 | 0 | Covered by 1 topic (18 questions, 1 materials, 4 cards, 0 videos). |
| E. Apply knowledge of evidence-based behavior intervention strategies and activities to explicitly teach replacement behaviors and coping strategies. | Sped.Replacement Behaviors and Coping Strategies | Partially covered | 5 | 1 | 2 | 0 | Partial coverage by 1 topic (5 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| F. Apply knowledge of how to use the data from a Functional Behavioral Assessment (FBA) to develop a behavior intervention plan (BIP) and Individualized Education Program (IEP) goals to address a student's needs. | Sped.FBA and BIP | Covered | 32 | 1 | 14 | 1 | Covered by 1 topic (32 questions, 1 materials, 14 cards, 1 videos). |
| G. Demonstrate knowledge of the key principles of behavior reinforcement theories that support behavior intervention strategies (e.g., differential reinforcement, noncontingent reinforcement, positive/negative reinforcement, goal setting). | P.Behavior Theories; Sped.Behavior Management Models | Covered | 15 | 2 | 11 | 1 | Covered by 2 topics (15 questions, 2 materials, 11 cards, 1 videos). |
| H. Demonstrate knowledge of ways to integrate social skills instruction into the curriculum throughout the school environment. | Sped.Social Skills | Covered | 18 | 1 | 4 | 0 | Covered by 1 topic (18 questions, 1 materials, 4 cards, 0 videos). |
| I. Demonstrate knowledge of principles for using the least intrusive behavior-support strategies consistent with the assessed needs of the student. | Sped.Supporting Behavior | Covered | 27 | 1 | 17 | 0 | Covered by 1 topic (27 questions, 1 materials, 17 cards, 0 videos). |
SMR 3.0008 Understand strategies and methods for developing language skills and enhancing the communication of all students with disabilities.
38 Qs3 Materials9 Cards1 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrate knowledge of the relationship between oral language development and literacy, and methods for promoting students' use of language and communication (e.g., verbal, nonverbal, written, pictorial, symbolic, gestural). | Sped.Communication Skills | Covered | 11 | 1 | 2 | 0 | Covered by 1 topic (11 questions, 1 materials, 2 cards, 0 videos). |
| B. Apply knowledge of methods and evidence-based strategies to teach oral language vocabulary and promote speaking and listening skills. | Sped.Communication Skills | Covered | 11 | 1 | 2 | 0 | Covered by 1 topic (11 questions, 1 materials, 2 cards, 0 videos). |
| C. Apply knowledge of instructional methods, resources, and activities for promoting expressive and receptive language skills (e.g., expressing wants and needs, asking and responding to questions, giving and receiving feedback). | Sped.Effect on Communication | Covered | 18 | 1 | 8 | 1 | Covered by 1 topic (18 questions, 1 materials, 8 cards, 1 videos). |
| D. Apply knowledge of strategies and methods to promote pragmatic language skills and ways to integrate opportunities for students to practice pragmatic language skills to promote social skills. | Sped.Communication Skills | Covered | 11 | 1 | 2 | 0 | Covered by 1 topic (11 questions, 1 materials, 2 cards, 0 videos). |
| E. Apply knowledge of effective methods and strategies that address a broad range of individual communication modalities, methods, and needs (e.g., gestures, eye gaze, text-to-speech, picture communication systems, signed communication). | Sped.Communication Aids | Covered | 9 | 1 | 1 | 0 | Covered by 1 topic (9 questions, 1 materials, 1 cards, 0 videos). |
| F. Apply knowledge of various strategies, techniques, and methods for supporting and promoting students' verbal and nonverbal language and communication skills, including the use of augmentative and alternative communication (AAC) technology and devices and visual supports. | Sped.Communication Skills | Covered | 11 | 1 | 2 | 0 | Covered by 1 topic (11 questions, 1 materials, 2 cards, 0 videos). |
COLLABORATION AND PROFESSIONAL AND ETHICAL
PRACTICES (DOMAIN 4)
Partially covered
SMR 4.0009 Understand how to establish and engage in collaborative partnerships with stakeholders to enhance learning opportunities for all students with disabilities.
131 Qs7 Materials12 Cards1 VideosCovered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrate knowledge of effective strategies of consultation and collaboration for working with related service providers to meet the needs of individual students. | Sped.Related Service Providers | Covered | 17 | 1 | 6 | 0 | Covered by 1 topic (17 questions, 1 materials, 6 cards, 0 videos). |
| B. Apply knowledge of effective strategies and methods of consultation and collaboration for working with general education teachers to support students' access, participation, and success in the general education curriculum and setting. | Sped.Collaboration with General Ed Teacher | Covered | 14 | 1 | 0 | 0 | Covered by 1 topic (14 questions, 1 materials, 0 cards, 0 videos). |
| C. Demonstrate knowledge of strategies and methods for integrating related services and goals/objectives into students' daily routines and throughout various settings. | Sped.Collaboration with Other Professionals | Covered | 12 | 1 | 1 | 0 | Covered by 1 topic (12 questions, 1 materials, 1 cards, 0 videos). |
| D. Demonstrate knowledge of strategies for collaborating with Individualized Education Program (IEP) team members, including students, to plan ageappropriate transitions that encourage full participation in the school and community. | Sped.Rights of Stakeholders | Covered | 20 | 1 | 5 | 0 | Covered by 1 topic (20 questions, 1 materials, 5 cards, 0 videos). |
| E. Demonstrate knowledge of agencies, services, networks, and organizations that support programming and provide support for students with disabilities and their families. | Sped.Development Resources | Covered | 12 | 1 | 0 | 0 | Covered by 1 topic (12 questions, 1 materials, 0 cards, 0 videos). |
| F. Apply knowledge of strategies to establish and maintain effective, ongoing communication with all families in culturally responsive ways to support students' achievement of learning outcomes and promote independence. | P.Communicating with Families | Covered | 48 | 1 | 1 | 1 | Covered by 1 topic (48 questions, 1 materials, 1 cards, 1 videos). |
| G. Demonstrate knowledge of strategies for planning and conducting collaborative meetings with students and parents/guardians using culturally responsive approaches to facilitate understanding and respect. | P.Communicating with Families | Covered | 48 | 1 | 1 | 1 | Covered by 1 topic (48 questions, 1 materials, 1 cards, 1 videos). |
| H. Demonstrate knowledge of strategies and activities for teaching and supporting students to become active participants on the educational team. | Sped.Student Involvement in Programming | Covered | 8 | 1 | 0 | 0 | Covered by 1 topic (8 questions, 1 materials, 0 cards, 0 videos). |
SMR 4.0010 Understand the professional and ethical roles and responsibilities of the special education teacher.
115 Qs7 Materials14 Cards3 VideosPartially covered
| Official Competency | Matching 240 Topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Demonstrate knowledge of effective strategies for engaging in reflection and self-assessment activities to identify one's professional strengths and areas needing improvement to determine goals for professional growth. | P.Using Data and Self-Reflection to Improve | Covered | 23 | 1 | 0 | 0 | Covered by 1 topic (23 questions, 1 materials, 0 cards, 0 videos). |
| B. Demonstrate knowledge of reflection and self-assessment activities to become aware of and evaluate one's biases to determine goals for growth. | Sped.Impact of Teacher | Covered | 8 | 1 | 1 | 0 | Covered by 1 topic (8 questions, 1 materials, 1 cards, 0 videos). |
| C. Demonstrate knowledge of resources to deepen understanding of culturally responsive practices to build stronger relationships with students and families. | Sped.Continuing Knowledge | Covered | 8 | 1 | 2 | 1 | Covered by 1 topic (8 questions, 1 materials, 2 cards, 1 videos). |
| D. Apply knowledge of ways to advocate, model, and teach safe, legal, and ethical uses of information and technology, including laws pertaining to the rights of confidentiality and privacy. | P.Using Technology as a Teacher; P.Privacy Guidelines | Covered | 36 | 2 | 8 | 1 | Covered by 2 topics (36 questions, 2 materials, 8 cards, 1 videos). |
| E. Demonstrate knowledge of the responsibilities of the profession, including maintaining high expectations for student learning and understanding the professional code of ethics. | P.Roles and Responsibilities - SpEd | Partially covered | 6 | 1 | 2 | 0 | Partial coverage by 1 topic (6 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| F. Demonstrate knowledge of activities to advance the special education profession, including ways to build one's professional leadership role. | P.Professional Development | Covered | 34 | 1 | 2 | 1 | Covered by 1 topic (34 questions, 1 materials, 2 cards, 1 videos). |
How 240 Creates The NES Special Education (602) Study Guide
Learn more →Every 240 study guide starts with the official exam framework. From there, we organize lessons, practice, and study tools around the categories the exam uses to measure candidate knowledge.
1
Review the official exam framework
We begin with the standards, domains, competencies, objectives, or content categories published by the testing authority.
2
Map the tested categories
We map every major area the exam is designed to cover so the guide reflects the real structure of the test.
3
Build lessons around tested content
We create study materials to support the official blueprint, not broad filler content.
4
Cross-check practice against exam expectations
We review practice content against the framework and real exam patterns so preparation stays targeted.
5
Review and update as standards change
When official frameworks change, we review guides and update alignment as needed.
Reviewed by subject-matter experts and maintained to reflect current standards.
Built By Teachers for Teachers
You're not on this journey alone. Our 240 teachers have firsthand experience with these exams. Real teachers with real experience are behind the scenes to help guide you into the classroom where YOU belong.
Why 240 Is Better Than Other Generic Study Guides
Not all study guides are built the same way. Here is what separates a test-aligned guide from a generic one — and why it matters when you are preparing for the NES Special Education.
Generic
Generic Prep
✕Covers broad subject areas without structure
✕No clear connection to the official exam framework
✕Practice questions may not reflect the real test format
✕May not update when official standards change
~Can be helpful for quick, broad review
Test-aligned
240 Test-Aligned NES 602 Prep
✓Every lesson maps to an official domain or competency
✓Built directly from the official exam framework
✓Practice questions aligned to what the exam actually measures
✓A clear study path by tested category
✓Study smarter and enter test day more prepared
FAQs About the NES Special Education Study Guide
The questions teacher candidates ask us most often about the NES Special Education study guide.
1
Is 240 a good study guide for NES Special Education?
240 is a strong option because the guide is built around the official exam framework and shows detailed alignment by SMR and competency.
2
How closely does 240 align to the NES 602 exam?
This guide is 99% aligned based on a competency-by-competency review of the official framework and the study resources included in the guide.
3
Does 240 cover every competency?
This page shows coverage transparently across covered, partially covered, and identified gaps so candidates can see exactly how the guide maps to the exam.
4
What does “partially covered” mean?
Partially covered means the guide addresses the core parts of a competency, but some depth or subtopics may still be limited.
Study What's Actually on the NES 602 Exam
Start with a study guide built around the real exam. 240's guide maps lessons and study tools to official competencies so you can prepare more efficiently and more confidently.