Coverage by content domain
Lessons and questions are organized around the exam’s content areas so your preparation reflects the structure of the assessment.
Why Test Alignment Matters for Your TExES Special Education Specialist 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 TExES Special Education Specialist (186) 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 TExES 186 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
5Domains
88Competencies reviewed
90%Test-aligned
74Covered
11Partially covered
3Gaps
- CoveredCompetency is comprehensively supported by the guide.
- Partially coveredCore content is covered, but some depth gaps remain.
- Coverage gap identifiedA 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.
Legal and Ethical Guidelines and Knowledge of Learners (Domain I)Partially covered
SMR I.001 · Apply knowledge of applicable state and federal laws and procedures that pertain to special education services.146 questions · 9 materials · 27 cards · 3 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of the major state guidelines (e.g., Texas Administrative Code [TAC]; transition guidelines; Admission, Review, and Dismissal [ARD] committee guidelines), federal legislation (e.g., Every Student Succeeds Act [ESSA], Individuals with Disabilities Education Act [IDEA], Section 504, Americans with Disabilities Act [ADA], Americans with Disabilities Act Amendments Act [ADAAA]), and key court cases (e.g., Board of Education v. Rowley, Endrew F. v. Douglas County School District) that have affected knowledge and practice of the education of students receiving special education services and their families. | L.TX Legal Codes; Sped.History of Special Education; Sped.Court Cases | Covered | 33 | 3 | 14 | 1 | Covered by 3 topics (33 questions, 3 materials, 14 cards, 1 videos). |
| b. Demonstrate knowledge of Individuals with Disabilities Education Act (IDEA) eligibility categories for special education and related services. | P.IDEA - TX | Covered | 19 | 1 | 9 | 0 | Covered by 1 topic (19 questions, 1 materials, 9 cards, 0 videos). |
| c. Demonstrate knowledge of the special education teacher's roles and responsibilities regarding Child Find. | P.IDEA - TX | Covered | 19 | 1 | 9 | 0 | Covered by 1 topic (19 questions, 1 materials, 9 cards, 0 videos). |
| d. Apply knowledge of the similarities and differences between Section 504 plans and Individualized Education Programs (IEPs). | P.IDEA - TX | Covered | 19 | 1 | 9 | 0 | Covered by 1 topic (19 questions, 1 materials, 9 cards, 0 videos). |
| e. Demonstrate knowledge of confidentiality, components, and maintenance of special education eligibility folders (e.g., documentation of receipt of Individualized Education Programs [IEPs] by required staff, storage of folders according to local education agency [LEA] and Texas Education Agency [TEA] requirements). | Sped.Rights of Stakeholders | Covered | 20 | 1 | 5 | 0 | Covered by 1 topic (20 questions, 1 materials, 5 cards, 0 videos). |
| f. Demonstrate knowledge of the components of Individualized Family Service Plans (IFSPs) and procedures for developing, implementing, and amending Individualized Family Service Plans (IFSPs) in collaboration with the Early Childhood Intervention (ECI) team. | Sped.IFSP | Covered | 8 | 1 | 4 | 1 | Covered by 1 topic (8 questions, 1 materials, 4 cards, 1 videos). |
| g. Demonstrate knowledge of the components of Individualized Education Programs (IEPs) and procedures for developing, implementing, and amending Individualized Education Programs (IEPs) in collaboration with the Admission, Review, and Dismissal (ARD) committee. | Sped.IEP Implementation - Texas ARD; Sped.IEP Development | Covered | 62 | 2 | 8 | 1 | Covered by 2 topics (62 questions, 2 materials, 8 cards, 1 videos). |
| h. Apply knowledge of auditing student class schedules to ensure compliance with least restrictive environment (LRE) and schedule of services in the Individualized Education Program (IEP). | Sped.IEP Development | Covered | 52 | 1 | 6 | 1 | Covered by 1 topic (52 questions, 1 materials, 6 cards, 1 videos). |
| i. Demonstrate knowledge of the legal responsibility of all school staff to fully implement Individualized Education Programs (IEPs) and protect the confidentiality and dignity of students with disabilities. | Sped.IEP Development | Covered | 52 | 1 | 6 | 1 | Covered by 1 topic (52 questions, 1 materials, 6 cards, 1 videos). |
| j. Apply knowledge of the roles and responsibilities of the required members of an Admission, Review, and Dismissal (ARD) committee and the required components of a standard Admission, Review, and Dismissal (ARD) committee meeting agenda. | Sped.IEP Implementation - Texas ARD | Covered | 10 | 1 | 2 | 0 | Covered by 1 topic (10 questions, 1 materials, 2 cards, 0 videos). |
| k. Apply knowledge of the state and federal requirements for transition planning beginning at age 14 and of the federal requirements for transfer of rights at the age of majority. | Sped.IEP Implementation - Texas ARD | Covered | 10 | 1 | 2 | 0 | Covered by 1 topic (10 questions, 1 materials, 2 cards, 0 videos). |
| l. Apply knowledge of graduation options and requirements for students receiving special education services according to Rule §89.1070 of the Texas Administrative Code (TAC). | Sped.Graduation Requirements - Texas | Partially covered | 4 | 1 | 0 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
SMR I.002 · Apply knowledge of understanding how to address each student's developmental, communication, and learning needs.211 questions · 20 materials · 106 cards · 3 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Apply knowledge of how disabilities can impact students' developmental milestones, executive functioning, social skills, and learning. | Sped.Orthopedic Impairments; Sped.Classifications of Disabilities; Sped.Severe to Profound Disabilities; Sped.Specific Learning Disabilities; Sped.Intellectual Disabilities; Sped.Other Health Impairments; Sped.Autism Spectrum Disorder; Sped.Hearing and Visual Impairments; Sped.Traumatic Brain Injury; Sped.Emotional Disturbance; Sped.Sensory Processing Disorder; Sped.Auditory Processing Disorder; Sped.Common Genetic Conditions; Sped.Speech and Language Disorders | Covered | 131 | 14 | 73 | 1 | Covered by 14 topics (131 questions, 14 materials, 73 cards, 1 videos). |
| b. Apply knowledge of the multiple influences (e.g., biological, physical, emotional, psychological, social, environmental, cultural, linguistic) that may affect the individual strengths and needs of students who need varying levels of support in learning and development across the continuum of instructional options (e.g., one-on-one, high support needs, collaborative teaching model) from birth through early adulthood. | Sped.Environmental Factors | Covered | 12 | 1 | 3 | 0 | Covered by 1 topic (12 questions, 1 materials, 3 cards, 0 videos). |
| c. Apply knowledge of the multiple influences (e.g., biological, physical, emotional, psychological, social, environmental, cultural, linguistic) that may affect the individual strengths and needs of students with other identifiers (e.g., gifted and talented, English learner [EL], highly mobile, at risk) in learning and development from birth through early adulthood. | Sped.Supporting Twice-Exceptional Students; Sped.Special Education and English Learners | Covered | 26 | 2 | 7 | 0 | Covered by 2 topics (26 questions, 2 materials, 7 cards, 0 videos). |
| d. Demonstrate knowledge of factors contributing to stress and trauma and differentiate these factors from learning disabilities or other disabilities. | Sped.Environmental Factors | Covered | 12 | 1 | 3 | 0 | Covered by 1 topic (12 questions, 1 materials, 3 cards, 0 videos). |
| e. Apply knowledge of how to address stress, trauma, protective factors, resilience, and supportive relationships and of how these factors may impact learning, behavior, motivation, and development in students. | Sped.Environmental Factors | Covered | 12 | 1 | 3 | 0 | Covered by 1 topic (12 questions, 1 materials, 3 cards, 0 videos). |
| f. Apply knowledge of how brain development from birth through early adulthood impacts students' learning and development (e.g., decision making, problem solving, impulse control, executive functioning, interpersonal relationships). | P.Domains of Development (EC); P.Emotional Development (EC); P.Cognitive Development | Covered | 42 | 3 | 23 | 2 | Covered by 3 topics (42 questions, 3 materials, 23 cards, 2 videos). |
Assessment and Program Planning (Domain II)Partially covered
SMR II.003 · Apply knowledge of the evaluation and assessment process and of appropriate assessment strategies to inform instructional design and to support students.155 questions · 12 materials · 57 cards · 3 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of various forms of assessments (e.g., formative, summative) and their purposes, interpretation, and applications to inform development of Individualized Education Programs (IEPs) to plan and deliver instruction. | Sped.Eligibility - Texas Process; P.Match Objective to Assessment - TX; Sped.Data Interpretation; Sped.Types of Assessment | Covered | 59 | 4 | 23 | 2 | Covered by 4 topics (59 questions, 4 materials, 23 cards, 2 videos). |
| b. Apply knowledge of and strategies for assessing students' learning, behavior, and preferred mode of communication and the structure of the learning environment to evaluate and support classroom and school-based intervention and instruction. | Sped.Effect on Communication; Sped.Communication Aids | Covered | 27 | 2 | 9 | 1 | Covered by 2 topics (27 questions, 2 materials, 9 cards, 1 videos). |
| c. Demonstrate knowledge of administering, interpreting, and gathering baseline data from screening instruments and diagnostic assessments, including reading, mathematics, and behavior assessments. | Sped.Evaluations; Sped.Data Collection; Sped.Assessing Emerging Math and ELA Skills | Covered | 34 | 3 | 27 | 0 | Covered by 3 topics (34 questions, 3 materials, 27 cards, 0 videos). |
| d. Apply knowledge of formative and summative assessments administration, data collection, and record maintenance. | Sped.Types of Assessment | Covered | 31 | 1 | 13 | 1 | Covered by 1 topic (31 questions, 1 materials, 13 cards, 1 videos). |
| e. Apply knowledge of best practices for obtaining additional expert guidance and collaboration (e.g., English as a Second Language [ESL] specialists, bilingual specialists, translators, speech-language pathologists [SLPs], behavior specialists, related service specialists), as needed, to ensure an appropriate and valid assessment process. | Sped.Fair Assessment | Covered | 19 | 1 | 2 | 0 | Covered by 1 topic (19 questions, 1 materials, 2 cards, 0 videos). |
| f. Apply knowledge of how to interpret results of multiple assessments and evaluation data (e.g., state assessments; district assessments; measures of student functioning; students' educational, physical, and medical needs) to determine if a student is making progress toward measurable outcomes in functional, academic, and/or behavioral goals and to determine students' transition needs. | Sped.Evaluations | Covered | 20 | 1 | 10 | 0 | Covered by 1 topic (20 questions, 1 materials, 10 cards, 0 videos). |
| g. Apply knowledge of identifying, recommending, and implementing appropriate accommodations and/or modifications during assessment (e.g., for classroom, behavior, state, district, or other assessments) as determined by the Admission, Review, and Dismissal (ARD) committee. | Sped.Fair Assessment | Covered | 19 | 1 | 2 | 0 | Covered by 1 topic (19 questions, 1 materials, 2 cards, 0 videos). |
| h. Apply knowledge of interpreting the results of a variety of assessment data (e.g., classroom, state, and district transition assessments) to describe students' present levels of student academic achievement, functional performance, and progress on annual Individualized Education Program (IEP) goals. | Sped.Data Interpretation | Partially covered | 6 | 1 | 4 | 0 | Partial coverage by 1 topic (6 questions, 1 materials, 4 cards, 0 videos); limited supporting content. |
| i. Interpret and respond to the results of multiple points of assessment data to inform students' mastery of grade-level Texas Essential Knowledge and Skills (TEKS) that will advise instructional decision making. | Sped.TEKS-Based Goals | Covered | 7 | 1 | 7 | 0 | Covered by 1 topic (7 questions, 1 materials, 7 cards, 0 videos). |
| j. Apply knowledge of interpreting the results of a variety of assessment data to describe students' progress on and mastery of grade-level Texas Essential Knowledge and Skills (TEKS). | Sped.TEKS-Based Goals | Covered | 7 | 1 | 7 | 0 | Covered by 1 topic (7 questions, 1 materials, 7 cards, 0 videos). |
| k. Apply knowledge of supporting students in understanding their own assessment data and using these results to self-monitor, self-regulate, self-advocate, and build self-efficacy. | Sped.Communicating Results | Covered | 9 | 1 | 0 | 0 | Covered by 1 topic (9 questions, 1 materials, 0 cards, 0 videos). |
SMR II.004 · Apply knowledge of contributing to, monitoring, and reporting on individualized programming for students.93 questions · 5 materials · 36 cards · 2 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Apply knowledge of the special education teacher's role in creating and implementing the Individualized Education Program (IEP) with fidelity, including implementing data collection and progress monitoring of students' Individualized Education Program (IEP) goals and reporting interpretable progress to students and their parents/guardians throughout the year. | Sped.IEP Implementation | Covered | 34 | 1 | 14 | 1 | Covered by 1 topic (34 questions, 1 materials, 14 cards, 1 videos). |
| b. Apply knowledge of how to use a variety of formative and summative assessment data to identify learning goals and to plan, design, adjust, and adapt instruction or intervention. | Sped.Instructional Strategies | Covered | 21 | 1 | 16 | 0 | Covered by 1 topic (21 questions, 1 materials, 16 cards, 0 videos). |
| c. Apply knowledge of how students' academic, social, communication, and functional developmental characteristics impact their levels of support needs in Individualized Education Program (IEP) development. | Sped.Eligibility - General Process | Covered | 18 | 1 | 4 | 1 | Covered by 1 topic (18 questions, 1 materials, 4 cards, 1 videos). |
| d. Demonstrate knowledge of coordinating effectively with staff and service providers to utilize assessment data in order to provide appropriate academic, social, communication, and behavioral supports. | Sped.IEP Implementation | Covered | 34 | 1 | 14 | 1 | Covered by 1 topic (34 questions, 1 materials, 14 cards, 1 videos). |
| e. Apply knowledge of using a variety of assessment data to inform the drafting of students' Individualized Education Programs (IEPs) (e.g., writing measurable annual goals, present levels of academic achievement and functional performance [PLAAFP], accommodations and modifications, considering continuum of placement and least restrictive environment [LRE]). | Sped.IEP Implementation | Covered | 34 | 1 | 14 | 1 | Covered by 1 topic (34 questions, 1 materials, 14 cards, 1 videos). |
| f. Apply knowledge of creating, scheduling, and facilitating ongoing Individualized Education Program (IEP) transition activities to build students' readiness for postsecondary living and transition. | Sped.Post Secondary Education | Covered | 12 | 1 | 3 | 0 | Covered by 1 topic (12 questions, 1 materials, 3 cards, 0 videos). |
| g. Apply knowledge of preparing for an Admission, Review, and Dismissal (ARD) committee meeting (e.g., collecting required data, interpreting the results of progress monitoring and classroom assessment data, visually representing and interpreting data to show student progress). | Sped.IEP Implementation | Covered | 34 | 1 | 14 | 1 | Covered by 1 topic (34 questions, 1 materials, 14 cards, 1 videos). |
| h. Apply knowledge of preparing and supporting students in leading Admission, Review, and Dismissal (ARD) committee discussions regarding progress on Individualized Education Program (IEP) goals; mastery of grade-level Texas Essential Knowledge and Skills (TEKS); appropriate accommodations (e.g., academic, behavior, state and district assessments); transition planning, needs, and goals; and other supplements as needed. | Sped.Student Involvement in Programming | Covered | 8 | 1 | 0 | 0 | Covered by 1 topic (8 questions, 1 materials, 0 cards, 0 videos). |
Curricular Knowledge and Instructional Practices (Domain III)Partially covered
SMR III.005 · Apply knowledge of implementing curriculum through relevant and appropriate content and specialized instructional strategies to guide and support students' learning and development.249 questions · 20 materials · 63 cards · 1 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Apply content-specific knowledge to develop specially designed instruction, goals, and objectives that are aligned with early numeracy, early literacy, and pre-academic skills according to the Texas Prekindergarten Guidelines for students receiving special education services and those suspected to have a disability, including students with high support needs. | P.Prek Guidelines and TEKS; PreK Guidelines and TEKS; M.PreK Guidelines and TEKS; S.PreK Guidelines and TEKS; ELA.PreK Guidelines and TEKS - Reading; ELA.PreK Guidelines and TEKS - Writing | Covered | 43 | 5 | 7 | 0 | Covered by 6 topics (43 questions, 5 materials, 7 cards, 0 videos). |
| b. Apply content-specific knowledge to develop individualized instruction, goals, and objectives that are aligned with the Texas Essential Knowledge and Skills (TEKS) for students receiving special education services and those suspected to have a disability, including students with high support needs. | Sped.TEKS and Special Education | Partially covered | 4 | 1 | 1 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| c. Apply content-specific knowledge to develop individualized instruction, goals, and objectives that are aligned with Texas Essential Knowledge and Skills (TEKS) and College and Career Readiness Standards (CCRS) for students receiving special education services to progress in individualized programs toward completion of a range of graduation plans. | Sped.College and Career Readiness Standards - Texas | Partially covered | 7 | 1 | 2 | 0 | Partial coverage by 1 topic (7 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| d. Apply knowledge of the Texas Essential Knowledge and Skills (TEKS) subject matter and specialized curricula to inform programmatic and instructional decisions for students receiving special education services. | Sped.TEKS and Special Education | Partially covered | 4 | 1 | 1 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| e. Apply content-specific knowledge to modify and differentiate and/or develop specially designed instruction as well as provide access to instructional materials for a wide range of student performance levels (e.g., content-specific vertical alignment). | Sped.Math Instruction; Sped.Language Arts Instruction; Sped.Reading Fluency; Sped.Phonological Awareness; Sped.Developing Readers; Sped.Alphabetic Principle and Word Analysis | Covered | 75 | 6 | 40 | 1 | Covered by 6 topics (75 questions, 6 materials, 40 cards, 1 videos). |
| f. Apply knowledge of designing appropriate learning and performance accommodations and modifications for students across academic subject matter content of the general education curriculum. | Sped.TEKS and Special Education | Partially covered | 4 | 1 | 1 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| g. Demonstrate knowledge of specialized curricula, including curriculum and specialized instructional strategies for social skills, life skills, transition, orientation and mobility, independence, and self-advocacy, and of how to accommodate, modify, and/or adapt the curricula across contexts based on individual students' strengths and needs. | Sped.Teaching Functional Life Skills - General; Sped.Social Skills; Sped.Identify Appropriate Strategy; Sped.Accommodations for Physical Disabilities | Covered | 63 | 4 | 9 | 0 | Covered by 4 topics (63 questions, 4 materials, 9 cards, 0 videos). |
| h. Apply knowledge of how to integrate Texas Essential Knowledge and Skills (TEKS) subject matter with specialized instructional strategies and specialized curricula implementation to inform individual students' needs in different contexts (e.g., center-based, home-based, and school-based classrooms; specialized and general education classrooms). | Sped.TEKS and Special Education | Partially covered | 4 | 1 | 1 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
| i. Demonstrate knowledge of the key components of various postsecondary education, career options, and pathways, including employment models. | Sped.Skills for Transitioning | Covered | 47 | 1 | 3 | 0 | Covered by 1 topic (47 questions, 1 materials, 3 cards, 0 videos). |
| j. Apply knowledge of how to promote student readiness for various employment models and pathways and how to provide students with access to community-based instruction and vocational training. | Sped.Skills for Transitioning; Sped.Supporting Post-Secondary Transitions - Texas | Covered | 53 | 2 | 5 | 0 | Covered by 2 topics (53 questions, 2 materials, 5 cards, 0 videos). |
| k. Demonstrate knowledge of barriers to accessibility for students receiving special education services and how to plan for ways to address those barriers through the implementation of specialized curricula (e.g., low-incidence and high-incidence supports). | Sped.Supporting Participation - Severe to Profound Disabilities | Partially covered | 4 | 1 | 5 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 5 cards, 0 videos); limited supporting content. |
SMR III.006 · Apply knowledge of diverse strengths and needs of students to plan appropriate, effective, meaningful, and challenging instruction.175 questions · 12 materials · 47 cards · 3 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Apply knowledge of the key differences between Individualized Education Program (IEP) accommodations and modifications. | Sped.Accommodation and Modification | Covered | 13 | 1 | 3 | 0 | Covered by 1 topic (13 questions, 1 materials, 3 cards, 0 videos). |
| b. Apply knowledge of how to plan instruction with appropriate delivery of accommodations and modifications according to the requirements of an Individualized Education Program (IEP) (e.g., supplements, assistive technology, related services) and of the potential impacts of modified curriculum on a student's graduation plan. | Sped.Common Instructional Supports and Strategies; Sped.Accommodation and Modification | Covered | 24 | 2 | 12 | 0 | Covered by 2 topics (24 questions, 2 materials, 12 cards, 0 videos). |
| c. Apply knowledge of designing explicit, scaffolded, systematic, and individualized instruction that adapts instructional intensity and/or intervention to build on students' strengths and accommodate students' needs based on various factors (e.g., learning processes, content, pedagogy, assessment results). | Sped.Common Instructional Supports and Strategies | Covered | 11 | 1 | 9 | 0 | Covered by 1 topic (11 questions, 1 materials, 9 cards, 0 videos). |
| d. Apply knowledge of developmentally appropriate instructional strategies to promote high academic expectations of students and active student engagement, motivation, self-reliance, and self-advocacy. | Sped.Teaching Self-Advocacy | Partially covered | 6 | 1 | 2 | 0 | Partial coverage by 1 topic (6 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| e. Apply knowledge of creating opportunities for students to demonstrate knowledge and skills using different modalities (e.g., kinesthetic, visual, auditory, olfactory, equilibrioception) and allowing each student to advance in rigor and depth of knowledge as they demonstrate understanding. | P.Multimodal Teaching | Covered | 24 | 1 | 5 | 0 | Covered by 1 topic (24 questions, 1 materials, 5 cards, 0 videos). |
| f. Apply knowledge of learning processes to select and use a variety of grouping strategies (e.g., whole group, small group, individual) to meet the learning needs of each student. | Sped.Flexible Grouping; Sped.Using Groups | Covered | 20 | 2 | 6 | 1 | Covered by 2 topics (20 questions, 2 materials, 6 cards, 1 videos). |
| g. Apply knowledge of the universal design for learning (UDL) guidelines to create and incorporate strategies for making content and instruction inclusive, culturally responsive, accessible, and challenging for students with all support needs in a range of instructional and educational settings (e.g., co-teaching classroom, self-contained classroom, resource room, content mastery program). | Sped.Continuum of Services | Partially covered | 7 | 1 | 0 | 0 | Partial coverage by 1 topic (7 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| h. Apply knowledge of types of assistive technology (e.g., low-tech, medium-tech, high-tech) and how to plan for strategic integration of assistive technology into daily teaching practices based on students' developmental and learning needs. | Sped.Assistive Technology | Covered | 48 | 1 | 12 | 1 | Covered by 1 topic (48 questions, 1 materials, 12 cards, 1 videos). |
| i. Apply knowledge of promoting and supporting the transfer (e.g., generalization) of concepts and skills across content areas, educational settings (e.g., co-teaching classroom, self-contained classroom, resource room, content mastery program), and environmental settings (e.g., community, job placement). | Sped.Collaboration with General Ed Teacher | Covered | 14 | 1 | 0 | 0 | Covered by 1 topic (14 questions, 1 materials, 0 cards, 0 videos). |
| j. Apply knowledge of planning, adapting, and delivering high-quality, inclusive, meaningful, and age-appropriate learning experiences for students with high support needs across instructional settings to develop the highest possible learning outcomes. | Sped.Teaching Functional Life Skills - Instructional Strategies and Supports; Sped.Teaching Functional Life Skills - Task Analysis | Covered | 18 | 2 | 9 | 0 | Covered by 2 topics (18 questions, 2 materials, 9 cards, 0 videos). |
| k. Apply knowledge of selecting, adapting, and applying instructional strategies that support transition goals and of planning and integrating transition-focused activities into high-quality classroom instruction. | Sped.Teaching Functional Life Skills - Instructional Strategies and Supports; Sped.Skills-Based Goals | Covered | 24 | 2 | 12 | 1 | Covered by 2 topics (24 questions, 2 materials, 12 cards, 1 videos). |
SMR III.007 · Apply knowledge of strategies to create effective and safe learning environments, methods to promote students' positive behavior, and supports to develop and measure behavioral interventions.222 questions · 12 materials · 61 cards · 3 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Apply knowledge of effective procedures and routines (e.g., visual supports, schedules) to create safe, organized, and universally accessible learning environments and experiences to support and engage students. | Sped.Learning Environments | Partially covered | 7 | 1 | 3 | 0 | Partial coverage by 1 topic (7 questions, 1 materials, 3 cards, 0 videos); limited supporting content. |
| b. Apply knowledge of strategies and methods for establishing, teaching, and maintaining high expectations for students' behavior; providing constructive, specific, and developmentally appropriate feedback to guide students' behavior; and building positive relationships with students based on understanding of individual strengths and needs, mutual respect, and rapport. | Sped.Classroom Management; P.Culture of High Expectations | Covered | 86 | 2 | 2 | 1 | Covered by 2 topics (86 questions, 2 materials, 2 cards, 1 videos). |
| c. Apply knowledge of developmentally appropriate procedures and routines to facilitate safe and efficient transitions and to promote independence, self-regulation, and executive functioning with students in varying environments. | Sped.Supporting Transitions | Covered | 8 | 1 | 4 | 0 | Covered by 1 topic (8 questions, 1 materials, 4 cards, 0 videos). |
| d. Demonstrate knowledge of how factors (e.g., family, community, trauma) may impact students' behavior in the learning environment and of the impact of behavior on the development and learning of students and classmates. | P.Stress and Emotional Trauma | Covered | 19 | 1 | 0 | 0 | Covered by 1 topic (19 questions, 1 materials, 0 cards, 0 videos). |
| e. Demonstrate knowledge of developmentally appropriate preventative and responsive practices that promote students' social competence and communication and contribute to a positive and safe learning environment, including classroom and schoolwide systems, such as the implementation of positive behavioral interventions and supports (PBIS). | P.Multi-Tiered Systems of Support (MTSS); P.Positive Behavioral Intervention and Support (PBIS) | Covered | 16 | 2 | 14 | 0 | Covered by 2 topics (16 questions, 2 materials, 14 cards, 0 videos). |
| f. Demonstrate knowledge of research-based de-escalation strategies, key components and purposes of nonviolent crisis intervention, and restorative discipline practices to effectively prevent, de-escalate, and address externalizing behavior. | Sped.Nonviolent Crisis Intervention | Covered | 15 | 1 | 4 | 1 | Covered by 1 topic (15 questions, 1 materials, 4 cards, 1 videos). |
| g. Demonstrate knowledge of the key components and purposes of functional behavioral assessments (FBAs), behavioral intervention plans (BIPs), and behavioral interventions, including applied behavior analysis (ABA), that conform to legal and ethical guidelines. | Sped.FBA and BIP | Covered | 32 | 1 | 14 | 1 | Covered by 1 topic (32 questions, 1 materials, 14 cards, 1 videos). |
| h. Apply knowledge of interpreting functional behavioral assessments (FBAs) to collect and analyze data to design behavioral interventions. | Sped.FBA and BIP | Covered | 32 | 1 | 14 | 1 | Covered by 1 topic (32 questions, 1 materials, 14 cards, 1 videos). |
| i. Monitor effectiveness of behavioral interventions through progress monitoring data as defined in the behavioral intervention plan (BIP) to evaluate the effects of behavioral interventions. | Sped.Supporting Behavior | Covered | 27 | 1 | 17 | 0 | Covered by 1 topic (27 questions, 1 materials, 17 cards, 0 videos). |
| j. Demonstrate knowledge of preventative practices to address possible traumas, including harassment, bullying, maltreatment, violence, and sexual assault (e.g., physical, racial, emotional, digital); report any instances through appropriate channels; and access appropriate school and community supports for students who need social, physical, and/or emotional learning support. | PE.Harassment and Discrimination; P.Duty to Report - TX | Covered | 12 | 2 | 12 | 0 | Covered by 2 topics (12 questions, 2 materials, 12 cards, 0 videos). |
Professional Collaboration, Learning, and Responsibilities (Domain IV)Covered
SMR IV.008 · Apply knowledge of strategies, approaches, and techniques for effective consultation and collaboration with students, parents/guardians, school personnel, and other professionals to support students' development and learning.113 questions · 9 materials · 18 cards · 0 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Apply knowledge of collaborating in a culturally responsive manner with parents/guardians, school personnel, and specialists to address students' instructional, emotional, behavioral, and social needs in a variety of situations (e.g., during meetings, when making content and instruction accessible and challenging). | Sped.Collaboration with Families | Covered | 25 | 1 | 0 | 0 | Covered by 1 topic (25 questions, 1 materials, 0 cards, 0 videos). |
| b. Apply knowledge of supervising, collaborating with, and mentoring paraprofessionals to identify and define the responsibilities, skills, and professional development needed for their roles. | Sped.Volunteers and Paraprofessionals | Covered | 10 | 1 | 0 | 0 | Covered by 1 topic (10 questions, 1 materials, 0 cards, 0 videos). |
| c. Apply knowledge of and best practices in consulting, co-planning, and co-teaching with campus staff and/or colleagues using collaborative strategies, supports, and implementation of Individualized Education Programs (IEPs). | Sped.Collaboration with Other Professionals | Covered | 12 | 1 | 1 | 0 | Covered by 1 topic (12 questions, 1 materials, 1 cards, 0 videos). |
| d. Apply knowledge of coordinating effectively with administrators, school counselors, and related service providers to build students' schedules according to identified least restrictive environment (LRE) as stated in students' Individualized Education Programs (IEPs). | Sped.Specialized Settings; Sped.Types of Curriculum | Covered | 22 | 2 | 10 | 0 | Covered by 2 topics (22 questions, 2 materials, 10 cards, 0 videos). |
| e. Demonstrate knowledge of implementing transition activities in students' Individualized Education Programs (IEPs) that include community resources and service providers. | Sped.Collaboration with Community | Covered | 12 | 1 | 0 | 0 | Covered by 1 topic (12 questions, 1 materials, 0 cards, 0 videos). |
| f. Apply knowledge of best practices associated with various co-teaching strategies and models based on setting (e.g., inclusive, self-contained) and the individual needs of students (e.g., all support needs, high support needs) when delivering, adapting, differentiating, and/or developing specially designed instruction to meet students' needs (e.g., instructional, emotional, behavioral, social). | Sped.Planning for Inclusion | Covered | 11 | 1 | 6 | 0 | Covered by 1 topic (11 questions, 1 materials, 6 cards, 0 videos). |
| g. Apply knowledge of effective collaboration with general education teachers to deliver, adapt, differentiate, co-teach, and develop specially designed instruction to address students' instructional, emotional, behavioral, and social needs; and understand the reciprocal relationship with general education teachers for effective and inclusive practices. | Sped.Collaboration with Other Professionals | Covered | 12 | 1 | 1 | 0 | Covered by 1 topic (12 questions, 1 materials, 1 cards, 0 videos). |
| h. Apply knowledge of collaborating and consulting with multidisciplinary teams to plan and implement instruction (e.g., career and technical education, electives, extracurriculars, community resources) in accordance with students' Individualized Education Programs (IEPs). | Sped.Collaboration with Other Professionals | Covered | 12 | 1 | 1 | 0 | Covered by 1 topic (12 questions, 1 materials, 1 cards, 0 videos). |
| i. Apply knowledge of selecting and utilizing resources to improve communication and collaboration with families and the community. | Sped.Development Resources | Covered | 12 | 1 | 0 | 0 | Covered by 1 topic (12 questions, 1 materials, 0 cards, 0 videos). |
| j. Demonstrate knowledge of coordinating with related service providers and community agencies to identify and access services, resources, and supports to meet the needs of students who receive special education services. | Sped.Supporting Families - Severe to Profound Disabilities | Covered | 9 | 1 | 3 | 0 | Covered by 1 topic (9 questions, 1 materials, 3 cards, 0 videos). |
SMR IV.009 · Apply knowledge of the professional roles and responsibilities of the early childhood–grade 12 special education teacher.74 questions · 3 materials · 10 cards · 0 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Demonstrate knowledge of the roles and responsibilities of the early childhood–grade 12 special education teacher and of other professionals who deliver special education services, including related and instructional service providers. | Sped.Professional Roles and Responsibilities | Covered | 35 | 1 | 7 | 0 | Covered by 1 topic (35 questions, 1 materials, 7 cards, 0 videos). |
| b. Demonstrate knowledge of effective strategies to advocate for improved outcomes for students who receive special education services needing varying levels of support and their families while considering their social, cultural, and linguistic diversity. | Sped.Professional Roles and Responsibilities | Covered | 35 | 1 | 7 | 0 | Covered by 1 topic (35 questions, 1 materials, 7 cards, 0 videos). |
| c. Apply knowledge of the importance of and the process involved in setting short-term and long-term professional goals based on ongoing analysis of student learning, self-reflection, and professional standards. | P.Using Data and Self-Reflection to Improve | Covered | 26 | 1 | 2 | 0 | Covered by 1 topic (26 questions, 1 materials, 2 cards, 0 videos). |
| d. Demonstrate understanding of the barriers that exist for students who receive special education services needing varying levels of support from early childhood to postsecondary educational settings, with consideration of graduation requirements, and how to work with stakeholders to design environments and select curriculum resources that include supports that address a range of students' needs. | Sped.Disproportionate Impact on Special Education Students | Covered | 13 | 1 | 1 | 0 | Covered by 1 topic (13 questions, 1 materials, 1 cards, 0 videos). |
| e. Apply knowledge of advocacy for social, legal, and environmental changes and/or priorities for students who receive special education services needing varying levels of support and their families, recognizing students' identified needs. | Sped.Professional Roles and Responsibilities | Covered | 35 | 1 | 7 | 0 | Covered by 1 topic (35 questions, 1 materials, 7 cards, 0 videos). |
| f. Apply knowledge of advocating for family and student participation in the Individualized Education Program (IEP) process; Admission, Review, and Dismissal (ARD) committee meetings; transition plan development; and the graduation plan decision-making process. | Sped.Professional Roles and Responsibilities | Covered | 35 | 1 | 7 | 0 | Covered by 1 topic (35 questions, 1 materials, 7 cards, 0 videos). |
Analysis and Response (Domain V)Coverage gap identified
SMR V.010 · In a written response, analyze and interpret varying types of data (e.g., qualitative, quantitative) to identify a given student's strengths and needs and design appropriate instruction.0 questions · 0 materials · 0 cards · 0 videosCoverage gap identified
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| a. Analyze and interpret assessment information on a given student, including varying types of data (e.g., qualitative, quantitative) from a variety of formal and informal assessments (e.g., progress monitoring data, student work samples, anecdotal observation notes) to identify a student's strengths and needs. | None | Coverage gap identified | 0 | 0 | 0 | 0 | No matching topic found in the study guide. |
| b. Synthesize data and information on the given student to generate one (1) recommendation for instruction and/or intervention. | None | Coverage gap identified | 0 | 0 | 0 | 0 | No matching topic found in the study guide. |
| c. Describe how a teacher would implement and monitor the progress of the generated recommendation. | None | Coverage gap identified | 0 | 0 | 0 | 0 | No matching topic found in the study guide. |
How 240 Creates The TExES Special Education Specialist (186) Study Guide
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.
Review the official exam framework
We begin with the standards, domains, competencies, objectives, or content categories published by the testing authority.
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.
Build lessons around tested content
We create study materials to support the official blueprint, not broad filler content.
Cross-check practice against exam expectations
We review practice content against the framework and real exam patterns so preparation stays targeted.
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.
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 TExES Special Education Specialist.
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
240 test-aligned TExES 186 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 TExES Special Education Specialist Study Guide
The questions teacher candidates ask us most often about the TExES Special Education Specialist study guide.
Is 240 a good study guide for TExES Special Education Specialist?
240 is a strong option because the guide is built around the official exam framework and shows detailed alignment by SMR and competency.
How closely does 240 align to the TExES 186 exam?
This guide is 90% aligned based on a competency-by-competency review of the official framework and the study resources included in the guide.
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.
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.