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 Supplemental 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 Supplemental (163) 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 163 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
3Domains
99Competencies reviewed
95%Test-aligned
89Covered
10Partially covered
0Gaps
- 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.
UNDERSTANDING INDIVIDUALS WITH DISABILITIES AND EVALUATING THEIR NEEDS (Domain I)Partially covered
SMR I.001 · The special education teacher understands and applies knowledge of the characteristics and needs of students with disabilities.178 questions · 14 materials · 74 cards · 5 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Knows characteristics of individuals with different types of disabilities, including individuals with different levels of severity and multiple disabilities across eligibility categories, and analyzes the impact of various disabilities on learning and experience. | Sped.Classifications of Disabilities; Sped.Specific Learning Disabilities; Sped.Intellectual Disabilities; Sped.Other Health Impairments; Sped.Orthopedic Impairments; Sped.Hearing and Visual Impairments; Sped.Traumatic Brain Injury; Sped.Emotional Disturbance | Covered | 91 | 8 | 52 | 1 | Covered by 8 topics (91 questions, 8 materials, 52 cards, 1 videos). |
| B. Knows how the developmental, academic, social, career and functional characteristics of individuals with disabilities relate to levels of support needed and applies knowledge of human development and disabilities to plan and implement appropriate curriculum. | Sped.Long-Term Planning (TX) | Covered | 11 | 1 | 3 | 1 | Covered by 1 topic (11 questions, 1 materials, 3 cards, 1 videos). |
| C. Knows theoretical explanations for behavioral disorders and analyzes the varied characteristics of behavioral disorders and their effect on learning. | Sped.Emotional Disturbance | Covered | 6 | 1 | 11 | 0 | Covered by 1 topic (6 questions, 1 materials, 11 cards, 0 videos). |
| D. Knows the different ways that students with and without disabilities learn. | Sped.Effect on Learning | Covered | 20 | 1 | 7 | 1 | Covered by 1 topic (20 questions, 1 materials, 7 cards, 1 videos). |
| E. Applies knowledge of human development and the effects of various types of disabilities on developmental processes in order to identify the needs of individuals with and without disabilities. | Sped.Emotional Disturbance | Covered | 6 | 1 | 11 | 0 | Covered by 1 topic (6 questions, 1 materials, 11 cards, 0 videos). |
| F. Understands the effects of cultural and environmental influences (e.g., linguistic characteristics, socioeconomic issues, abuse/neglect, substance abuse) on the child and family. | Sped.Impact on Identification | Covered | 10 | 1 | 4 | 0 | Covered by 1 topic (10 questions, 1 materials, 4 cards, 0 videos). |
| G. Understands normal, delayed and disordered communication patterns, including nonsymbolic communication, and the impact of language development on the academic and social skills of individuals with disabilities. | Sped.Effect on Communication | Covered | 18 | 1 | 8 | 1 | Covered by 1 topic (18 questions, 1 materials, 8 cards, 1 videos). |
| H. Knows aspects of medical conditions affecting individuals with disabilities, including the effects of various medications on behavior and functioning and the implications of medical complications for student support needs (e.g., seizure management, tube feeding, catheterization, cardiopulmonary resuscitation [CPR]). | Sped.Effect on Health | Covered | 24 | 1 | 0 | 1 | Covered by 1 topic (24 questions, 1 materials, 0 cards, 1 videos). |
| I. Understands ways in which physical disabilities and health impairments relate to development and behavior, and knows the etiologies and effects of sensory disabilities and other conditions affecting individuals with disabilities. | Sped.Sensory Processing Disorder | Partially covered | 4 | 1 | 2 | 0 | Partial coverage by 1 topic (4 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
SMR I.002 · The special education teacher understands formal and informal assessment and evaluation procedures and knows how to evaluate student competencies to make instructional decisions.137 questions · 8 materials · 28 cards · 3 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Applies knowledge of basic terminology used in assessment and evaluation, the uses and limitations of various types of instruments and techniques and methods for monitoring the progress of individuals with disabilities. | Sped.Types of Assessment | Covered | 31 | 1 | 13 | 1 | Covered by 1 topic (31 questions, 1 materials, 13 cards, 1 videos). |
| B. Understands ethical concerns related to assessment and evaluation, including legal provisions, regulations and guidelines regarding unbiased evaluation and the use of psychometric instruments and instructional assessment measures with individuals with disabilities. | Sped.Evaluations | Covered | 20 | 1 | 10 | 0 | Covered by 1 topic (20 questions, 1 materials, 10 cards, 0 videos). |
| C. Identifies appropriate evaluation strategies for individual students with diverse characteristics and needs (e.g., related to culture, language, personal beliefs, nature, severity of disabilities). | Sped.Evaluations; Sped.Evaluations for Diverse Needs | Covered | 21 | 2 | 16 | 0 | Covered by 2 topics (21 questions, 2 materials, 16 cards, 0 videos). |
| D. Applies knowledge of procedures for screening, prereferral intervention, referral and determining eligibility, including criteria used to determine eligibility. | Sped.IFSP; Sped.Qualifying for Services Without RtI | Covered | 8 | 1 | 4 | 1 | Covered by 2 topics (8 questions, 1 materials, 4 cards, 1 videos). |
| E. Knows how to gather background information regarding academic, medical and family history, collaborate with parents/guardians and with other professionals to conduct assessments and evaluations, document ongoing student assessment and maintain accurate records. | Sped.Eligibility; Sped.Eligibility and Collaboration | Covered | 21 | 2 | 3 | 1 | Covered by 2 topics (21 questions, 2 materials, 3 cards, 1 videos). |
| F. Knows how to interpret and apply information from formal and informal assessment and evaluation instruments and procedures, including interpreting various types of scores (e.g., standard scores, percentile ranks, age/grade equivalents). | Sped.Evaluations | Covered | 20 | 1 | 10 | 0 | Covered by 1 topic (20 questions, 1 materials, 10 cards, 0 videos). |
| G. Knows how to communicate assessment and evaluation results appropriately to individuals with disabilities, parents/guardians, administrators and other professionals. | Sped.Communicating Results; Sped.Types of Assessment | Covered | 40 | 2 | 13 | 1 | Covered by 2 topics (40 questions, 2 materials, 13 cards, 1 videos). |
| H. Understands the reciprocal nature of assessment and instruction; applies skills for developing individualized assessment strategies to evaluate the results of instruction; and knows how to use assessment and evaluation results to design, monitor and modify instruction for individuals with disabilities. | Sped.Evaluating Progress | Covered | 47 | 1 | 1 | 0 | Covered by 1 topic (47 questions, 1 materials, 1 cards, 0 videos). |
| I. Knows how to design and use ecological assessments, portfolio assessments, task analyses and functional assessments (e.g., behavioral, social, communication) to accommodate the unique abilities and needs of individuals with disabilities. | Sped.Evaluating Progress | Covered | 47 | 1 | 1 | 0 | Covered by 1 topic (47 questions, 1 materials, 1 cards, 0 videos). |
| J. Applies skills for using assessment and evaluation information from various sources (e.g., teachers, other professionals, parents/guardians, individuals with disabilities) to make instructional decisions, plan effective programs for individuals with disabilities, including those from culturally and/or linguistically diverse backgrounds, and identify supports needed for integration into various program placements. | Sped.Evaluating Progress | Covered | 47 | 1 | 1 | 0 | Covered by 1 topic (47 questions, 1 materials, 1 cards, 0 videos). |
PROMOTING STUDENT LEARNING AND DEVELOPMENT (Domain II)Partially covered
SMR II.003 · The special education teacher understands and applies knowledge of procedures for planning instruction for individuals with disabilities.215 questions · 11 materials · 31 cards · 3 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Knows how to select, develop and apply instructional content, materials, resources and strategies that are responsive to cultural and other factors (e.g., language, religion, gender, personal beliefs, nature and severity of disability). | Sped.Impact on Instruction | Partially covered | 2 | 1 | 0 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| B. Knows curricula for developing cognitive, academic, social, language, affective, motor, functional, transition and career life skills for individuals with disabilities. | Sped.Autism Spectrum Disorder; Sped.Life Skills | Covered | 23 | 2 | 3 | 0 | Covered by 2 topics (23 questions, 2 materials, 3 cards, 0 videos). |
| C. Knows the role of the Texas Essential Knowledge and Skills (TEKS) in developing Individual Education Programs (IEPs) for students with disabilities and applies skills for sequencing, implementing and evaluating individual learning objectives. | Sped.Standards-Based Goals; Sped.Standards-Based Goals - Texas | Covered | 22 | 2 | 0 | 0 | Covered by 2 topics (22 questions, 2 materials, 0 cards, 0 videos). |
| D. Applies procedures for developing and using Individual Education Program (IEP) objectives to plan instruction for individuals with disabilities. | Sped.IEP Development | Covered | 52 | 1 | 6 | 1 | Covered by 1 topic (52 questions, 1 materials, 6 cards, 1 videos). |
| E. Prepares, adapts and organizes materials to implement developmentally appropriate and age-appropriate lesson plans based on Individual Education Program (IEP) objectives for individuals with disabilities. | Sped.IEP Development | Covered | 52 | 1 | 6 | 1 | Covered by 1 topic (52 questions, 1 materials, 6 cards, 1 videos). |
| F. Applies knowledge of issues, resources and appropriate strategies for teaching students with disabilities in specialized settings (e.g., alternative schools, special centers, hospitals, residential facilities), including transitions to and from school- and community-based settings. | Sped.IEP Implementation; Sped.Specialized Settings | Covered | 43 | 2 | 16 | 1 | Covered by 2 topics (43 questions, 2 materials, 16 cards, 1 videos). |
| G. Knows how to collaborate with other professionals to interpret and use sensory, mobility, reflex and perceptual information to create appropriate learning plans (e.g., sensory stimulation, physical positioning, lifting). | Sped.Collaboration and Instruction | Covered | 13 | 1 | 0 | 0 | Covered by 1 topic (13 questions, 1 materials, 0 cards, 0 videos). |
| H. Knows how to collaborate with other professionals to plan, adapt and implement effective instruction in the least restrictive setting for individuals with disabilities. | Sped.Collaboration and Instruction | Covered | 13 | 1 | 0 | 0 | Covered by 1 topic (13 questions, 1 materials, 0 cards, 0 videos). |
| I. Knows how the general or special classroom and other learning environments (e.g., home, job site, cafeteria, transportation, community) impact student learning and behavior and applies strategies for planning educational environments that promote students’ learning, active participation, communication, self-advocacy, increased independence and generalization of skills. | Sped.Life Skills | Covered | 11 | 1 | 2 | 0 | Covered by 1 topic (11 questions, 1 materials, 2 cards, 0 videos). |
| J. Identifies ways in which technology can assist in planning and managing instruction for individuals with disabilities. | Sped.Assistive Technology | Covered | 48 | 1 | 12 | 1 | Covered by 1 topic (48 questions, 1 materials, 12 cards, 1 videos). |
| K. Knows how to use local, state and federal resources to assist in programming for individuals with disabilities. | Sped.Development Resources | Covered | 12 | 1 | 0 | 0 | Covered by 1 topic (12 questions, 1 materials, 0 cards, 0 videos). |
SMR II.004 · The special education teacher understands and applies knowledge of procedures for managing the teaching and learning environment, including procedures related to the use of assistive technology.145 questions · 6 materials · 20 cards · 1 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Applies procedures for ensuring a safe, positive and supportive learning environment in which diversities are valued and knows how to address common environmental and personal barriers that hinder accessibility for and acceptance of individuals with disabilities. | Sped.Impact of Teacher | Covered | 8 | 1 | 1 | 0 | Covered by 1 topic (8 questions, 1 materials, 1 cards, 0 videos). |
| B. Knows how to use instructional time efficiently and effectively for individuals with disabilities. | Sped.Time Management | Partially covered | 2 | 1 | 0 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| C. Knows how to design, structure and manage daily routines, including transition time, for students in a variety of educational settings and applies procedures for monitoring behavior changes across activities and settings. | Sped.Time Management | Partially covered | 2 | 1 | 0 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| D. Applies knowledge of basic classroom management theories, methods and techniques for individuals with disabilities, research-based best practices for effective management of teaching and learning and management procedures that are appropriate to individual needs. | Sped.Classroom Management | Covered | 61 | 1 | 1 | 0 | Covered by 1 topic (61 questions, 1 materials, 1 cards, 0 videos). |
| E. Identifies ways in which technology can assist in managing the teaching and learning environment to meet the needs of individual students. | Sped.Assistive Technology | Covered | 48 | 1 | 12 | 1 | Covered by 1 topic (48 questions, 1 materials, 12 cards, 1 videos). |
| F. Knows various types of assistive technologies, devices, services and resources and their role in facilitating students’ educational achievement, communication, positioning, mobility and active participation in educational activities and routines. | Sped.Assistive Technology | Covered | 48 | 1 | 12 | 1 | Covered by 1 topic (48 questions, 1 materials, 12 cards, 1 videos). |
| G. Knows how to make informed decisions about types and levels of assistive technologies, devices and services for students with various needs, collect and analyze information about a student’s environment and curriculum to identify and monitor assistive technology needs and support the use of assistive technologies, devices and services. | Sped.Assistive Technology | Covered | 48 | 1 | 12 | 1 | Covered by 1 topic (48 questions, 1 materials, 12 cards, 1 videos). |
| H. Applies procedures for participating in the selection and implementation of assistive technologies, devices and services for students with various needs. | Sped.Assistive Technology | Covered | 48 | 1 | 12 | 1 | Covered by 1 topic (48 questions, 1 materials, 12 cards, 1 videos). |
| I. Applies procedures for coordinating activities of related services personnel and directing the activities of paraprofessionals, aides, volunteers and peer tutors. | Sped.Related Service Providers | Covered | 17 | 1 | 6 | 0 | Covered by 1 topic (17 questions, 1 materials, 6 cards, 0 videos). |
| J. Under the direction of related services personnel, applies knowledge of appropriate body mechanics to ensure student and teacher safety in transfer, lifting, positioning and seating. | Sped.Physical Assistance | Covered | 9 | 1 | 0 | 0 | Covered by 1 topic (9 questions, 1 materials, 0 cards, 0 videos). |
SMR II.005 · The special education teacher knows how to promote students’ educational performance in all content areas by facilitating their achievement in a variety of setting and situations.311 questions · 13 materials · 29 cards · 3 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Analyzes cultural factors and perspectives that affect relationships among students, parents/guardians, schools and communities with regard to providing instruction for individuals with disabilities. | Sped.Impact on Relationships | Covered | 10 | 1 | 2 | 0 | Covered by 1 topic (10 questions, 1 materials, 2 cards, 0 videos). |
| B. Knows how to serve as a resource person for families, general education teachers, administrators and other personnel in recognizing the characteristics of and meeting the needs of individuals with learning differences in the general education classroom. | Sped.Related Service Providers; Sped.Collaboration with Families; Sped.Collaboration with General Ed Teacher; Sped.Volunteers and Paraprofessionals | Covered | 66 | 4 | 6 | 0 | Covered by 4 topics (66 questions, 4 materials, 6 cards, 0 videos). |
| C. Knows how to use assessment results to design, monitor and adapt instruction to enhance student learning and applies skills for selecting, adapting and using effective, research-based instructional strategies, practices and materials that are developmentally appropriate and age appropriate and that meet individual needs. | Sped.Evaluating Progress | Covered | 47 | 1 | 1 | 0 | Covered by 1 topic (47 questions, 1 materials, 1 cards, 0 videos). |
| D. Knows instructional, compensatory, enrichment and remedial methods, techniques and curriculum materials and applies strategies for modifying instruction based on the differing learning styles and needs of students. | Sped.Differentiation | Covered | 33 | 1 | 3 | 1 | Covered by 1 topic (33 questions, 1 materials, 3 cards, 1 videos). |
| E. Applies knowledge of techniques for motivating students, including the effects of high teacher expectations on student motivation. | Sped.Classroom Management | Covered | 61 | 1 | 1 | 0 | Covered by 1 topic (61 questions, 1 materials, 1 cards, 0 videos). |
| F. Knows life-skills and self-help curricula and strategies for providing students with life-skills instruction relevant to independent or assisted living and employment. | Sped.Skills-Based Goals | Covered | 14 | 1 | 3 | 1 | Covered by 1 topic (14 questions, 1 materials, 3 cards, 1 videos). |
| G. Knows how to select and use appropriate technologies to accomplish instructional objectives and applies skills for appropriately integrating technology into the instructional process. | Sped.Assistive Technology | Covered | 48 | 1 | 12 | 1 | Covered by 1 topic (48 questions, 1 materials, 12 cards, 1 videos). |
| H. Applies strategies for integrating affective, social and career/vocational skills with academic curricula, teaching students with disabilities to solve problems and use other cognitive strategies to meet their individual needs and facilitating maintenance and generalization of skills across learning environments. | Sped.Life Skills | Covered | 11 | 1 | 2 | 0 | Covered by 1 topic (11 questions, 1 materials, 2 cards, 0 videos). |
| I. Knows how to adapt lessons to maximize the physical abilities of individuals with specialized needs. | Sped.Physical Assistance | Covered | 9 | 1 | 0 | 0 | Covered by 1 topic (9 questions, 1 materials, 0 cards, 0 videos). |
| J. Knows how to integrate related services into all types of educational settings. | Sped.Differentiation | Covered | 33 | 1 | 3 | 1 | Covered by 1 topic (33 questions, 1 materials, 3 cards, 1 videos). |
| K. Knows how to provide community-referenced and community-based instruction as appropriate. | Sped.Collaboration with Community | Covered | 12 | 1 | 0 | 0 | Covered by 1 topic (12 questions, 1 materials, 0 cards, 0 videos). |
| L. Knows how to design and implement instruction in independent living skills, vocational skills and career education for students with physical and health disabilities and how to promote the use of medical self-management procedures for students with specialized health care needs. | Sped.Life Skills | Covered | 11 | 1 | 2 | 0 | Covered by 1 topic (11 questions, 1 materials, 2 cards, 0 videos). |
SMR II.006 · The special education teacher understands and applies knowledge of issues and procedures for teaching appropriate student behavior and social skills.171 questions · 8 materials · 33 cards · 3 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Applies knowledge of how culturally and/or linguistically diverse backgrounds of students impact behavior management and social skills instruction. | Sped.Impact on Behavior | Partially covered | 2 | 1 | 0 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| B. Recognizes ways in which teacher attitudes and behaviors and personal cultural biases influence the behavior of students. | Sped.Impact of Teacher | Covered | 8 | 1 | 1 | 0 | Covered by 1 topic (8 questions, 1 materials, 1 cards, 0 videos). |
| C. Applies knowledge of ethics, laws, rules and procedural safeguards related to planning and implementing behavior management and discipline for individuals with and without disabilities. | Sped.FBA and BIP | Covered | 32 | 1 | 14 | 1 | Covered by 1 topic (32 questions, 1 materials, 14 cards, 1 videos). |
| D. Knows theories relating to student problem behavior (e.g., noncompliance, self-stimulation, self-injury, withdrawal, aggression, defiance) and the theoretical basis of behavior management techniques (e.g., positive behavioral support, reinforcement, proactive strategies, reductive strategies that decrease negative behaviors). | Sped.Theories on Behaviors and Behavior Management | Covered | 24 | 1 | 9 | 1 | Covered by 1 topic (24 questions, 1 materials, 9 cards, 1 videos). |
| E. Develops and/or selects social skills and behavioral curricula and strategies that promote socially appropriate behavior and prepares individuals to live cooperatively and productively in society. | Sped.Theories on Behaviors and Behavior Management | Covered | 24 | 1 | 9 | 1 | Covered by 1 topic (24 questions, 1 materials, 9 cards, 1 videos). |
| F. Incorporates social skills instruction across settings and curricula and knows how to design, implement and evaluate instructional programs that enhance an individual’s social participation in family, school and community activities. | Sped.Social Skills | Covered | 18 | 1 | 4 | 0 | Covered by 1 topic (18 questions, 1 materials, 4 cards, 0 videos). |
| G. Identifies realistic expectations for personal and social behavior in various settings and applies procedures for increasing an individual’s self-awareness, self-control, self-management, self-reliance and self-confidence. | Sped.Classroom Management | Covered | 61 | 1 | 1 | 0 | Covered by 1 topic (61 questions, 1 materials, 1 cards, 0 videos). |
| H. Knows strategies for modifying learning environments (e.g., schedule, physical and instructional arrangements) to promote appropriate behaviors. | Sped.Classroom Management | Covered | 61 | 1 | 1 | 0 | Covered by 1 topic (61 questions, 1 materials, 1 cards, 0 videos). |
| I. Knows the impact of language on an individual’s behavior and learning and knows how the communication skills of nonspeaking/nonverbal individuals affect their behavior. | Sped.Communication Skills | Covered | 11 | 1 | 2 | 0 | Covered by 1 topic (11 questions, 1 materials, 2 cards, 0 videos). |
| J. Understands functional behavior assessments and evaluations and their role in developing behavior intervention plans. | Sped.FBA and BIP | Covered | 32 | 1 | 14 | 1 | Covered by 1 topic (32 questions, 1 materials, 14 cards, 1 videos). |
| K. Knows strategies for crisis prevention, intervention and postvention; applies procedures for developing, implementing and evaluating individual behavior crisis-management plans in educational settings; and implements the least intensive intervention consistent with individual needs. | Sped.Nonviolent Crisis Intervention | Covered | 15 | 1 | 4 | 1 | Covered by 1 topic (15 questions, 1 materials, 4 cards, 1 videos). |
SMR II.007 · The special education understands and applies knowledge of transition issues and procedures across the life span.151 questions · 7 materials · 14 cards · 1 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Knows how to plan, facilitate and implement transition activities as documented in Individualized Family Services Plans (IFSPs) and Individual Education Programs (IEPs). | Sped.Early Intervention | Covered | 9 | 1 | 4 | 0 | Covered by 1 topic (9 questions, 1 materials, 4 cards, 0 videos). |
| B. Knows how to plan for and link students’ current and previous developmental and learning experiences, including teaching strategies, with those of subsequent settings. | Sped.Long-Term Planning (TX) | Covered | 11 | 1 | 3 | 1 | Covered by 1 topic (11 questions, 1 materials, 3 cards, 1 videos). |
| C. Knows programs and services available at various levels and how to assist students and families in planning for transition. | Sped.Post Secondary Education | Covered | 12 | 1 | 3 | 0 | Covered by 1 topic (12 questions, 1 materials, 3 cards, 0 videos). |
| D. Knows how to teach students skills for coping with and managing transitions. | Sped.Classroom Management | Covered | 61 | 1 | 1 | 0 | Covered by 1 topic (61 questions, 1 materials, 1 cards, 0 videos). |
| E. Knows sources of unique services, networks and organizations for individuals with disabilities, including career, vocational and transition support. | Sped.Long-Term Planning (TX) | Covered | 11 | 1 | 3 | 1 | Covered by 1 topic (11 questions, 1 materials, 3 cards, 1 videos). |
| F. Applies knowledge of procedures and supports needed to facilitate transitions across programs and placements. | Sped.Collaboration While Transitioning | Covered | 10 | 1 | 1 | 0 | Covered by 1 topic (10 questions, 1 materials, 1 cards, 0 videos). |
| G. Knows how to collaborate with the student, the family and others to design and implement transition plans that meet identified student needs and ensure successful transitions. | Sped.Skills for Transitioning; Sped.Collaboration While Transitioning | Covered | 57 | 2 | 4 | 0 | Covered by 2 topics (57 questions, 2 materials, 4 cards, 0 videos). |
| H. Applies skills for communicating with families about issues related to transition and strategies for helping their children make successful transitions. | Sped.Communication While Transitioning | Partially covered | 1 | 1 | 0 | 0 | Partial coverage by 1 topic (1 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
FOUNDATIONS AND PROFESSIONAL ROLES AND RESPONSIBILITIES (Domain III)Partially covered
SMR III.008 · The special education teacher understands the philosophical, historical and legal foundations of special education.166 questions · 9 materials · 57 cards · 4 videosCovered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Knows the historical foundations of special education, major contributors to the literature, major legislation relevant to knowledge and practice in the education of individuals with disabilities and current issues and trends in special education. | Sped.History of Special Education; Sped.Foundations of Special Education; Sped.Court Cases | Covered | 47 | 3 | 10 | 2 | Covered by 3 topics (47 questions, 3 materials, 10 cards, 2 videos). |
| B. Applies knowledge of models, theories and philosophies that provide the basis for special education practice. | Sped.Foundations of Special Education | Covered | 21 | 1 | 6 | 1 | Covered by 1 topic (21 questions, 1 materials, 6 cards, 1 videos). |
| C. Applies current educational terminology and definitions regarding individuals with disabilities, including professionally accepted classification systems and current incidence and prevalence figures. | Sped.Legal Issues | Covered | 22 | 1 | 7 | 0 | Covered by 1 topic (22 questions, 1 materials, 7 cards, 0 videos). |
| D. Analyzes issues relating to definition and identification procedures for individuals with disabilities, including individuals from culturally and/or linguistically diverse backgrounds. | Sped.Ethical Concerns | Covered | 8 | 1 | 8 | 0 | Covered by 1 topic (8 questions, 1 materials, 8 cards, 0 videos). |
| E. Understands factors that influence the overrepresentation of culturally and/or linguistically diverse students in programs for individuals with disabilities. | Sped.Impact on Representation | Covered | 15 | 1 | 2 | 0 | Covered by 1 topic (15 questions, 1 materials, 2 cards, 0 videos). |
| F. Recognizes various perspectives (e.g., medical, psychological, behavioral, educational) regarding definitions and etiologies of disabilities. | Sped.Classifications of Disabilities | Covered | 30 | 1 | 22 | 1 | Covered by 1 topic (30 questions, 1 materials, 22 cards, 1 videos). |
| G. Understands cultural variations in beliefs, traditions and values and their effects on the relationships among child, family and school. | Sped.Impact on Relationships | Covered | 10 | 1 | 2 | 0 | Covered by 1 topic (10 questions, 1 materials, 2 cards, 0 videos). |
| H. Applies knowledge of the continuum of placement and services for individuals with disabilities. | Sped.IEP Implementation | Covered | 34 | 1 | 14 | 1 | Covered by 1 topic (34 questions, 1 materials, 14 cards, 1 videos). |
SMR III.009 · The special education teacher applies knowledge of professional roles and responsibilities and adheres to legal and ethical requirements of the profession.140 questions · 10 materials · 23 cards · 4 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Knows how to exercise objective professional judgment, maintain a high level of competence and integrity in professional practice and participate in professional activities and organizations that may benefit individuals with disabilities, their parents/guardians and/or colleagues. | Sped.Eligibility - Texas Process; Sped.Confidentiality | Covered | 30 | 2 | 8 | 1 | Covered by 2 topics (30 questions, 2 materials, 8 cards, 1 videos). |
| B. Knows consumer and professional organizations, publications and journals relevant to individuals with disabilities and knows how to access information on cognitive, communicative, physical, cultural, social and emotional characteristics and needs of individuals with disabilities. | Sped.Continuing Knowledge | Covered | 8 | 1 | 2 | 1 | Covered by 1 topic (8 questions, 1 materials, 2 cards, 1 videos). |
| C. Applies skills for participating effectively in identifying, diagnosing, placing and developing programming for students with disabilities, including using advocacy skills and competencies to support the education of students in least restrictive environments. | Sped.IEP Development | Covered | 52 | 1 | 6 | 1 | Covered by 1 topic (52 questions, 1 materials, 6 cards, 1 videos). |
| D. Applies knowledge of assurances and due process rights related to assessment, eligibility and placement and knows the rights and responsibilities of parents/guardians, students, teachers, other professionals and schools. | Sped.Eligibility - Texas Process | Covered | 15 | 1 | 4 | 1 | Covered by 1 topic (15 questions, 1 materials, 4 cards, 1 videos). |
| E. Knows legal and ethical issues (e.g., liability) relevant to working with individuals with disabilities and knows how to conduct instructional and other professional activities consistent with the requirements of laws, rules and regulations and local district policies and procedures, including complying with local, state and federal monitoring and evaluation requirements. | Sped.Foundations of Special Education | Covered | 21 | 1 | 6 | 1 | Covered by 1 topic (21 questions, 1 materials, 6 cards, 1 videos). |
| F. Knows the roles of and relationships among federal, state and local entities with regard to the regulation and provision of special education and related services, including specialized health care services. | Sped.Legal Issues; Sped.Legal Definitions - Texas | Covered | 25 | 2 | 8 | 0 | Covered by 2 topics (25 questions, 2 materials, 8 cards, 0 videos). |
| G. Applies knowledge of practices that conform to standards and policies of the profession, including the Code of Ethics and Standard Practices for Texas Educators and the Council for Exceptional Children (CEC) Code of Ethics. | Sped.Professional Conduct - Texas | Partially covered | 1 | 1 | 2 | 0 | Partial coverage by 1 topic (1 questions, 1 materials, 2 cards, 0 videos); limited supporting content. |
| H. Demonstrates awareness of personal cultural biases and differences that may affect one’s teaching and knows how to demonstrate respect for the culture, gender and personal beliefs of individual students. | Sped.Impact on Instruction | Partially covered | 2 | 1 | 0 | 0 | Partial coverage by 1 topic (2 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| I. Applies procedures for safeguarding confidentiality with regard to students with disabilities (e.g., by maintaining the confidentiality of electronic correspondence and records, ensuring the confidentiality of conversations) and recognizes the importance of respecting students’ privacy. | Sped.Confidentiality | Covered | 15 | 1 | 4 | 0 | Covered by 1 topic (15 questions, 1 materials, 4 cards, 0 videos). |
| J. Knows laws, regulations and policies related to the provision of specialized health care in the educational setting. | Sped.Healthcare Legalities | Partially covered | 1 | 1 | 1 | 0 | Partial coverage by 1 topic (1 questions, 1 materials, 1 cards, 0 videos); limited supporting content. |
SMR III.010 · The special education teacher knows how to communicate and collaborate effectively in a variety of professional settings.151 questions · 9 materials · 32 cards · 1 videosPartially covered
| Official competency | Matching 240 topics | Alignment | Qs | Mats | Cards | Vids | Notes |
|---|---|---|---|---|---|---|---|
| A. Understands the collaborative roles of students, parents/guardians, teachers and other school and community personnel in planning and implementing an individualized program and applies effective strategies for working collaboratively in various contexts. | Sped.Collaboration and Instruction | Covered | 13 | 1 | 0 | 0 | Covered by 1 topic (13 questions, 1 materials, 0 cards, 0 videos). |
| B. Applies knowledge of factors that promote effective communication and collaboration with students, parents/guardians, teachers, paraprofessionals and other school and community personnel. | Sped.Building Effective Collaboration | Covered | 18 | 1 | 6 | 0 | Covered by 1 topic (18 questions, 1 materials, 6 cards, 0 videos). |
| C. Knows how to foster respectful and beneficial relationships between families and professionals in the school and community. | Sped.Building Effective Collaboration | Covered | 18 | 1 | 6 | 0 | Covered by 1 topic (18 questions, 1 materials, 6 cards, 0 videos). |
| D. Knows typical concerns of families of individuals with disabilities and appropriate strategies to support families in dealing with these concerns. | Sped.Collaboration with Families | Covered | 25 | 1 | 0 | 0 | Covered by 1 topic (25 questions, 1 materials, 0 cards, 0 videos). |
| E. Applies knowledge of strategies for encouraging and assisting parents/guardians in their role as active participants in their children’s education and applies procedures for planning and conducting collaborative conferences with parents/guardians. | Sped.Rights of Stakeholders | Covered | 20 | 1 | 5 | 0 | Covered by 1 topic (20 questions, 1 materials, 5 cards, 0 videos). |
| F. Applies knowledge of effective communication in various professional contexts and knows ethical practices for confidential communication regarding individuals with disabilities. | Sped.Confidentiality | Covered | 15 | 1 | 4 | 0 | Covered by 1 topic (15 questions, 1 materials, 4 cards, 0 videos). |
| G. Knows the types of information generally available from parents/guardians, school officials, the legal system and community service agencies. | Sped.Information Available | Partially covered | 1 | 1 | 0 | 0 | Partial coverage by 1 topic (1 questions, 1 materials, 0 cards, 0 videos); limited supporting content. |
| H. Applies knowledge of the collaborative and consultative roles of special education teachers, paraprofessionals and other school personnel in integrating individuals with disabilities into general educational settings. | Sped.Related Service Providers | Covered | 17 | 1 | 6 | 0 | Covered by 1 topic (17 questions, 1 materials, 6 cards, 0 videos). |
| I. Knows how to collaborate with teachers in the general educational setting and other school and community personnel to integrate individuals with disabilities into various learning environments. | Sped.IEP Implementation | Covered | 34 | 1 | 14 | 1 | Covered by 1 topic (34 questions, 1 materials, 14 cards, 1 videos). |
| J. Knows how to serve as a resource person for families, general education teachers, administrators and other school personnel regarding the characteristics and needs of individuals with disabilities. | Sped.Collaboration Principles | Covered | 8 | 1 | 0 | 0 | Covered by 1 topic (8 questions, 1 materials, 0 cards, 0 videos). |
How 240 Creates The TExES Special Education Supplemental (163) 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 Supplemental.
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 163 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 Supplemental Study Guide
The questions teacher candidates ask us most often about the TExES Special Education Supplemental study guide.
Is 240 a good study guide for TExES Special Education Supplemental?
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 163 exam?
This guide is 95% 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.