• 56 questions

GACE Special Education General Curriculum Practice Test

Unofficial practice on assessment, instruction and special education law, spread like the three testlets.

A child is found to need special education. Within how many days must a meeting to develop the IEP be held?

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Exam mode: 50 questions, 75 minutes.

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Unofficial practice questions, not affiliated with the Georgia Professional Standards Commission or Pearson. Bank checked October 7, 2026.

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All 56 questions

Assessment and progress monitoring 11

  • A draft IEP goal reads: "Maya will get better at math." What does the federal rule require of annual goals? 34 CFR 300.320(a)(2) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 407, objective 0002 (measuring progress and planning).
  • A first grader receives tier 2 small-group reading intervention. According to the IES guide, how often should her progress be monitored, at a minimum? IES practice guide, Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades (NCEE 2009-4045), Recommendation 4. Outline: GACE 735 framework, testlet 407, objective 0002 (measuring progress and planning).
  • A primary school is setting up universal screening for reading problems. According to the IES guide on response to intervention in reading, when should all students be screened? IES practice guide, Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades (NCEE 2009-4045), Recommendation 1. Outline: GACE 735 framework, testlet 407, objective 0001 (assessment instruments and procedures).
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Assessment and progress monitoring, continued

  • A reading specialist gives every second grader a short screening to plan small-group lessons. Is this an evaluation for special education eligibility? 34 CFR 300.302 (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 407, objective 0001 (assessment instruments and procedures).
  • A student is referred for a suspected reading disability. The teacher also reports concerns about attention and peer relationships. Which areas must the evaluation cover? 34 CFR 300.304(c)(4) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 407, objective 0001 (assessment instruments and procedures).
  • A student referred for evaluation speaks Spanish at home and is still learning English. How must assessments be given so they yield accurate information? 34 CFR 300.304(c)(1)(ii) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 407, objective 0001 (assessment instruments and procedures).
  • An eligibility team plans to decide whether a third grader has a disability from one intelligence test score. What does the federal evaluation rule say? 34 CFR 300.304(b)(2) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 407, objective 0001 (assessment instruments and procedures).
  • Progress data show a student is not on track to meet an annual IEP goal. At the least, how often must the IEP Team review the IEP, and what must it do? 34 CFR 300.324(b)(1) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 407, objective 0002 (measuring progress and planning).
  • What must an IEP say about progress toward the annual goals? 34 CFR 300.320(a)(3) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 407, objective 0002 (measuring progress and planning).
  • Which IEP statement is the starting point against which later progress is judged? 34 CFR 300.320(a)(1) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 407, objective 0002 (measuring progress and planning).
  • Who may administer the assessments used in a special education evaluation? 34 CFR 300.304(c)(1)(iv) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 407, objective 0001 (assessment instruments and procedures).

Instructional approaches across the curriculum 22

  • A district says extended school year services are offered only to students with autism. Is that consistent with the IDEA regulations? 34 CFR 300.106 (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 408, objective 0003 (academic achievement and independent learning).
  • A kindergarten teacher wants to build the oral language of students with language delays. Which practice does the IES foundational reading guide recommend? IES practice guide, Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (NCEE 2016-4008), Recommendation 1. Outline: GACE 735 framework, testlet 408, objective 0001 (communication and language development).
  • A special education teacher plans a mathematics intervention. Which description matches the explicit and systematic instruction the IES guide recommends? IES practice guide, Assisting Students Struggling with Mathematics: Response to Intervention for Elementary and Middle Schools (NCEE 2009-4060), Recommendation 3. Outline: GACE 735 framework, testlet 408, objective 0002 (reading, writing and mathematics instruction).
  • A student is blind. What does the federal rule tell the IEP Team to provide unless an evaluation shows it is not appropriate? 34 CFR 300.324(a)(2)(iii) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 408, objective 0001 (communication and language development).
  • A student needs extended time to show what she knows on the state test. Where is that decision recorded? 34 CFR 300.320(a)(6) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 408, objective 0003 (academic achievement and independent learning).
  • A student shoves classmates to get a turn on the computer. Which approach matches Recommendation 3 of the IES behavior guide? IES practice guide, Reducing Behavior Problems in the Elementary School Classroom (NCEE 2008-012), Recommendation 3. Outline: GACE 735 framework, testlet 408, objective 0004 (social skills and positive behavior interventions).
  • A student struggles to understand regrouping in subtraction. Which support does the 2021 IES mathematics intervention guide recommend? IES practice guide, Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades (WWC 2021006), Recommendation 3. Outline: GACE 735 framework, testlet 408, objective 0002 (reading, writing and mathematics instruction).
  • A student who cannot speak uses a tablet with a speech-output app to answer questions in class. How do the IDEA regulations classify the tablet? 34 CFR 300.5 (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 408, objective 0001 (communication and language development).
  • A student with a learning disability takes science in the regular class with a note-taking guide, preferential seating and a co-teacher's support. Under the IDEA regulations these are 34 CFR 300.42 (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 408, objective 0003 (academic achievement and independent learning).
  • A student's outbursts keep him and his classmates from learning. What must the IEP Team consider? 34 CFR 300.324(a)(2)(i) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 408, objective 0004 (social skills and positive behavior interventions).
  • A teacher introduces a planning strategy for writing by modeling it, then practices it with the class, then has students use it alone. Which step of the IES writing guide is this? IES practice guide, Teaching Elementary School Students to Be Effective Writers (NCEE 2012-4058), Recommendation 2a. Outline: GACE 735 framework, testlet 408, objective 0002 (reading, writing and mathematics instruction).
  • A teacher wants to reduce a student's calling out. According to the IES behavior guide, what should she do first? IES practice guide, Reducing Behavior Problems in the Elementary School Classroom (NCEE 2008-012), Recommendation 1. Outline: GACE 735 framework, testlet 408, objective 0004 (social skills and positive behavior interventions).
  • About how much of each mathematics intervention session does the IES guide say to devote to fluent retrieval of basic arithmetic facts? IES practice guide, Assisting Students Struggling with Mathematics: Response to Intervention for Elementary and Middle Schools (NCEE 2009-4060), Recommendation 6. Outline: GACE 735 framework, testlet 408, objective 0002 (reading, writing and mathematics instruction).
  • How do the IDEA regulations define specially designed instruction? 34 CFR 300.39(b)(3) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 408, objective 0003 (academic achievement and independent learning).
  • How often and how long do tier 2 small reading groups typically meet, according to the IES guide? IES practice guide, Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades (NCEE 2009-4045), Recommendation 3. Outline: GACE 735 framework, testlet 408, objective 0002 (reading, writing and mathematics instruction).
  • The IEP Team finds that a student's misconduct was a manifestation of his disability. No behavior plan exists. What must the team do? 34 CFR 300.530(f) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 408, objective 0004 (social skills and positive behavior interventions).
  • Problem behavior in one class peaks during long, unstructured transitions. Which recommendation of the IES behavior guide addresses the setting itself? IES practice guide, Reducing Behavior Problems in the Elementary School Classroom (NCEE 2008-012), Recommendation 2. Outline: GACE 735 framework, testlet 408, objective 0004 (social skills and positive behavior interventions).
  • Second graders who scored below the benchmark on universal screening are placed in tier 2 reading groups. What does the IES guide say these groups should receive? IES practice guide, Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades (NCEE 2009-4045), Recommendation 3. Outline: GACE 735 framework, testlet 408, objective 0002 (reading, writing and mathematics instruction).
  • Under the federal rule, by when must an IEP include measurable postsecondary goals and transition services? 34 CFR 300.320(b) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 408, objective 0003 (academic achievement and independent learning).
  • Under the IDEA regulations, speech-language pathology services such as identifying children with speech or language impairments are listed as 34 CFR 300.34(c)(15) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 408, objective 0001 (communication and language development).
  • When writing an IEP for a student who is deaf or hard of hearing, what must the IEP Team consider besides academic level? 34 CFR 300.324(a)(2)(iv) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 408, objective 0001 (communication and language development).
  • Which practice from the IES data-use guide most directly builds a student's independence as a learner? IES practice guide, Using Student Achievement Data to Support Instructional Decision Making (NCEE 2009-4067), Recommendation 2. Outline: GACE 735 framework, testlet 408, objective 0003 (academic achievement and independent learning).

Foundations and professional knowledge 23

  • A child is found to need special education. Within how many days must a meeting to develop the IEP be held? 34 CFR 300.323(c)(1) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 503, objective 0004 (referral, eligibility, program planning and placement).
  • A parent signs consent for an initial evaluation. May the school treat that signature as consent to begin special education services? 34 CFR 300.300(a)(1)(ii) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 503, objective 0004 (referral, eligibility, program planning and placement).
  • A regular class teacher is not told that a student in her class has an IEP with accommodations. What does the federal rule require? 34 CFR 300.323(d) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 503, objective 0003 (collaborative partnerships).
  • A school decides to refuse a parent's request to change a child's placement. What must it give the parent? 34 CFR 300.503(a) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 503, objective 0004 (referral, eligibility, program planning and placement).
  • A student new to English reads far below grade level, and the team finds that limited English proficiency is the determinant factor. What follows for eligibility? 34 CFR 300.306(b) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 503, objective 0004 (referral, eligibility, program planning and placement).
  • A student suspected of having a disability is passing every class. Does child find still apply? 34 CFR 300.111(c)(1) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 503, objective 0001 (philosophical, professional and legal foundations).
  • A teacher has tried several strategies for one student's behavior with little change. What does Recommendation 4 of the IES behavior guide advise? IES practice guide, Reducing Behavior Problems in the Elementary School Classroom (NCEE 2008-012), Recommendation 4. Outline: GACE 735 framework, testlet 503, objective 0003 (collaborative partnerships).
  • An IEP Team meeting will consider a student's postsecondary goals. Whom must the school invite? 34 CFR 300.321(b) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 503, objective 0003 (collaborative partnerships).
  • At a minimum, how often must a child with a disability be reevaluated, unless the parent and agency agree it is unnecessary? 34 CFR 300.303(b) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 503, objective 0004 (referral, eligibility, program planning and placement).
  • For which ages may a state use the term developmental delay for a child who needs special education? 34 CFR 300.8(b) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 503, objective 0002 (human development and the implications of disability).
  • How do the IDEA regulations define a specific learning disability? 34 CFR 300.8(c)(10) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 503, objective 0002 (human development and the implications of disability).
  • The IDEA definition of intellectual disability requires significantly subaverage general intellectual functioning together with 34 CFR 300.8(c)(6) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 503, objective 0002 (human development and the implications of disability).
  • Parents of a newly identified child want to understand her needs and help carry out her IEP at home. Which related service is defined for this? 34 CFR 300.34(c)(8) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 503, objective 0002 (human development and the implications of disability).
  • Under the child find requirement, which children with disabilities must a state identify, locate and evaluate? 34 CFR 300.111(a) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 503, objective 0001 (philosophical, professional and legal foundations).
  • Under the federal rule, how soon after receiving parental consent must an initial evaluation be conducted, where the state has set no timeframe of its own? 34 CFR 300.301(c)(1) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 503, objective 0004 (referral, eligibility, program planning and placement).
  • What does the least restrictive environment requirement say about removing a child with a disability from the regular class? 34 CFR 300.114(a)(2) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 503, objective 0001 (philosophical, professional and legal foundations).
  • What steps must a school take so that parents can take part in an IEP Team meeting? 34 CFR 300.322(a) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 503, objective 0003 (collaborative partnerships).
  • Which description matches a free appropriate public education (FAPE) as the IDEA regulations define it? 34 CFR 300.17 (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 503, objective 0001 (philosophical, professional and legal foundations).
  • Which IDEA category is defined as a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three? 34 CFR 300.8(c)(1) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 503, objective 0002 (human development and the implications of disability).
  • Which law's regulation says no qualified person with a disability shall, on the basis of that disability, be excluded from a program that receives Federal financial assistance? 34 CFR 104.4(a) (Section 504 regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 503, objective 0001 (philosophical, professional and legal foundations).
  • Which list matches the continuum of alternative placements the IDEA regulations require an agency to have available? 34 CFR 300.115 (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 503, objective 0001 (philosophical, professional and legal foundations).
  • Which member must the IEP Team include if the child is, or may be, participating in the regular education environment? 34 CFR 300.321(a) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 503, objective 0003 (collaborative partnerships).
  • Which statement about a child's educational placement matches the federal rule? 34 CFR 300.116(b) (IDEA Part B regulations, eCFR, read 2026-10-07). Outline: GACE 735 framework, testlet 503, objective 0004 (referral, eligibility, program planning and placement).

How this list was compiled: Our own questions, written to the assessment framework for GACE test 735, Special Education General Curriculum (P-12), read 2026-10-07 on the GACE program site (https://www.gace.es.pearson.com/studyguide/framework/735; test page https://www.gace.es.pearson.com/test/735): testlet 407, Assessment and Progress Monitoring, 20 questions; testlet 408, Instructional Approaches to Learning Across the Curriculum, 40; testlet 503, Foundations and Professional Knowledge in Special Education, 40. Every fact was read on 2026-10-07 in the public document the question names: the IDEA Part B regulations, 34 CFR Part 300, and the Section 504 regulations, 34 CFR Part 104 (ecfr.gov), and seven practice guides of the Institute of Education Sciences (ies.ed.gov). Georgia's own special education rules are not covered, so no question rests on them. Licence: Questions, choices and explanations are original work of this site.

How it works

This free GACE Special Education General Curriculum practice test has 56 questions of our own, spread like the three testlets of the published framework. It is unofficial and not affiliated with, endorsed by or sponsored by the Georgia Professional Standards Commission or Pearson.

Read the full guide

What the assessment covers

Test 735 has three testlets: Assessment and Progress Monitoring, 20 questions; Instructional Approaches to Learning Across the Curriculum, 40; and Foundations and Professional Knowledge in Special Education, 40, by the framework read October 7, 2026. This bank holds 11, 22 and 23.

Timing

Exam mode asks 50 questions in 75 minutes: half the length of the real assessment at the same pace.

Where the answers come from

Law questions cite a section of the federal IDEA regulations, 34 CFR Part 300, or of Section 504. Teaching questions cite a practice guide of the Institute of Education Sciences by its recommendation. Georgia's own special education rules are not covered, so no question rests on them.

  • Many law questions turn on a number, such as 60 days or 3 years. Open the cited section and read around it.
  • The combined assessment with Elementary Education (P–5), code 703, is a different test with five testlets.

Questions and answers

Is this special education GACE practice test the real exam?

No. All 56 questions were written for this site from the published framework and public federal sources. None repeats or rewords a real question, a study guide sample or the paid practice test, and a result here is not a forecast of your score.

How many questions are on the GACE Special Education General Curriculum test?

100 selected-response questions. Taken in one appointment, the three testlets have 2 hours and 30 minutes of testing time, plus 15 minutes for a tutorial and nondisclosure agreement.

What does this GACE practice test for Special Education General Curriculum cover?

The ten objectives of the framework: assessment tools, measuring progress, language development, reading, writing and mathematics instruction, independent learning, behavior supports, legal foundations, human development and disability, partnerships with families and colleagues, and referral through placement.

What is the passing score for GACE Special Education General Curriculum?

A cumulative score of at least 220, and you must also meet each testlet's floor, its minimum required score. This page reports the number right only.

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