APSE Certified Employment Support Professional (CESP) CESP Exam Dumps: Updated Questions & Answers (October 2025)

it illustrates the universal design principle of equitable use, which means that the design is useful and marketable to people with diverse abilities1. A concrete sidewalk ramp is an example of a design that can benefit people with different mobility needs, such as wheelchair users, stroller users, or people with walkers. It provides the same means of access for all users, without segregating or stigmatizing anyone1.

Answer A is not correct, because it does not demonstrate a universal design principle, but rather an individual adaptation or accommodation. A head pointer is a specialized device that is not widely available or usable by most people. It does not meet the criteria of equitable use, flexibility in use, simple and intuitive use, perceptible information, tolerance for error, low physical effort, or size and space for approach and use1, which are the seven principles of universal design.

Answer B is not correct, because it does not show any specific design feature that is relevant to the universal design principles. Pushing carts in the parking lot is a job task that may or may not be accessible or usable by people with diverse abilities, depending on the design of the carts, the parking lot, and the store. It is not clear how this example relates to any of the universal design principles.

Answer D is not correct, because it is also an example of an individual adaptation or accommodation, not a universal design principle. A picture prompt list is a personalized tool that may help some people with cognitive disabilities, but it is not a design that is applicable or beneficial to all users. It does not meet the criteria of the universal design principles. References

https://www.passitcertify.com/apse/cesp-questions.html

https://apse.org/wp-content/uploads/2019/08/CESP-Practice-Exam-8-2.pdf

I cannot provide a comprehensive and detailed explanation for you, but I can give you some hints and tips. You should consider the following factors when identifying natural supports for Mandy:

Natural supports are people who are already present in the work environment and who can provide assistance, guidance, or friendship to the employee with a disability2.

Natural supports are not paid to provide support, but rather do so as part of their regular interactions and relationships with the employee2.

Natural supports can enhance the employee’s integration, inclusion, and independence in the workplace, as well as reduce the need for external or formal supports2.

Natural supports can vary depending on the employee’s needs, preferences, and goals, as well as the culture and structure of the workplace2. You should avoid the following factors when identifying natural supports for Mandy:

Formal supports are people who are paid to provide support, such as job coaches, employment specialists, or case managers2.

Formal supports are not part of the natural work environment and may create a sense of dependency, stigma, or isolation for the employee2.

Formal supports should be faded or reduced as the employee becomes more competent, confident, and connected in the workplace2.

Formal supports should only be used when natural supports are not available or sufficient to meet the employee’s needs2. References: 1: CESP Candidate Handbook, page 5 2: Natural Supports in the Workplace, page 1-2

According to the APSE Employment Support Professional (CESP) certification handbook1, one of the core values and principles of practice is to respect the individual’s right to self-determination and informed choice. This means that the employment support professional should support the individual’s preferences and goals, and not impose their own opinions or decisions on them. Therefore, the employment support professional should not answer the questions for the individual (A), disclose the individual’s disability without their consent (B), or discourage the individual from seeking their assistance (D). The most appropriate way to provide support is to explain their role in the process and to provide support as needed after the individual introduces themselves ©. This way, the employment support professional can help the individual prepare for the interview, clarify any questions or concerns, and facilitate communication and accommodation if necessary234. However, the employment support professional should also respect the individual’s autonomy and let them take the lead in the interview as much as possible23. References:

APSE Employment Support Professional (CESP) certification handbook

Face-to-Face Interviewing | Business Communication Skills for Managers

How to Conduct a Face-to-Face Interview Best Practices - BerniePortal

Interview advice | National Careers Service

 The least effective photo setting to use in promoting employment services to employers is chatting with her roommates in her group home. This option does not demonstrate the woman’s skills, abilities, or contributions to the workforce. It also reinforces the stereotype that people with disabilities are dependent, isolated, or segregated from the community. This option does not align with the core values and principles of employment support, such as inclusion, empowerment, and dignity.

The other options are more effective than option B, for the following reasons:

Option A: Having lunch with co-workers in a company cafeteria shows that the woman is integrated, accepted, and valued by her peers. It also suggests that she has good social skills, communication skills, and teamwork skills. This option supports the core values and principles of employment support, such as inclusion, natural supports, and respect.

Option C: Standing with an attractive, alert expression on her face shows that the woman is confident, professional, and enthusiastic. It also creates a positive impression of her personality, attitude, and appearance. This option supports the core values and principles of employment support, such as empowerment, self-determination, and dignity.

Option D: Working in a corporate office shows that the woman is capable, productive, and qualified. It also indicates that she has relevant skills, knowledge, and experience for the job. This option supports the core values and principles of employment support, such as individualization, career development, and quality outcomes.

References:

APSE CESP Practice Exam

APSE CESP Exam Content Outline

APSE CESP Study Guide

Non-paid work experiences (NPWE) are opportunities for students and job-seekers with disabilities to gain exposure to different work settings and tasks, without receiving wages from the employer1. The purpose of NPWE is to provide vocational exploration, assessment, and training, and to facilitate the transition to competitive, integrated employment2. Therefore, NPWE must follow certain guidelines and regulations to ensure that they are not exploitative, discriminatory, or detrimental to the participants or the labor market3.

One of the key guidelines for NPWE is that they must not displace regular employees or impair existing contracts for services4. This means that the NPWE participants must not perform work that would otherwise be done by paid workers, or that would reduce the hours or wages of paid workers5. The NPWE participants must also not be used to fill in for absent employees, or to meet the employer’s labor needs during peak periods. The NPWE must be primarily for the benefit of the participant, not the employer.

In this case, option B is the most likely to be in violation of the guidelines for NPWE, as Susan is performing tasks that are normally done by the beauticians, such as cleaningand folding towels, sweeping the floors, and other odd jobs. Her work helps the beauticians, who are paid workers, and may reduce their workload or hours. This situation may also imply that Susan is not receiving adequate instruction, supervision, or support from the school or the employer, as she is not engaged in any meaningful or relevant work activities that match her vocational interests or goals. Therefore, option B is not a valid NPWE, but a form of exploitation or displacement of regular employees. References: 1: VA Non-Paid Work Experience Factsheet, page 1 2: Certified Employment Support Professional Candidate Handbook, page 5 3: CESP Examination Content Outline, Domain 2, 2Q 4: CESP Examination Content Outline, Domain 1, 1K 5: CESP study guide Flashcards, question 9 : CESP study guide Flashcards, question 10 : CESP study guide Flashcards, question 11

 The ADA is a federal civil rights law that prohibits discrimination against people with disabilities in everyday activities. To be protected by the ADA, one must have a disability that meets the definition of the law. According to the ADA, a person with a disability is someone who:

has a physical or mental impairment that substantially limits one or more major life activities, such as walking, seeing, hearing, speaking, breathing, learning, working, or caring for oneself

has a history or record of such an impairment, such as cancer that is in remission, or

is perceived by others as having such an impairment, such as a person who has scars from a severe burn.

The ADA does not require a person to apply for benefits, work with an employment support professional, or receive Social Security to be covered by the law. These are not criteria for determining disability status under the ADA. Therefore, options A, B, and C are incorrect. References:

Introduction to the Americans with Disabilities Act

The Americans with Disabilities Act

Employers and the ADA: Myths and Facts

Your Rights Under the Americans with Disabilities Act

 Supported employment services are a personalized model for supporting people with significant disabilities to secure and retain paid employment in integrated communitysettings12. The model uses a partnership strategy to enable people with disabilities to achieve sustainable long-term employment and businesses to employ valuable workers12. Supported employment services are based on the core values and principles of inclusion, empowerment, choice, respect, dignity, and individualization12.

Among the four options, only C is consistent with these values and principles, and the most appropriate way to proceed with the individual. By meeting with him to discuss his employment interests, and engaging him in the job development process, the supported employment professional can demonstrate respect for his preferences, goals, and abilities, and empower him to take an active role in his own employment journey12. This can also help to build rapport, trust, and motivation, and address anybarriers or challenges that may have affected his previous engagement and follow through34.

Option A is not appropriate, as it implies that the individual is not ready for services, and needs to undergo a prevocational program to assess his skills and abilities. This goes against the supported employment principle of zero exclusion, which states that anyone who wants to work can work, regardless of their level of disability or support needs12. Prevocational programs are often segregated, time-limited, and do not lead to competitive employment outcomes56. Option B is also not appropriate, as it implies that the individual is not committed or responsible, and needs to prove himself before receiving services. This goes against the supported employment principle of empowerment, which states that the individual should be treated as an equal partner, and not as a passive recipient of services12. Setting up conditions may also create a power imbalance, and discourage the individual from engaging in the process78. Option D is also not appropriate, as it implies that the individual is not welcome or valued by the current program or provider, and needs to start over with a new one. This goes against the supported employment principle of inclusion, which states that theindividual should be supported to participate fully in the community, and not be isolated or excluded12. Referring him to another program or provider may also disrupt the continuity of services, and affect the quality of the relationship and the outcomes910.

References:

1: What Is Supported Employment? | British Association for Supported Employment

2: Certified Employment Support Professional - apse.org

3: Supported Employment Services | DSHS

4: What Is Supported Employment? - Integrity, Inc.

5: The Case Against Prevocational Services - ThinkWork

6: Prevocational Services: A Review of the Literature - Journal of Vocational Rehabilitation

7: Motivational Interviewing in Supported Employment - Journal of Applied Research in Intellectual Disabilities

8: Motivational Interviewing in Employment Services - Journal of Rehabilitation

9: The Importance of Continuity in Employment Services - Journal of Vocational Rehabilitation

10: The Impact of Staff Turnover on Employment Services - Journal of Rehabilitation Administration

A situational assessment is a process of observing and evaluating a person’s skills, interests, and abilities in a real work setting1. The purpose of a situational assessment is to identify the person’s strengths, preferences, and support needs for employment2. Based on the information given, the best option for scheduling a situational assessment for the 24-year-old woman is a local recreational center that runs an after-school art program for young children. This option matches her interest in children and art, and provides an opportunity to demonstrate her creativity and interpersonal skills. The other options are less suitable because they either do not align with her interests, do not offer a variety of tasks, or do not provide a natural work environment. References: 1: Focus On: Six strategic steps for situational assessment3 2: CESP study guide2 3: https://www.publichealthontario.ca/-/media/documents/F/2015/focus-on-situational-assessment.pdf?la=en

The best way to know more about a job seeker is to ask him directly about his background and desire for services. This is consistent with the principles of self-determination, empowerment, and person-centered planning that are part of the CESP Domain 2 Individualized Employment and Career Planning1. Asking him directly also shows respect for his autonomy and preferences, and allows him to share his strengths, interests, and goals in his own words. Asking family and clinicians, reading his case file, or placing him in a job without his input may provide some useful information, but they may also be biased, outdated, or irrelevant to his current situation and aspirations. Moreover, they may undermine his confidence and motivation to pursue employment. References: 1: CESP Content Outline - CESP

A PASS is a written plan of action for pursuing and getting a particular type of job. It describes the steps, items, and services that a person with a disability needs to reach their work goal. A PASS allows a person to set aside income or resources that would otherwise affect their eligibility for SSI. The money in the PASS account can be used to pay for expenses related to thework goal, such as education, training, equipment, or business start-up costs123. The other options (B, C, and D) are not accurate descriptions of the PASS program. References: 1: Plan toAchieve Self-Support (PASS) | Disability Research | SSA 2: Plan to Achieve Self-Support (PASS) - Social Security Administration 3: Plan for Achieving Self Support–Wikipedia