WGU D758 Considerations for Instructional Planning for
Learners: Final Exam (Comprehensive) - Questions with
Correct Answers
100 questions
1. Intellectual disability under IDEA involves:
A. Only low grades
B. Only reading difficulty
C. Average IQ with behavior issues
D. Significantly subaverage general intellectual functioning with deficits in adaptive behavior,
manifested during the developmental period
Correct Answer: D. Significantly subaverage general intellectual functioning with deficits in
adaptive behavior, manifested during the developmental period
Rationale: Both intellectual and adaptive deficits must be present. Low grades or reading difficulty alone
do not establish intellectual disability, and average IQ rules it out.
2. Dyslexia is generally served under IDEA as:
A. Other health impairment
B. Intellectual disability
C. Visual impairment
D. A specific learning disability
Correct Answer: D. A specific learning disability
Rationale: IDEA lists dyslexia within the SLD definition. It is a language-based disorder affecting word
reading and spelling. Dyslexia is not an intellectual disability or vision problem; students with dyslexia
often have average or above-average reasoning ability.
3. High-tech AT should be chosen when:
A. It is the newest technology
B. Parents insist regardless of need
C. Data show it meets the student's needs better than simpler options
D. It is the most expensive
Correct Answer: C. Data show it meets the student's needs better than simpler options
Rationale: AT decisions should be needs-driven and include training for students and staff. Choosing the
newest or most expensive tool, or deferring to preference alone, ignores whether the tool actually
removes the student's barrier.
,4. Providing extended time on a test is an example of a(n):
A. Timing accommodation
B. Modification
C. Setting modification
D. Curriculum change
Correct Answer: A. Timing accommodation
Rationale: Extended time changes how long the student has, not what is measured, so it is a timing
accommodation. Because the content and criteria are unchanged, the score still reflects the same
standard as peers' scores.
5. Letting students choose a topic of personal interest for a research project supports:
A. Multiple means of representation
B. Only action and expression
C. Tracking
D. Multiple means of engagement
Correct Answer: D. Multiple means of engagement
Rationale: Choice and relevance increase interest and ownership, core engagement checkpoints. Choice
does not change how content is represented or how understanding is shown; it builds interest and
ownership.
6. UDL encourages teachers to reflect after a lesson by asking:
A. Which barriers remained and how the design could be improved
B. Which students failed
C. Who misbehaved
D. What grade to give
Correct Answer: A. Which barriers remained and how the design could be improved
Rationale: Iterative design improves lessons for future learners. Focusing on who failed or misbehaved
locates the problem in students; UDL reflection looks for design changes.
,7. Scaffolded reading for differentiation might include:
A. Leveled texts on the same topic, audio versions and guided reading groups
B. One text for all with no support
C. Removing reading
D. Only independent reading
Correct Answer: A. Leveled texts on the same topic, audio versions and guided reading
groups
Rationale: Varying text complexity and support lets all students build content knowledge. Giving
everyone one unsupported text or removing reading prevents some students from accessing content
knowledge.
8. Response to student readiness by adjusting the pace of instruction is called:
A. Tracking
B. Ability labeling
C. Modification of standards
D. Differentiating by rate or pacing
Correct Answer: D. Differentiating by rate or pacing
Rationale: Some students need more time and practice, while others can move faster. Adjusting pace is
not tracking or lowering standards; it gives some students more practice and lets others move on.
9. Interlanguage refers to:
A. A disability
B. Fluent bilingualism
C. The developing linguistic system of a second-language learner with its own rules
D. Code-switching only
Correct Answer: C. The developing linguistic system of a second-language learner with its
own rules
Rationale: Errors are a natural part of interlanguage development and show learning in progress. Errors
in interlanguage are signs of active learning, not evidence of disability or confusion.
, 10. Subtractive bilingualism occurs when:
A. Both languages are maintained
B. Students learn three languages
C. Students learn no language
D. A second language is learned at the expense of the first language
Correct Answer: D. A second language is learned at the expense of the first language
Rationale: Additive programs that maintain the home language are associated with better outcomes.
Losing the home language can weaken family communication and identity, which is why additive
approaches are preferred.
11. The social-emotional needs of gifted students may include:
A. No special needs
B. Feeling different from peers, intensity and perfectionism
C. Only academic needs
D. Only behavioral needs
Correct Answer: B. Feeling different from peers, intensity and perfectionism
Rationale: Counseling, peer groups and teacher awareness support well-being. Assuming gifted students
have no special needs overlooks feelings of difference, intensity and perfectionism that affect well-being.
12. Mentorships for gifted students provide:
A. Access to experts in an area of interest and real-world learning
B. Remediation only
C. Behavior correction
D. Grade retention
Correct Answer: A. Access to experts in an area of interest and real-world learning
Rationale: Mentors model professional practice and support talent development. Mentors do not provide
remediation or discipline; they connect students with expert practice in an area of passion.
Learners: Final Exam (Comprehensive) - Questions with
Correct Answers
100 questions
1. Intellectual disability under IDEA involves:
A. Only low grades
B. Only reading difficulty
C. Average IQ with behavior issues
D. Significantly subaverage general intellectual functioning with deficits in adaptive behavior,
manifested during the developmental period
Correct Answer: D. Significantly subaverage general intellectual functioning with deficits in
adaptive behavior, manifested during the developmental period
Rationale: Both intellectual and adaptive deficits must be present. Low grades or reading difficulty alone
do not establish intellectual disability, and average IQ rules it out.
2. Dyslexia is generally served under IDEA as:
A. Other health impairment
B. Intellectual disability
C. Visual impairment
D. A specific learning disability
Correct Answer: D. A specific learning disability
Rationale: IDEA lists dyslexia within the SLD definition. It is a language-based disorder affecting word
reading and spelling. Dyslexia is not an intellectual disability or vision problem; students with dyslexia
often have average or above-average reasoning ability.
3. High-tech AT should be chosen when:
A. It is the newest technology
B. Parents insist regardless of need
C. Data show it meets the student's needs better than simpler options
D. It is the most expensive
Correct Answer: C. Data show it meets the student's needs better than simpler options
Rationale: AT decisions should be needs-driven and include training for students and staff. Choosing the
newest or most expensive tool, or deferring to preference alone, ignores whether the tool actually
removes the student's barrier.
,4. Providing extended time on a test is an example of a(n):
A. Timing accommodation
B. Modification
C. Setting modification
D. Curriculum change
Correct Answer: A. Timing accommodation
Rationale: Extended time changes how long the student has, not what is measured, so it is a timing
accommodation. Because the content and criteria are unchanged, the score still reflects the same
standard as peers' scores.
5. Letting students choose a topic of personal interest for a research project supports:
A. Multiple means of representation
B. Only action and expression
C. Tracking
D. Multiple means of engagement
Correct Answer: D. Multiple means of engagement
Rationale: Choice and relevance increase interest and ownership, core engagement checkpoints. Choice
does not change how content is represented or how understanding is shown; it builds interest and
ownership.
6. UDL encourages teachers to reflect after a lesson by asking:
A. Which barriers remained and how the design could be improved
B. Which students failed
C. Who misbehaved
D. What grade to give
Correct Answer: A. Which barriers remained and how the design could be improved
Rationale: Iterative design improves lessons for future learners. Focusing on who failed or misbehaved
locates the problem in students; UDL reflection looks for design changes.
,7. Scaffolded reading for differentiation might include:
A. Leveled texts on the same topic, audio versions and guided reading groups
B. One text for all with no support
C. Removing reading
D. Only independent reading
Correct Answer: A. Leveled texts on the same topic, audio versions and guided reading
groups
Rationale: Varying text complexity and support lets all students build content knowledge. Giving
everyone one unsupported text or removing reading prevents some students from accessing content
knowledge.
8. Response to student readiness by adjusting the pace of instruction is called:
A. Tracking
B. Ability labeling
C. Modification of standards
D. Differentiating by rate or pacing
Correct Answer: D. Differentiating by rate or pacing
Rationale: Some students need more time and practice, while others can move faster. Adjusting pace is
not tracking or lowering standards; it gives some students more practice and lets others move on.
9. Interlanguage refers to:
A. A disability
B. Fluent bilingualism
C. The developing linguistic system of a second-language learner with its own rules
D. Code-switching only
Correct Answer: C. The developing linguistic system of a second-language learner with its
own rules
Rationale: Errors are a natural part of interlanguage development and show learning in progress. Errors
in interlanguage are signs of active learning, not evidence of disability or confusion.
, 10. Subtractive bilingualism occurs when:
A. Both languages are maintained
B. Students learn three languages
C. Students learn no language
D. A second language is learned at the expense of the first language
Correct Answer: D. A second language is learned at the expense of the first language
Rationale: Additive programs that maintain the home language are associated with better outcomes.
Losing the home language can weaken family communication and identity, which is why additive
approaches are preferred.
11. The social-emotional needs of gifted students may include:
A. No special needs
B. Feeling different from peers, intensity and perfectionism
C. Only academic needs
D. Only behavioral needs
Correct Answer: B. Feeling different from peers, intensity and perfectionism
Rationale: Counseling, peer groups and teacher awareness support well-being. Assuming gifted students
have no special needs overlooks feelings of difference, intensity and perfectionism that affect well-being.
12. Mentorships for gifted students provide:
A. Access to experts in an area of interest and real-world learning
B. Remediation only
C. Behavior correction
D. Grade retention
Correct Answer: A. Access to experts in an area of interest and real-world learning
Rationale: Mentors model professional practice and support talent development. Mentors do not provide
remediation or discipline; they connect students with expert practice in an area of passion.
