WGU D169 - Questions and verified
answers[latest 2025]
Which resource is provided by Section 504? - ANSWER-ection 504 guarantees students equal
access and participation, and accommodations are often part of providing such access.
What is one type of English language instruction program or model for ELs? - ANSWER-Pullout
instruction is a type of program model in which an English language teacher works with ELs in
small groups to provide English language instruction, pulling them out of their regular classroom to
do so.
Fatima is an EL student in your general education classroom who is having difficulty with reading,
math, and social interaction. She has been in pullout English language instruction classes in your
school for two years and has not made significant progress in that time. Your team has tried
interventions and support provided in both English and Fatima's native language of Farsi, and the
team is now considering whether to recommend that Fatima be evaluated to see whether she has
an educational disability. If Fatima is found to have an educational disability, which law(s) would
apply? - ANSWER-Fatima will continue to be eligible for EL services under Title III, and she will also
be protected under IDEA and eligible for special education services.
As an EL, which accommodation should Fatima receive, whether she is found to have an
educational disability or not? - ANSWER-ELs are not initially required to take all the state
proficiency tests that native speakers of English are required to take, and their scores may not
count in the same way that the scores of native English speakers count.
Which right would be guaranteed to Fatima under federal law if she is found to have a disability? -
ANSWER-FAPE is one of the foundational pillars of IDEA and applies to all students eligible for
special education services.
You are the teacher for a student with a disability who receives services under IDEA and starts a
fight after repeated other behavior violations. The school is considering expulsion, which would
result in removal of the student to an alternative school. Why does IDEA require the school to hold
a manifestation determination hearing first? - ANSWER-It is unfair to punish a student with a
disability for behavior that may be caused by the disability, and a hearing will determine whether
this is the case. Expulsion is not appropriate if the behavior in question is a manifestation of the
student's disability; this would amount to punishing the student for his or her disability.
Does having a medical diagnoses automatically qualify for special education services under one of
the 13 categories of disability listed in IDEA? - ANSWER-No. Having a medical diagnosis is different
than having an educational disability. Students who qualify for special education services under
, one of the categories of disability listed in IDEA may or may not have a medical diagnosis.
However, all students who experience an educational disability struggle to access the general
curriculum without appropriate supports and services.
PBIS is an example of which type of school-wide support framework? - ANSWER-It is an example of
MTSS (multitiered systems of supports).
What is the most common educational disability under IDEA and is characterized by difficulty
reading, writing, listening, speaking, and reasoning? - ANSWER-Specific learning disability (SLD) is
the most common disability type under IDEA and includes dyslexia, dysgraphia, dyscalculia,
auditory processing disorder, and nonverbal learning disability. This disability impacts a student's
ability to effectively read, write, speak, reason, or do math.
What are effective strategies to prepare and support students through transitions? - ANSWER-
Visual reminders can support students in organizing their own expectations about what they are
doing now and what is to happen next. A behavior chart helps student determine what behaviors
are appropriate and encourages them to display appropriate behavior. Coaching on what behaviors
are considered appropriate supports students in displaying those behaviors more frequently.
Flexible instruction and mixed-ability grouping are foundations of which type of instruction? -
ANSWER-Differentiated instruction supports students of all abilities by personalizing learning
through flexible instruction.
Which type of co-teaching model divides a classroom into two groups to provide instructional
content simultaneously? - ANSWER-Parallel teaching divides a classroom into two groups where
both instructors teach the content simultaneously.
A general education teacher and an EL teacher are co-teaching an English language arts class in a
diverse urban classroom. This particular class is taught in English. During this lesson on note
taking, the general educator provides the lecture while the EL teacher walks the room answering
questions and modeling when needed. Which model of co-teaching are these two teachers using?
- ANSWER-In the one teach, one assist model, one teacher provides whole group instruction while
the other circulates the room answering questions and modeling as needed.
Two general educators teach an interdisciplinary class combining history and art. The art teacher is
teaching the general lecture on this particular day while the history teacher collects data on her
counterpart's lecture clarity and student behavior. Which model of co-teaching are these two
teachers using? - ANSWER-The one teach, one observe co-teaching model strives to obtain data
and feedback for the co-teachers about the effectiveness of their lesson in general, as well as the
response students have to the instruction in terms of understanding and behaviors.
answers[latest 2025]
Which resource is provided by Section 504? - ANSWER-ection 504 guarantees students equal
access and participation, and accommodations are often part of providing such access.
What is one type of English language instruction program or model for ELs? - ANSWER-Pullout
instruction is a type of program model in which an English language teacher works with ELs in
small groups to provide English language instruction, pulling them out of their regular classroom to
do so.
Fatima is an EL student in your general education classroom who is having difficulty with reading,
math, and social interaction. She has been in pullout English language instruction classes in your
school for two years and has not made significant progress in that time. Your team has tried
interventions and support provided in both English and Fatima's native language of Farsi, and the
team is now considering whether to recommend that Fatima be evaluated to see whether she has
an educational disability. If Fatima is found to have an educational disability, which law(s) would
apply? - ANSWER-Fatima will continue to be eligible for EL services under Title III, and she will also
be protected under IDEA and eligible for special education services.
As an EL, which accommodation should Fatima receive, whether she is found to have an
educational disability or not? - ANSWER-ELs are not initially required to take all the state
proficiency tests that native speakers of English are required to take, and their scores may not
count in the same way that the scores of native English speakers count.
Which right would be guaranteed to Fatima under federal law if she is found to have a disability? -
ANSWER-FAPE is one of the foundational pillars of IDEA and applies to all students eligible for
special education services.
You are the teacher for a student with a disability who receives services under IDEA and starts a
fight after repeated other behavior violations. The school is considering expulsion, which would
result in removal of the student to an alternative school. Why does IDEA require the school to hold
a manifestation determination hearing first? - ANSWER-It is unfair to punish a student with a
disability for behavior that may be caused by the disability, and a hearing will determine whether
this is the case. Expulsion is not appropriate if the behavior in question is a manifestation of the
student's disability; this would amount to punishing the student for his or her disability.
Does having a medical diagnoses automatically qualify for special education services under one of
the 13 categories of disability listed in IDEA? - ANSWER-No. Having a medical diagnosis is different
than having an educational disability. Students who qualify for special education services under
, one of the categories of disability listed in IDEA may or may not have a medical diagnosis.
However, all students who experience an educational disability struggle to access the general
curriculum without appropriate supports and services.
PBIS is an example of which type of school-wide support framework? - ANSWER-It is an example of
MTSS (multitiered systems of supports).
What is the most common educational disability under IDEA and is characterized by difficulty
reading, writing, listening, speaking, and reasoning? - ANSWER-Specific learning disability (SLD) is
the most common disability type under IDEA and includes dyslexia, dysgraphia, dyscalculia,
auditory processing disorder, and nonverbal learning disability. This disability impacts a student's
ability to effectively read, write, speak, reason, or do math.
What are effective strategies to prepare and support students through transitions? - ANSWER-
Visual reminders can support students in organizing their own expectations about what they are
doing now and what is to happen next. A behavior chart helps student determine what behaviors
are appropriate and encourages them to display appropriate behavior. Coaching on what behaviors
are considered appropriate supports students in displaying those behaviors more frequently.
Flexible instruction and mixed-ability grouping are foundations of which type of instruction? -
ANSWER-Differentiated instruction supports students of all abilities by personalizing learning
through flexible instruction.
Which type of co-teaching model divides a classroom into two groups to provide instructional
content simultaneously? - ANSWER-Parallel teaching divides a classroom into two groups where
both instructors teach the content simultaneously.
A general education teacher and an EL teacher are co-teaching an English language arts class in a
diverse urban classroom. This particular class is taught in English. During this lesson on note
taking, the general educator provides the lecture while the EL teacher walks the room answering
questions and modeling when needed. Which model of co-teaching are these two teachers using?
- ANSWER-In the one teach, one assist model, one teacher provides whole group instruction while
the other circulates the room answering questions and modeling as needed.
Two general educators teach an interdisciplinary class combining history and art. The art teacher is
teaching the general lecture on this particular day while the history teacher collects data on her
counterpart's lecture clarity and student behavior. Which model of co-teaching are these two
teachers using? - ANSWER-The one teach, one observe co-teaching model strives to obtain data
and feedback for the co-teachers about the effectiveness of their lesson in general, as well as the
response students have to the instruction in terms of understanding and behaviors.
