D662 PA Study Guide Thoroughly Explained Question x Question Starts in Page: Western Governors University

Dcc2 Personalized Learning for Inclusive Classrooms

D662 PA Study Guide Thoroughly Explained Question x
Question Starts in Page: 5 2025-2026 Western Governors
University




D662- PA Study Guide Thoroughly Explained Question x Question Starts in Page: 5

Final Power Review Checklist:
*< 1. Section 1 – Policies, Laws s Inclusive Education Foundations

•⬛
✓ IDEA: Purpose, key components, FAPE, LRE, IEP
•✓
⬛ Section 504: Accommodations in general education, teacher responsibilities
•⬛
✓ Title III: Support for English learners (ELs), Home Language Survey (HLS), valid uses
of funds
•⬛
✓ Key legal terms: Due process, nondiscrimination, equity vs equality
•⬛
✓ MTSS overview: 3-tier framework, data-based decision making
•✓
⬛ Role of general education teachers: Implement accommodations, collaborate
on IEPs/504s
•✓⬛ Importance of collaboration: With families, specialists, and culturally
diverse communities
•✓
⬛ Universal Design for Learning (UDL): Multiple means of
engagement, representation, expression



” 2. Section 2 – Learner Characteristics s Differentiation
3
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•⬛
✓ Students with Exceptionalities:

• IDEA categories (e.g., orthopedic impairment, OHI)

• Psychiatric disorders (e.g., OCD, Tourette syndrome)

• 504-specific supports (e.g., medication management)

• Specific learning disabilities (e.g., dysgraphia signs and supports)

,Dcc2 Personalized Learning for Inclusive Classrooms

•⬛
✓ Culturally s Linguistically Diverse Learners:

• Language acquisition stages (Pre-production → Intermediate fluency)

• Krashen’s hypotheses (e.g., Natural Order)

• Culturally responsive teaching (CRT) principles and goals

• Dual language model: Bilingualism, content access in two languages

,Dcc2 Personalized Learning for Inclusive Classrooms

• Strategies for ELs: Modeling, sentence frames, tailored assessments, simplified
language

•⬛
✓ Gifted and Talented Students:

• Traits: Rapid learning, abstract thinking, curiosity, unconventional humor

• Needs: Acceleration, depth, emotional/social support

• Brain-based origin of giftedness (not just grades or behavior)

• Misunderstood traits (e.g., perfectionism, boredom, offbeat humor)



' 3. Section 3 – Multi-Tiered Systems of Support (MTSS)
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•✓
⬛ Creating Equitable Environments:

• Addressing opportunity gaps vs achievement gaps

• Asset-based lens, bias reduction, inclusive practices

•⬛
✓ MTSS Overview:

• Tier 1: Universal supports

• Tier 2: Targeted small groups

• Tier 3: Intensive individualized interventions

• Emphasis on data-driven decision-making

•⬛
✓ Academic Supports:

• Universal Design for Learning (UDL) as foundation

• Differentiated instruction (flexible groups, varied materials)

• Systematic, explicit instruction (scaffolded, clear modeling)

• Co-teaching models: One teach/one assist, team teaching, station teaching

•⬛
✓ Behavioral Supports (PBIS):

• Tiered behavior interventions

• Reinforcement strategies

• Importance of proactive classroom management

, Dcc2 Personalized Learning for Inclusive Classrooms


•⬛
✓ Moving Students Through Tiers:

• Data-based decisions

• Progress monitoring

• Collaboration across staff

• Tier movement is fluid, not permanent



·◆ 4. Strategies s Instruction
ru

•✓
⬛ Instructional Design Tips:

• Use formative assessment to guide differentiation

• Adjust based on readiness, interest, and learning profile

• Engage families, especially those from culturally and linguistically diverse
backgrounds

•✓
⬛ Effective Support of ELs:

• Use students’ home language to build concepts

• Provide comprehensible input (visuals, gestures, simplified language)

• Model and scaffold academic language

• Involve parents and caregivers

•⬛
✓ Supporting Gifted Learners:

• Enrichment vs acceleration

• Creative projects, depth over pace

• Support emotional/social needs



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'C 5. Final Mnemonics s Memory Boosters

• GIFTED learners =

Grasp info fast
Intense curiosity