WGU D635 PRACTICES FOR INCLUSIVE
CLASSROOMS SECTION 1: POLICIES, PRACTICES,
AND LEGAL REQUIREMENTS
Free and Appropriate Public Education (FAPE) - Answer -All students, regardless of
ability, receive education tailored to their needs at no cost.
Appropriate Evaluation - Answer -Accurate evaluations to identify and address
students' specific needs.
Individualized Education Programs (IEPs) - Answer -Customized plans outlining goals
and support for each student with a disability.
Least Restrictive Environment (LRE) - Answer -Students with disabilities are included in
general education settings whenever possible.
Parent and Student Participation - Answer -Families and students are actively involved
in decision-making.
Procedural Safeguards - Answer -Ensures students' and families' rights are protected,
guaranteeing fair processes in educational matters.
Education for Al Handicapped Children Act (EAHCA) - Answer -Guaranteed FAPE in
LRE and required IEPs for students with disabilities
IDEA 13 Eligibility Categories - Answer -Autism
Deaf-Blindness
Deafness
Emotional Disturbance
Hearing Impairment
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other health impairment
Specific Learning Disability
Speech or language impairment
Traumatic Brain Injury
Visual Impairment
IDEA Eligibility Requirements - Answer -1. The disability fits IDEA's Categories
2. The disability affects educational performance
3. The student needs special education and related services
, Present Levels of Performance - Answer -Describes the students' current performance
and how their disability affects their involvement and progress in the general education
cirriculum
Annual Goals - Answer -Specific, measurable, achievable, relevant, and time-bound
(SMART) goals that the student is expected to achieve within a year
Special Education and Related Services - Answer -Outlines the special education
services, related services (such as speech therapy or counseling), and supplementary
aids and services the students will receive
Participation with Non-Disabled Children - Answer -Explains the extent, if any, to which
the student will not participate with non-disabled peers in regular class and activities
Participation in State and District-Wide Assessments - Answer -Includes any individual
accommodations necessary to measure the student's academic achievement and
functional performance on state and district-wide assessments
Transition Plan - Answer -For students 16 or older (or younger if needed), the plan
must include measurable post-secondary goals related to training, education,
employment, and independent living skills, along with the services required to achieve
those goals
Progress Monitoring - Answer -States how the student's progress toward meeting the
annual goals will be measured and how the parents will be regularly informed of their
progress
Duration of Services - Answer -Details the projected start date for the services and
modifications, as well as the anticipated frequency, location, and duration of those
services and modifications
Accommodations and Modifications - Answer -Specifies any accommodations
(changes in how the student learns) and modifications (changes in what the student is
expected to learn) that will be provided to support the student's learning and
participation in the general education curriculum
General education classroom with support - Answer -The student stays in the general
classroom all day with additional support (e.g., tutoring, aides, specialized technology,
or accommodations).
Partial inclusion classroom - Answer -The student splits time between general
education and special education settings, receiving individual instruction as needed.
Special education class - Answer -The student participates in a specialized class
tailored to their needs, offering individualized instruction.
CLASSROOMS SECTION 1: POLICIES, PRACTICES,
AND LEGAL REQUIREMENTS
Free and Appropriate Public Education (FAPE) - Answer -All students, regardless of
ability, receive education tailored to their needs at no cost.
Appropriate Evaluation - Answer -Accurate evaluations to identify and address
students' specific needs.
Individualized Education Programs (IEPs) - Answer -Customized plans outlining goals
and support for each student with a disability.
Least Restrictive Environment (LRE) - Answer -Students with disabilities are included in
general education settings whenever possible.
Parent and Student Participation - Answer -Families and students are actively involved
in decision-making.
Procedural Safeguards - Answer -Ensures students' and families' rights are protected,
guaranteeing fair processes in educational matters.
Education for Al Handicapped Children Act (EAHCA) - Answer -Guaranteed FAPE in
LRE and required IEPs for students with disabilities
IDEA 13 Eligibility Categories - Answer -Autism
Deaf-Blindness
Deafness
Emotional Disturbance
Hearing Impairment
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other health impairment
Specific Learning Disability
Speech or language impairment
Traumatic Brain Injury
Visual Impairment
IDEA Eligibility Requirements - Answer -1. The disability fits IDEA's Categories
2. The disability affects educational performance
3. The student needs special education and related services
, Present Levels of Performance - Answer -Describes the students' current performance
and how their disability affects their involvement and progress in the general education
cirriculum
Annual Goals - Answer -Specific, measurable, achievable, relevant, and time-bound
(SMART) goals that the student is expected to achieve within a year
Special Education and Related Services - Answer -Outlines the special education
services, related services (such as speech therapy or counseling), and supplementary
aids and services the students will receive
Participation with Non-Disabled Children - Answer -Explains the extent, if any, to which
the student will not participate with non-disabled peers in regular class and activities
Participation in State and District-Wide Assessments - Answer -Includes any individual
accommodations necessary to measure the student's academic achievement and
functional performance on state and district-wide assessments
Transition Plan - Answer -For students 16 or older (or younger if needed), the plan
must include measurable post-secondary goals related to training, education,
employment, and independent living skills, along with the services required to achieve
those goals
Progress Monitoring - Answer -States how the student's progress toward meeting the
annual goals will be measured and how the parents will be regularly informed of their
progress
Duration of Services - Answer -Details the projected start date for the services and
modifications, as well as the anticipated frequency, location, and duration of those
services and modifications
Accommodations and Modifications - Answer -Specifies any accommodations
(changes in how the student learns) and modifications (changes in what the student is
expected to learn) that will be provided to support the student's learning and
participation in the general education curriculum
General education classroom with support - Answer -The student stays in the general
classroom all day with additional support (e.g., tutoring, aides, specialized technology,
or accommodations).
Partial inclusion classroom - Answer -The student splits time between general
education and special education settings, receiving individual instruction as needed.
Special education class - Answer -The student participates in a specialized class
tailored to their needs, offering individualized instruction.
