WGU D662 Personalized Learning for Inclusive Classrooms OA ACTUAL EXAM STUDY GUIDE 2025/2026 ACCURATE QUESTIONS AND CORRECT DETAILED ANSWERS WITH RATIONALES || 100% GUARANTEED PASS <BRAND NEW VERSION>

WGU D662 Personalized Learning for Inclusive Classrooms OA ACTUAL EXAM STUDY GUIDE 2025/2026 ACCURATE QUESTIONS AND CORRECT DETAILED ANSWERS WITH RATIONALES || 100% GUARANTEED PASS &lt;BRAND NEW VERSION&gt; 1. Individuals with Disabilities Education Act (IDEA) - ANSWER a federal law that helps students with disabilities receive the support they need to succeed in school 2. Free Appropriate Public Education (FAPE) - ANSWER A principle of IDEA that guarantees that students with disabilities can access educational services that are tailored to their needs without incurring cost 3. Individualized Education Programs (IEP) - ANSWER Personalized plans outlining educational goals and support services for each student with a disability 4. Least Restrictive Environment (LRE) - ANSWER a principle of IDEA that aims to include students with disabilities in general education classrooms to the maximum extent feasible 5. 13 Eligibility Categories Under IDEA - ANSWER eligibility for special education services under the IDEA depends on whether the child's condition adversely impacts their education and falls within one of the 13 specific eligibility categories outlined by the law 6. Inclusive Classrooms - ANSWER Classrooms that cater to all learning styles by employing various teaching strategies; an approach that not only tailors teaching for individual learners but also fosters a sense of belonging and acceptance among all students 7. General Education Classroom with Support - ANSWER A student spends the entire school day in a general education classroom but receives additional support and services such as tutoring, assistance from aides, specialized technology, related services, or accommodations. 8. Partial Mainstream/Inclusion Classroom - ANSWER a student splits their time between a general education classroom and a special education setting; they may receive individual or small-group instruction in a separate classroom or be pulled out of class for certain services while spending most of their day in the general education setting 9. Speech Disorders - ANSWER disorders that cause difficulty forming specific sounds or words correctly or difficulties with fluency, such as stuttering 10. Language Disorders - ANSWER issues with understanding and using language, which may include difficulty in comprehending words, constructing sentences, or expressing thoughts 11. Aphasia - ANSWER Difficulty understanding or producing language due to brain injury 12. Auditory Process Disorder - ANSWER A disorder that affects understanding the meaning of the sounds the ear receives 13. Speech-Language Pathologist (SLP) - ANSWER Specialist who support children with language or speech disorders in schools by collaborating with teachers, parents, and caregivers to develop tailored intervention plans for each child's needs. 14. Student with Culturally Diverse Needs - ANSWER someone whose home language differs from English and whose cultural background may vary from the mainstream culture 15. Limited English Proficiency (LEP) - ANSWER describes people who have trouble speaking, reading, writing, or understanding English 16. Language Minority Students - ANSWER students who speak a different language at home and might struggle with English in school 17. Sheltered English Instruction - ANSWER helps EL students understand academic lessons in English using activities, visuals, and simplified language; teachers focus on teaching subjects like math and science 18. Structured English Immersion - ANSWER EL students learn all subjects in English, aiming for quick fluency in the language 19. Transitional Bilingualism - ANSWER uses both the student's primary language and English for instruction, helping them maintain skills in both languages while transitioning to English-only classes 20. English as a Second Language (ESL) - ANSWER Teaches EL students English language skills like speaking, reading, and writing, mainly using English with little support in the student's native language 21. Dual Language Program - ANSWER Students learn in both English and another language, such as Spanish, to become bilingual and proficient in both languages across various subjects 22. Steven Krashen - ANSWER A linguistics expert known for his second language acquisition theory; his theory encompasses five main hypotheses. 23. Acquisition-Learning Hypothesis - ANSWER Krashen's theory separates language learning into two processes: acquisition and learning; acquisition happens naturally, like how children learn their first language by listening and interacting; learning, on the other hand, involves consciously studying grammar rules and vocabulary 24. Monitor Hypothesis - ANSWER This hypothesis describes how people use what they have learned to correct themselves; the monitor is like a little editor in a mind, checking language use 25. Equality - ANSWER Treating everyone equally without regard to individual differences or needs 26. Equity - ANSWER Recognizes not all students start from the same place or have the exact needs; giving individuals what they need to succeed 27. Culturally Responsive - ANSWER Strategies to ensure all students feel valued, respected, and supported in their learning journey 28. Differentiated Instruction - ANSWER Adjusting teaching methods to meet individual student needs 29. Culturally Responsive Teaching - ANSWER Teaching method that recognizes and incorporates students' cultural backgrounds with what they learn in school 30. Opportunity gap - ANSWER The unequal or inequitable distribution of resources and opportunities that affect certain groups of students, based on race, ethnicity, socioeconomic status, English proficiency or family background. 31. MTSS (Multi-Tiered System of Supports) - ANSWER A framework that helps students with interventions and support based on their individual needs 32. Tier 1 Interventions - ANSWER provided universally to meet the needs of all students within the general education classroom 33. RTI (Response to Intervention) - ANSWER Identify and support students with learning and behavior needs through regular monitoring interventions. 34. Tier 2 Interventions - ANSWER targeted interventions provided to students who demonstrate mild to moderate academic or behavioral challenges that universal supports alone do not address adequately 35. Tier 3 Intervention - ANSWER Highly individualized interventions provided to students who have yet to respond adequately to tier 1 and 2 36. Positive Behavioral Interventions and Supports (PBIS) - ANSWER Implementing proactive strategies to establish positive school climates and promote positive behavior among students 37. Universal Screening - ANSWER Regular assessments to identify students who may require additional support and intervention 38. Progress Monitoring - ANSWER Using tools to track students' progress and identify areas where additional support is needed 39. High-quality core instruction - ANSWER Providing evidence-based instructional practices and curricula that are aligned with state standards and meet all students' needs 40. Data-based decision making - ANSWER collecting and analyzing student performance and behavior data to inform instructional practices and interventions 41. Collaboration and professional development - ANSWER fostering collaboration among educators to ensure consistency in implementing Tier 1 interventions and practices across classrooms and grade levels 42. Small Group Instruction - ANSWER Instruction in small groups for students who need additional support in certain areas 43. Evidence based interventions - ANSWER proven effective in addressing the specific needs of students 44. Increased practice and feedback - ANSWER interventions to reinforce learning and address persistent areas of difficulty, providing additional opportunities for guided practice, individualized feedback, and targeted remediation 45. Enhanced family engagement - ANSWER involving parents and caregivers in the intervention process 46. Individualized support plans - ANSWER personalized student support plan tailored to unique needs 47. Giftedness - ANSWER A blend of potential and opportunity; a unique blend of cognitive and affective traits. A student with giftedness processes information quickly, thinks abstractly, and shows intense curiosity.; their language skills are advanced and original thinking sets them apart. 48. Special Ed 11 Roles - ANSWER 1. Establish high expectations for students with exceptionalities to achieve optimal learning outcomes while respecting their individual background and dignity. 2. Demonstrate professionalism by monitoring high competence and integrity, using sound judgment to support students and their families. 3. Encourage the active involvement and meaningful participation of students with exceptionalities within their educational environment and communities. 4. Collaborate with colleagues to ensure comprehensive support for students with exceptionalities.