WGU D169 OA Final Exam Newest 2025/2026 With Complete Questions And Correct Answers |Already Graded A+||Brand New Version!|

WGU D169 OA Final Exam Newest 2025/2026 With Complete Questions And Correct Answers |Already Graded A+||Brand New Version!| Services and instruction for students with disabilities must be provided in the LRE FAPE stands for Free appropriate public education LRE stands for Least Restrictive Environment A general education classroom is not always the LRE for every student; this decision is made by teams based on the needs and profile of each particular student. However, teams should carefully consider the benefits of general education placement for all students with exceptionalities. which laws (IDEA, SEction 504, ADA) provide funding to schools for educating students with exceptionalities IDEA is the only law of these three to provide funding for school districts to offer special education services to students with disabilities. ADA stands for Americans with Disabilities Act what is a foundational component of IDEA individualized education programs what does IEP stand for Individualized Education Plan what does IEP do foundational special education planning document 9/2/25, 12:17 AM WGU D169 OA FINAL 2/172 IDEA describes what should be addressed in each student's IEP. An IEP does contain goals and accommodations, but need not include family supports and must also include present levels of performance, services and modifications, and placement information. IDEA guarantees a FAPE to all students who have educational disabilities. Even students with ADHD or behavioral disabilities, who may struggle in traditional school settings, are guaranteed a free and appropriate education at no cost Students with ADHD are often found eligible under the category of "other health impairment" or, less frequently, "emotional and behavioral disabilities." Data that could be included in an effective progress monitoring plan in an IEP for a student with a reading disability? Measures of reading fluency based on correct words per minute Reading fluency data are concrete and objective and can be a useful measure of a student's reading progress. Mrs. Yang is a first-year teacher and has been invited for a lunchtime IEP meeting. She receives a call from the parent of the student telling her he works full time and can only attend meetings after 4:00 p.m. What should Mrs. Yang do? Tell the special education team and help communicate with the parent to reschedule the meeting. Schools cannot schedule meetings during times parents cannot attend. IEP meetings must be scheduled at times when parents can attend. IEP and 504 plans can be created for any student with any disability as long as the disability impacts the student's education according to the requirements of the law. An IEP is created for students who qualify for special education services under IDEA 504 plan is created for students who qualify for services under Section 504 of the 9/2/25, 12:17 AM WGU D169 OA FINAL 3/172 Rehabilitation Act. Neither Section 504 nor IDEA can provide supports to a student without a disability. However, most school systems will provide this student with additional assistance and informal support based on her family situation, even if it is not guaranteed by law as IDEA or Section 504 supports are. Which law - IDEA or 504 or neither You have a student in your class who has been identified as having a learning disability. The student needs assistive technology, a one-on-one aide, and specialized instruction in reading. Your team is meeting tomorrow to create a plan for supporting the student. IDEA - meets needs for haing an educational disability and the supports needed would meet the criterial for special educaiton services Section 504 guarantees accommodations and supports for students with disabilities such as medical conditions, even when the student may not need the full continuum of special education services. 9/2/25, 12:17 AM WGU D169 OA FINAL 4/172 You work with a student who has a medical condition and needs accommodations such as extra time on tests and extra breaks throughout the day. The student's parent has requested a meeting to specify how these accommodations will be implemented. 504 The IDEA and Title III of the Every Student Succeeds Act (ESSA) are federal laws and apply in every U.S. state and territory. Every student, no matter the student's language or cognitive or physical ability, has a right to an education. A teacher has three years teaching experience in Texas and is moving to Colorado. In Texas, the teacher enjoyed a diverse classroom with English learners and students with exceptionalities, and worked hard to meet their needs, and followed the modifications and accommodations in their IEPs and 504 plans. The teacher is concerned that it will be hard to learn about all the legal requirements in a new school and is worried about learning new laws, policies, and guidelines that will need Remind the teacher that IDEA and Title III are federal laws requiring schools to provide a fair and equitable education for all states. 9/2/25, 12:17 AM WGU D169 OA FINAL 5/172 to be followed in Colorado to meet students' needs. How would you respond to the teacher's concern? You are a member of an IEP team for a student with a learning disability. The team has determined that the LRE for this student is placement in a general education classroom for part of the day with additional pull-out instruction in a resource room for part of the day. Drawing on information from the reading, describe some supports that might be appropriately integrated into the student's instruction so that he can be successful. Students in general education often receive supports such as assistive technology, assistance from a tutor or aide, access to accommodations such as additional time, and modifications such as reduced workload or alternative assignments. Malik is a fifth-grade student with autism spectrum disorder who has a focused interest in dinosaurs and prehistoric life. While he is able to communicate with his peers, conversations often turn to dinosaurs. His teacher Provide time for the student to learn independently. Students with restricted interests are very interested in learning about or doing one thing. If a teacher gives a student time to learn what he or she wants to learn and then connects the classroom learning to that topic, the teacher is fulfilling the LRE requirements and helping the student be successful in the classroom. 9/2/25, 12:17 AM WGU D169 OA FINAL sometimes struggles to get him to focus and learn when the topic of study does not relate to dinosaurs. The IEP team determines he will be most successful full time in the general education classroom. What would be an effective way for his teacher to ensure he is successful in the mainstream classroom in all curriculum areas? 6/172 9/2/25, 12:17 AM WGU D169 OA FINAL 7/172 A student with a behavioral disability is placed in inclusion classes with a special education aide. With these supports, the student maintains a B+ average and has zero office referrals. At the student's IEP meeting, a team member recommends moving the student to a self contained classroom with only special education students for the following year. Why is this recommendation is inconsistent with IDEA's requirements for LRE. The available data indicate the student is successful in inclusion classes with an aide, and a move to a self contained classroom would place the student in a more restrictive setting without evidence that it is necessary. A teacher may not unilaterally place a student in a restrictive setting. Rather, the decision about placement in the LRE must be made based on the student's demonstrated ability to be successful in a general education setting or the student's demonstrated need for additional supports that can be provided only in a more restrictive setting. As an alternative to changing a student's placement, teams should always consider whether a student needs more support to be successful in the general education setting. What behavior might be cause for manifestation determination hearing - Repeated fights might lead to repeated suspensions, which could cause the student to miss more than 10 days of school. Or it could lead to eventual expulsion, triggering a manifestation determination hearing. You have a student who has an IEP for a behavioral disability and is first suspended, then expelled for repeated Before finalizing the expulsion, the school will hold a hearing to decide whether the behavior is a manifestation of the student's disability. The school must hold a manifestation determination hearing to determine whether the behavior is a manifestation of 9/2/25, 12:17 AM WGU D169 OA FINAL 8/172 incidents of disrespect, disruption, and aggression. According to federal requirements, what should happen next? disability. These hearings occur when a student is suspended for more than 10 cumulative days or when a student is expelled. If the behavior is a manifestation of disability, the student cannot be expelled and the school should review supports provided to ensure the student has enough behavioral support. Federal regulations on discipline apply regardless of the student's category of disability. Students with autism spectrum disorders, learning disabilities, ADHD, intellectual disabilities, and any other qualifying disability are all protected under IDEA's discipline regulations, as are those with behavioral disorders. Student A, who has an IEP, is not following the classroom rule of always raising her hand and waiting to be called on to answer a question. What is the first thing the teacher should do? Read the IEP to determine whether the behavior is related to a disability. The student has an IEP, and reading the IEP will help the teacher see whether that behavior is addressed and how the behavior should be handled. If the student has violated a zero-tolerance policy, the school must first read the IEP to determine whether the behavior is a result of the student's disability through a manifestation determination. If the behavior is a result of the student's disability, then the student cannot be disciplined in the same way as a student without a disability. Which resource is provided by Section 504? Accommodations or modifications due to a disability. Section 504 guarantees students equal access and participation, and accommodations are often part of providing such access. Accommodations such as extra time and bilingual dictionaries can be provided to ELs to help them access curriculum and assessments, but a type of program model by themselves. 9/2/25, 12:17 AM WGU D169 OA FINAL they are not What is one type of English language instruction program or model for ELs? Pullout instruction. 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.