1|Page
WGU D002 OA FINAL EXAM TESTBANK
2026/2027||VERIFIED EXAM!!|| WGU D002 OBJECTIVE
ASSESSMENT PROFESSIONAL, ETHICAL, AND
LEGAL PRACTICES FOR SPECIAL ED NEWEST
2026/2027 EXAM OA 400 QUESTIONS AND CORRECT
ANSWERS WITH ANSWERS||NEWEST EXAM!!
What did the Supreme Court say about "appropriate" in
the Endrew case? - ANSWER-• IEP must ensure more
than de minimis or the minimum educational benefit
• IEPs must be "appropriately ambitious" for the unique
needs of the student.
• Every student must have a change to meet challenging
goals
• The adequacy of any IEP is based on the unique needs
of the student
• Emphasized importance of meaningful parent
collaboration and input into the IEP
What do IDEA 2004 and the regulations say about FAPE?
- ANSWER-• IDEA focuses on quality of services students
receive and the outcomes of those services.
• High expectations are required.
,2|Page
• Instruction must ensure that students can access and
progress in the general education curriculum.
• IEPs must approximate the student's chronological age
grade level
• The IEP must be federally compliant.
• Extended School Year (ESY) or more than 180 days of
instruction per year must be considered
• Other funding sources, such as Medicaid or private
health insurance, should be used to pay for some Special
Education services.
•The IEP must ensure access to the general education
curriculum.The IEP must be aligned with the state
academic content. In other words, the IEP must be
standards-based
Does FAPE require that the school provide "the best
possible services" or maximize the potential for the
student? - ANSWER-No. FAPE is a basic opportunity to
make progress.
Does FAPE require that parent demand for a specific
instructional program or class setting be honored? -
ANSWER-No. The parent can provide input and state
,3|Page
preferences. The IEP team makes the decision about
services.
Does FAPE guarantee the student a spot on a team or in
an extracurricular activity? - ANSWER-No. FAPE does not
provide preferential treatment. The student must have an
equal opportunity to participate.
What is the principle of LRE? - ANSWER-• Provide
education to students with disabilities in nonsegregated
settings as much as possible/appropriate.
• IDEA says: Special classes, separate schooling or other
removal from the general education environment should
occur only when the nature or severity of the disability
prevents the student from satisfactory achievement.
• LRE can also be called the "extent of participation"
referring to how much time the student will be with non-
disabled peers.
• LRE influences where a student spends time at school
and the other students they interact with.
•Districts must provide supplementary services if the child
is placed in the general education classroom. Services like
resource room, consulting teacher, or itinerant services.
, 4|Page
What is the "continuum of alternative placements?" -
ANSWER-• IDEA requires that each district make a
continuum or sequenced list of the placement options
available in the district.
• If the team determines that the student cannot make
progress in the general education classroom, then the
alternative placements are considered.
What is the purpose of the Continuum of Alternative
Placements? (Also known as the Cascade of Placement
Options) - ANSWER-• Ensure the student with a disability
is served in a setting where the child can make progress
on their IEP goals.
• Emphasizes the importance of individualization. What will
work for this child?
How are placement/LRE decisions made? - ANSWER-•
IDEA requires the placement team include people with
specific expertise or knowledge
o Parents
o Personnel who know the placement options available to
meet the student's needs
o Individuals who understand and can interpret the data
used to develop the student's IEP.
WGU D002 OA FINAL EXAM TESTBANK
2026/2027||VERIFIED EXAM!!|| WGU D002 OBJECTIVE
ASSESSMENT PROFESSIONAL, ETHICAL, AND
LEGAL PRACTICES FOR SPECIAL ED NEWEST
2026/2027 EXAM OA 400 QUESTIONS AND CORRECT
ANSWERS WITH ANSWERS||NEWEST EXAM!!
What did the Supreme Court say about "appropriate" in
the Endrew case? - ANSWER-• IEP must ensure more
than de minimis or the minimum educational benefit
• IEPs must be "appropriately ambitious" for the unique
needs of the student.
• Every student must have a change to meet challenging
goals
• The adequacy of any IEP is based on the unique needs
of the student
• Emphasized importance of meaningful parent
collaboration and input into the IEP
What do IDEA 2004 and the regulations say about FAPE?
- ANSWER-• IDEA focuses on quality of services students
receive and the outcomes of those services.
• High expectations are required.
,2|Page
• Instruction must ensure that students can access and
progress in the general education curriculum.
• IEPs must approximate the student's chronological age
grade level
• The IEP must be federally compliant.
• Extended School Year (ESY) or more than 180 days of
instruction per year must be considered
• Other funding sources, such as Medicaid or private
health insurance, should be used to pay for some Special
Education services.
•The IEP must ensure access to the general education
curriculum.The IEP must be aligned with the state
academic content. In other words, the IEP must be
standards-based
Does FAPE require that the school provide "the best
possible services" or maximize the potential for the
student? - ANSWER-No. FAPE is a basic opportunity to
make progress.
Does FAPE require that parent demand for a specific
instructional program or class setting be honored? -
ANSWER-No. The parent can provide input and state
,3|Page
preferences. The IEP team makes the decision about
services.
Does FAPE guarantee the student a spot on a team or in
an extracurricular activity? - ANSWER-No. FAPE does not
provide preferential treatment. The student must have an
equal opportunity to participate.
What is the principle of LRE? - ANSWER-• Provide
education to students with disabilities in nonsegregated
settings as much as possible/appropriate.
• IDEA says: Special classes, separate schooling or other
removal from the general education environment should
occur only when the nature or severity of the disability
prevents the student from satisfactory achievement.
• LRE can also be called the "extent of participation"
referring to how much time the student will be with non-
disabled peers.
• LRE influences where a student spends time at school
and the other students they interact with.
•Districts must provide supplementary services if the child
is placed in the general education classroom. Services like
resource room, consulting teacher, or itinerant services.
, 4|Page
What is the "continuum of alternative placements?" -
ANSWER-• IDEA requires that each district make a
continuum or sequenced list of the placement options
available in the district.
• If the team determines that the student cannot make
progress in the general education classroom, then the
alternative placements are considered.
What is the purpose of the Continuum of Alternative
Placements? (Also known as the Cascade of Placement
Options) - ANSWER-• Ensure the student with a disability
is served in a setting where the child can make progress
on their IEP goals.
• Emphasizes the importance of individualization. What will
work for this child?
How are placement/LRE decisions made? - ANSWER-•
IDEA requires the placement team include people with
specific expertise or knowledge
o Parents
o Personnel who know the placement options available to
meet the student's needs
o Individuals who understand and can interpret the data
used to develop the student's IEP.
