D169 OA FINAL Exam Review Questions with
Verified Correct Answers
Difficulty participating in classroom discussions and activities, but often has many
related and relevant thoughts on the topic at hand
language processing disorder
Nonverbal learning disorder is characterized by
difficulty with physical or spatial learning or comprehension, which includes physical social
cues. Classroom demonstrations for replication would be challenging for a student with this
disability.
Language processing disorder is characterized by
difficulty understanding language in both written and spoken form, meaning this student may
have difficulty participating during activities and discussions.
Dysgraphia presents as difficulty with
spelling, creating complete sentences, and expressing ideas through writing.
Hannah is a student with a severe peanut allergy. She requires an EpiPen be available
at all times during her school day in the event she has an allergic reaction. In order for
Hannah to be safe navigating her school day, her environment must be nut-free.
504 Plan-Hannah's disability does not require specialized instruction through special
education and services outlined in an IEP. Instead, she requires support from a 504 plan to
ensure a nut-free educational environment and consistent access to a medically necessary
EpiPen.
,A student diagnosed with ADHD by a physician has difficulty focusing on exams in the
general education environment. The student is easily distracted by the noises and people
in the class, resulting in incomplete work being turned in. The work that does get
completed demonstrates that the student has a solid understanding of the curriculum.
504 Plan - Having an ADHD diagnosis does not always indicate a need for special education
supports and services. Since he is grasping the concepts through the curriculum, he may
require accommodations like extra time or taking exams in a quiet, distraction-free space.
These accommodations can be addressed by a 504 plan.
A student in a fifth-grade classroom struggles to follow directions in class, complete
assignments on time or in an appropriate manner, and identify important concepts and
related details in reading. A teacher reported the student is performing significantly
below peers across content subjects.
IEP - This student's access to the curriculum is limited. Pending special education testing, this
student would likely require supports and services to address underlying challenges impeding
access to learning.
Does not require the formal, detailed plans that are part of an IEP
Section 504
Section 504 does not require
an IEP. Only students who qualify for IDEA under one of the 13 disability areas have IEPs
specifically for educational purposes.
Provides additional funding to states for eligible students
IDEA
,Funding for school districts is only available for students who qualify for
IDEA to help with the additional costs of educating students with special needs. Funds for
IDEA cannot be used for students under Section 504, because it is a civil rights law.
Contains explicit language protecting individuals with disabilities from harassment or
retaliation based on their disability
Section 504
Section 504 has language that protects everyone with a
physical or mental impairment that limits a major life function. Not everyone under the
protection of Section 504 qualifies for school services under IDEA.
Limited to students with an educational need
IDEA
IDEA covers students with an educational need and who qualify under one of the
13 areas of disabilities.
Students are covered by Section 504 if they have a
physical or mental impairment that impacts one or more major life activities.
No age restriction
Section 504
Section 504 covers people with disabilities at any age. IDEA only covers students eligible
for federally funded school services from
birth to 21 years of age.
, If a student attends a post-secondary institution, he or she is then eligible for services
under
Section 504.
The team that writes IEPs or 504 plans must
include a special education teacher.
A special education teacher oversees the writing of
IEPs
The entire special ed team is responsible for
seeing that those IEP plans are followed--administrators, teachers, assistants, and so on. A
504 plan can be written by various people, but is usually written by the special education
teacher and, again, everyone must oversee it to ensure it is carried out.
federal law recognizes that students who are gifted and talented
have different needs than what is traditionally provided in public education,
the federal government does not fund or regulate supports and services provided to
students
considered gifted and talented.
Programs and services supporting gifted and talented students vary widely from
state to state and sometimes even vary from district to district.
Characteristics associated with gifted and talented students - High-energy, impulsivity,
nonstop talking, insatiable curiosity is what category
Behavioral
Verified Correct Answers
Difficulty participating in classroom discussions and activities, but often has many
related and relevant thoughts on the topic at hand
language processing disorder
Nonverbal learning disorder is characterized by
difficulty with physical or spatial learning or comprehension, which includes physical social
cues. Classroom demonstrations for replication would be challenging for a student with this
disability.
Language processing disorder is characterized by
difficulty understanding language in both written and spoken form, meaning this student may
have difficulty participating during activities and discussions.
Dysgraphia presents as difficulty with
spelling, creating complete sentences, and expressing ideas through writing.
Hannah is a student with a severe peanut allergy. She requires an EpiPen be available
at all times during her school day in the event she has an allergic reaction. In order for
Hannah to be safe navigating her school day, her environment must be nut-free.
504 Plan-Hannah's disability does not require specialized instruction through special
education and services outlined in an IEP. Instead, she requires support from a 504 plan to
ensure a nut-free educational environment and consistent access to a medically necessary
EpiPen.
,A student diagnosed with ADHD by a physician has difficulty focusing on exams in the
general education environment. The student is easily distracted by the noises and people
in the class, resulting in incomplete work being turned in. The work that does get
completed demonstrates that the student has a solid understanding of the curriculum.
504 Plan - Having an ADHD diagnosis does not always indicate a need for special education
supports and services. Since he is grasping the concepts through the curriculum, he may
require accommodations like extra time or taking exams in a quiet, distraction-free space.
These accommodations can be addressed by a 504 plan.
A student in a fifth-grade classroom struggles to follow directions in class, complete
assignments on time or in an appropriate manner, and identify important concepts and
related details in reading. A teacher reported the student is performing significantly
below peers across content subjects.
IEP - This student's access to the curriculum is limited. Pending special education testing, this
student would likely require supports and services to address underlying challenges impeding
access to learning.
Does not require the formal, detailed plans that are part of an IEP
Section 504
Section 504 does not require
an IEP. Only students who qualify for IDEA under one of the 13 disability areas have IEPs
specifically for educational purposes.
Provides additional funding to states for eligible students
IDEA
,Funding for school districts is only available for students who qualify for
IDEA to help with the additional costs of educating students with special needs. Funds for
IDEA cannot be used for students under Section 504, because it is a civil rights law.
Contains explicit language protecting individuals with disabilities from harassment or
retaliation based on their disability
Section 504
Section 504 has language that protects everyone with a
physical or mental impairment that limits a major life function. Not everyone under the
protection of Section 504 qualifies for school services under IDEA.
Limited to students with an educational need
IDEA
IDEA covers students with an educational need and who qualify under one of the
13 areas of disabilities.
Students are covered by Section 504 if they have a
physical or mental impairment that impacts one or more major life activities.
No age restriction
Section 504
Section 504 covers people with disabilities at any age. IDEA only covers students eligible
for federally funded school services from
birth to 21 years of age.
, If a student attends a post-secondary institution, he or she is then eligible for services
under
Section 504.
The team that writes IEPs or 504 plans must
include a special education teacher.
A special education teacher oversees the writing of
IEPs
The entire special ed team is responsible for
seeing that those IEP plans are followed--administrators, teachers, assistants, and so on. A
504 plan can be written by various people, but is usually written by the special education
teacher and, again, everyone must oversee it to ensure it is carried out.
federal law recognizes that students who are gifted and talented
have different needs than what is traditionally provided in public education,
the federal government does not fund or regulate supports and services provided to
students
considered gifted and talented.
Programs and services supporting gifted and talented students vary widely from
state to state and sometimes even vary from district to district.
Characteristics associated with gifted and talented students - High-energy, impulsivity,
nonstop talking, insatiable curiosity is what category
Behavioral
