{"id":119502,"date":"2023-09-10T19:38:42","date_gmt":"2023-09-10T19:38:42","guid":{"rendered":"https:\/\/learnexams.com\/blog\/?p=119502"},"modified":"2023-09-10T19:38:44","modified_gmt":"2023-09-10T19:38:44","slug":"wgu-d096-fundamentals-of-diverse-learners-2023-study-bundle-complete-packageverified-answers-wgu-d096-fundamentals-of-diverse-learners-2023-study-bundle-complete-packageverified-answers","status":"publish","type":"post","link":"https:\/\/www.learnexams.com\/blog\/2023\/09\/10\/wgu-d096-fundamentals-of-diverse-learners-2023-study-bundle-complete-packageverified-answers-wgu-d096-fundamentals-of-diverse-learners-2023-study-bundle-complete-packageverified-answers\/","title":{"rendered":"WGU D096 Fundamentals of Diverse Learners 2023 STUDY BUNDLE (COMPLETE PACKAGE)(Verified Answers)"},"content":{"rendered":"\n

WGU D096 Fundamentals of Diverse Learners 2023 STUDY BUNDLE (COMPLETE PACKAGE)(Verified Answers)<\/p>\n\n\n\n

lOMoARcPSD|10670206
lOMoARcPSD|10670206
D096 OA Study Guide
Student Name: Robert Polk
Course Instructor: Harri
Unit 2, Module 1<\/p>\n\n\n\n

    \n
  1. What does the term English learner (EL) mean? What are some other terms used to refer
    to these students? (p. 11)
    a. The term English learner means is a student whom first language isn\u2019t
    English. A student who is limited English proficient. Who is age 3-21.,
    Who comes from a environment where a language other than English has
    had a significant impact on the individual level of English language
    proficiency?
    b. ELL, ESOL, ESL, LEP are other terms used for EL students.<\/li>\n\n\n\n
  2. Federal law requires that parents be notified their child has been identified as an
    English learner within what time period? (p. 12, Essential Reading 1)
    a. Parents must be notified that their child has been identified as an English
    learner within 30days of the beginning of the school year and within 2 weeks
    for students that enroll during any other time during the school year. The
    schools are required to provide parents with a host of information regarding
    their child\u2019s level of English proficiency and how this was determined, the
    type of program that their child is enrolled or recommended too participate
    in, the method of instruction, and more<\/li>\n\n\n\n
  3. Describe one screening tool commonly used as the first step to identify English learners.
    What is it called? Who completes it? What are some of the questions it includes? (p. 12,
    Essential Reading 1)
    a. Home Language Survey\u2014questions: What language did your child first
    understand or speak? What language do you or others use most often
    when speaking with your child?
    b. Parents-What language does your child use most often when speaking with
    other family or other members?<\/li>\n\n\n\n
  4. After a student is identified as a potential EL, how are placement or screener tests
    used for further evaluation? (p. 12, Essential Reading 2)
    a. Once students are identified as potential El students they must be assessed
    with a valid and reliable assessment to determine if they are indeed Els.
    They test the students in proficient in language domains (speaking, listening,
    reading and writing)<\/li>\n\n\n\n
  5. What is the purpose of Title III of the Every Student Succeeds Act or ESSA (2015) as
    it relates to the education for ELs. (p. 12, Essential Reading 2, Page 35)
    a. It deals with Language instruction for English learners and Immigrants
    Students. It regulates the main aspects that have to do with EL sessions
    that schools provide to students whose first language is not English<\/li>\n\n\n\n
  6. If a student is identified as EL and is diagnosed with a disability but the parent
    declines disability-related services, what is the school still required to provide? (p. 14,
    Essential Reading 1, Page 2)<\/li>\n<\/ol>\n\n\n\n

    lOMoARcPSD|10670206
    a. If the parents decline disability-related services under IDEA and 504, the
    SEA and LEA remain obligated to provide appropriate language assistance
    services to Els.
    Make it Happen!!<\/p>\n\n\n\n

    lOMoARcPSD|10670206<\/p>\n\n\n\n

      \n
    1. If a student is identified as EL and is diagnosed with a disability but the parent opts out
      of the EL programs and services, what is the school still required to provide? (p. 14,
      Essential Reading 1, Page 2)
      a. The LEA remains obligated to provide such services as required in the IEP or
      504 plan, and to conduct ELP monitoring and \/ provide language assistance
      as appropriate.<\/li>\n\n\n\n
    2. What are some ways we can overcome the overidentification and under-identification
      of ELs in special education? (p. 14, Essential Video)
      a. The resources. Available for low-income area are at a shortage-Most school
      aren\u2019t culturally responsive for the increase of El student populations. And
      it results in under identification of these students. And people are nervous
      because they don\u2019t want to put a label on the EL students sinc,e they aren\u2019t
      educated on the identifying these EL students<\/li>\n\n\n\n
    3. Describe the 6 key principles for teaching ELs. (p. 16, Essential Reading 1)<\/li>\n\n\n\n
    4. Instruction focuses on providing Els with opportunities to engage in disciplinespecific practices, which are designed to build conceptual understanding and
      language competence in tandem. Learning is a social process that
      requires teachers to intentionally design learning opportunities
      that integrate reading, writing, speaking, and listening with the
      practices of each discipline.<\/li>\n\n\n\n
    5. Instruction leverages ELs\u2019 home language(s), cultural assets, and
      prior knowledge. ELs\u2019 home language(s) and culture(s) are
      regarded as assets and are used by the teacher in bridging prior
      knowledge to new knowledge, and in making content meaningful
      and comprehensible.<\/li>\n\n\n\n
    6. Standards-aligned instruction for ELs is rigorous, grade-level
      appropriate, and provides deliberate
      and appropriate scaffolds. Instruction that is rigorous and
      standards-aligned reflects the key shifts in
      the CCSS and NGSS. Such shifts require that teachers provide
      students with opportunities to describe their reasoning, share
      explanations, make conjectures, justify conclusions, argue from
      evidence, and negotiate meaning from complex texts. Students
      with developing levels of English proficiency will require
      instruction that carefully supports their understanding and use of
      emerging language as they participate in these activities.<\/li>\n\n\n\n
    7. Instruction moves ELs forward by taking into account their
      English proficiency level(s) and prior schooling experiences. ELs
      within a single classroom can be heterogeneous in terms of home
      language(s) proficiency, proficiency in English, literacy levels in
      English and student\u2019s home language(s), previous experiences in
      schools, and time in the U.S. Teachers must be attentive to these
      differences and design instruction accordingly.
      Make it Happen!!<\/li>\n<\/ol>\n\n\n\n

      lOMoARcPSD|10670206<\/p>\n\n\n\n

        \n
      1. Instruction fosters ELs\u2019 autonomy by equipping them with the
        strategies necessary to comprehend and
        use language in a variety of academic settings. ELs must learn to
        use a broad repertoire of strategies to construct meaning from
        academic talk and complex text, to participate in academic
        discussions, and to express themselves in writing across a variety
        of academic situations. Tasks must be designed to ultimately
        foster student independence.<\/li>\n\n\n\n
      2. 6. Diagnostic tools and formative assessment practices are
        employed to measure students\u2019 content knowledge,
        academic language competence, and participation in
        disciplinary practices. These assessment practices allow teachers
        to monitor students\u2019 learning so that they may adjust instruction,
        accordingly, provide students with timely and useful feedback, and
        encourage students to reflect on their own thinking and learning.
        Unit 2, Module 2<\/li>\n\n\n\n
      3. List the important components of the Individuals with Disabilities Education Act
        (IDEA). (p. 18, Essential Reading 1)
        a. It\u2019s a education law that requires public school to meet the unique needs
        of eligible K-12 students with disabilities.
        i. Legal rights for people with disabilities
        ii. An Individualized Education program (IEP) for eligible K-12 students
        iii. Special education and related services to meet a students\u2019 unique needs
        iv. Accommodation (audiobooks or extra time) for K-12 students
        v. A requirement that public schools find and evaluate-at no cost to familieskids who may have a disability
        vi. Education funding for schools
        vii. A free appropriate public education (FAPE) in the least restrictive
        environment (LRE) for students
        viii. Procedural safeguards that protect families\u2019 rights (like access to school
        records)
        ix. Due process (or partial hearing) for resolving disputes between
        families and schools<\/li>\n\n\n\n
      4. List the important components of Section 504 of the Rehabilitation Act. (p. 18,
        Essential Reading 1)
        a. 504 Plan-is a civil rights law prohibits disability discrimination at schools that
        get federal funding. (School help by removing barriers)
        i. Legal rights for people with disabilities
        ii. 504 plans for eligible K-12 students
        iii. Accommodations (audiobooks or extra time) for K-12 students
        iv. A free appropriate public education (FAPE) in the least restrictive
        environment (LRE) for students
        v. Procedural safeguards that protect families right (like access to school
        records)
        Make it Happen!!<\/li>\n<\/ol>\n\n\n\n

        1 \/ 5
        WGU DO96 PRE-ASSESSMENT: ESSENTIAL PRACTICES
        FOR SUPPORTING Diverse Learners
        1.Title III addresses English learners (ELs), including what other status
        of students ANS Migrant children and youth
        2.What is one function of the Home Language Survey for English language
        (EL) students ANS Determines the potential need for a language
        assistance program
        3.An EL student was placed in a special education program. It was
        deter- mined later that this student was incorrectly placed in the
        program. What may be the reason for this ANS The student was
        identified as having a learning disorder before being assessed as a
        second language learner.
        4.A special education team has determined that a student with a learning
        disability learns best in a regular classroom for most of the day and in a
        special education classroom for two hours a day. Which component of the
        Individuals with Disabilities Education Act (IDEA) is being addressed ANS<\/p>\n\n\n\n

        2 \/ 5
        Least Restrictive Environment (LRE)
        5.What is true about the nature of decisions regarding Individualized
        Ed- ucation Program (IEP) goals ANS Decisions can change to reflect
        the student’s progress relative to English learner (EL) program
        goals.
        6.Who must give input in the Individuals with Disabilities Education
        Act (IDEA) placement process ANS Parents
        7.Which of the thirteen IDEA categories includes dyslexia ANS Specific
        Learning Disabilities
        8.A student performs well on mathematics tasks but often struggles with
        reading assignments. Which inference can be made ANS The student
        may have a learning disability.
        9.What is one difference between an Individualized Education Program
        (IEP) and a 504 plan ANS An IEP is governed by the Department of
        Education and a 504 plan is governed by the U.S. Office of Civil Rights.<\/p>\n\n\n\n

        1 \/ 19
        WGU D096 Fundamentals of Diverse Learners Exam 2023 –
        2024 Questions and Answers (Verified)
        1.What Is progress monitoring used for ANS Monitoring Academic and
        Behavior progress
        2.What Age is progress monitoring usually used for ANS Elementary
        students. But it can be conducted effectively at any age.
        3.CBM (Curriculum Based Measurement): Includes instruments or
        probes. Has a short sample from the curriculum.
        Includes items from across the curriculum to provide a representative
        indicator of the students skills.
        It provides immediate info about how the student is mastering skills
        being taught at the moment.
        4.What is the major difference between Tier 2 and 3 of support in MTSS:
        Tier 3 provides more instructional time but it also provides smaller
        groups.
        Targets precise objectives at appropriate levels, systematic<\/p>\n\n\n\n

        2 \/ 19
        instruction, extensive opportunities for practices, and increased error
        correction and feedback opportu- nities.
        5.Tier 3 level of support: –Intensive–
        The most intensive level of support provided (in addition to tier 1).
        This intervention is geared toward skill growth and acquisition much
        more narrowly focused.
        6.Tier 2 level of support: –Targeted–
        Small group intervention provided to students in addition to tier 1
        support ( Targeted areas of need)
        7.Tier 1 level of support: –Core–
        Whole class instruction using evidence-based general educationstrategies<\/p>\n\n\n\n

          \n
        1. What is one function of the home language survey for language
          students-
          : Determines the potential need for a language assistance program
          9.Once students are ID’d as potential EL’s what is the process ANS They
          must be assessed with a valid and reliable assessment to determine if
          they qualify for EL services
          10.A teacher observes disruptive behavior among a number of students,<\/li>\n<\/ol>\n\n\n\n

          3 \/ 19
          what should she do ANS Reduce long delays between activities to
          hold students attention
          11.What type of differentiation is address in an IEP where a student need
          to sit near the teacher in the first or second row ANS Environment<\/p>\n\n\n\n

          4 \/ 19<\/p>\n\n\n\n

            \n
          1. What curriculum adjustment will help students who are bored in class?-: Adjust assignments to include student interest
            13.What is a student able to do in Early Production ANS Basic
            vocab Know up to 1000 words
            14.What differentiation method is a teacher using when offering
            reading materials at different reading levels to students ANS Content
            15.What is a student able to do in the preproduction stage ANS Practice
            pro- nouncing words
            Basic vocab
            Know up to 500 words
            16.Stages of Second Language Acquisition: 1. Preproduction
            2.Early Production
            3.Speech Emergence
            4.Intermediate Fluency
            5.Advanced Fluency
            17.Explicit Instruction: An instructional strategy that emphasizes group
            instruc- tion. The instruction offered should include a great deal of
            teacher-student interac- tivity.<\/li>\n<\/ol>\n\n\n\n

            1 \/ 9
            WGU D096 OBJECTIVE ASSESSMENT Questions and Answers
            2023 – 2024 (Verified)
            1.What is the least restrictive environment for a second-grade student
            with minimal behavior challenges who needs assistance with reading
            fluency? ANS – Resource room
            2.What is the least restrictive environment for a student who has
            multiple disabilities and needs assistance with self-care? ANS Separate
            class<\/p>\n\n\n\n

              \n
            1. A student who is an English learner has attention deficit hyperactivity
              disorder and is falling behind academically. The teacher refers the student
              for comprehensive assessment to determine specific learning issues so
              that learning can be best tailored to the needs of the student.
              Which type of assessment accommodation will allow the student to
              perform best during the assessment? ANS Scheduling frequent breaks
              during the assess- ment<\/li>\n<\/ol>\n\n\n\n

              2 \/ 9<\/p>\n\n\n\n

                \n
              1. A student with a disability struggles to read standard print.
                Which type of assessment accommodation will best support this student?-
                ANS Presentation
                5.Which instructional service delivery model outside of the regular classroom is considered least restrictive for students with disabilities? ANS
                Resource room
                6.Where do the majority of students with disabilities receive the majority
                of their educational services? ANS Regular classrooms<\/li>\n\n\n\n
              2. How frequently must the Individualized Education Program (IEP) be reviewed according to the Individuals with Disabilities Education Act
                (IDEA)?-
                ANS Every 12 months
                8.Which information must be included in an Individual Education Plan
                (IEP)? ANS The student’s level of participation in the general
                education curriculum<\/li>\n<\/ol>\n\n\n\n

                3 \/ 9
                9.What must the Individualized Education Program (IEP) include for all
                students with disabilities under the Individuals with Disabilities Education
                Act (IDEA)? ANS Where the proposed services will be provided
                10.What is a required component for an Individualized Family Service Plan
                (IFSP)? ANS Description of the natural environments where services
                will be provided
                11.What is a required component of an Individualized Family Support Plan
                (IFSP)? ANS A statement of specific early intervention services
                necessary to meet the unique needs of the child and family<\/p>\n\n\n\n

                lOMoARcPSD|10670206
                lOMoARcPSD|10670206
                D096 OA study guide – Lecture notes Assessment
                Fundamentals of diverse learners
                IDEA 13 specific categories:<\/p>\n\n\n\n

                  \n
                1. Autism spectrum disorder<\/li>\n\n\n\n
                2. Intellectual disability<\/li>\n\n\n\n
                3. Hearing impairment 1%<\/li>\n\n\n\n
                4. Deafness<\/li>\n\n\n\n
                5. Speech or language impairment 19%<\/li>\n\n\n\n
                6. Visual impairment (including blindness) 1%<\/li>\n\n\n\n
                7. Emotional disturbance (including anxiety and depression)<\/li>\n\n\n\n
                8. Orthopedic impairment 1%<\/li>\n\n\n\n
                9. Traumatic brain injury<\/li>\n\n\n\n
                10. Other health impairment (including ADHD) 14%<\/li>\n\n\n\n
                11. Specific learning disability (dyslexia, dysgraphia, auditory processing) 34%<\/li>\n\n\n\n
                12. Deaf-blindness<\/li>\n\n\n\n
                13. Multiple disabilities
                  5 stages of second language acquisition:
                  Preproduction: \u201csilent period\u201d, minimal comprehension, draws, points, nods, no verbalizing, know 500 words (0-6
                  months)
                  Early Production: limited comprehension, one-two word responses, key words, present-tense verbs, know 1000
                  words, lots of listening (6 mo-1 year)
                  Speech Emergence: good comprehension, produce simple sentences, grammar errors, doesn\u2019t understand jokes, context
                  clues\/familiar topics (1-3 years)
                  Intermediate Fluency: excellent comprehension, few grammatical errors, communicating is fluent, higher-order thinking
                  skills (3-5 years)
                  Advanced Fluency: fluent in all contexts, near-native level of speech, comfortable communicating, may still have
                  accent (5-7 years)
                  Tier 1: CORE
                  Whole class instruction using evidence-based general education strategies
                  Tier 2: TARGETED
                  Small group intervention provided to students in addition to tier 1
                  Tier 3: INTENSIVE
                  Geared toward skill growth and acquisition much more narrowly focused (most intense)
                  Pullout: student leaving classroom to receive specialized instruction
                  Scaffolding: building on students experiences and knowledge as they are learning new skills
                  Krashen\u2019s Theory of Second Language Acquisition (SLA):
                  Acquisition-Learning: the product of the process children undergo when they acquire their first language
                  Monitor: explains relationship between acquisition and learning and defines the influences of the latter on the former.
                  Role of the brains learning system in monitoring\/correcting language use.
                  Input: explain how the learner acquires a second language, how it takes place. Providing comprehensible input or
                  language just above students current level.<\/li>\n\n\n\n
                14. <\/li>\n<\/ol>\n\n\n\n

                  1 \/ 37
                  WGU D096 Fundamentals of Diverse Learners
                  Study Guide Questions and Answers 2023 – 2024
                  (Verified)
                  1.What Is progress monitoring used for ANS Monitoring Academic and
                  Behavior progress
                  2.What Age is progress monitoring usually used for ANS Elementary
                  students. But it can be conducted effectively at any age.
                  3.CBM (Curriculum Based Measurement): Includes instruments or
                  probes. Has a short sample from the curriculum.
                  Includes items from across the curriculum to provide a representative
                  indicator of the students skills.<\/p>\n\n\n\n

                  2 \/ 37
                  It provides immediate info about how the student is mastering skills
                  being taught at the moment.
                  4.What is the major difference between Tier 2 and 3 of support in MTSS:
                  Tier 3 provides more instructional time but it also provides smaller
                  groups.
                  Targets precise objectives at appropriate levels, systematic
                  instruction, extensive opportunities for practices, and increased error
                  correction and feedback opportu- nities.
                  5.Tier 3 level of support: –Intensive–
                  The most intensive level of support provided (in addition to tier 1).
                  This intervention is geared toward skill growth and acquisition much
                  more narrowly focused.
                  6.Tier 2 level of support: –Targeted–
                  Small group intervention provided to students in addition to tier 1
                  support ( Targeted areas of need)<\/p>\n\n\n\n

                  3 \/ 37
                  7.Tier 1 level of support: –Core–
                  Whole class instruction using evidence-based general educationstrategies<\/p>\n\n\n\n

                    \n
                  1. What is one function of the home language survey for language
                    students-
                    : Determines the potential need for a language assistance program
                    9.Once students are ID’d as potential EL’s what is the process ANS They
                    must be assessed with a valid and reliable assessment to determine if
                    they qualify for EL services
                    10.A teacher observes disruptive behavior among a number of students,
                    what should she do ANS Reduce long delays between activities to
                    hold students attention<\/li>\n<\/ol>\n\n\n\n

                    4 \/ 37
                    11.What type of differentiation is address in an IEP where a student need
                    to sit near the teacher in the first or second row ANS Environment<\/p>\n\n\n\n

                    1 \/ 13
                    WGU D096 Fundamentals of Diverse Learners Exam
                    2023 – 2024 Questions and Answers (Verified)
                    1.What is Title III of ESSA (Every student succeeds act)? ANS Ensure
                    English learners attain English proficiency and develop high levels of
                    academic achieve- ment including migrant children and youth
                    Requirements
                    -Consistent methods to determine whether students are eligible of EL
                    services
                    -Grater emphasis on parent\/family communication
                    -Options to assess Els in native language
                    2.What laws are in place to support ELL’s ANS 1. No Child Left Behind
                    2.Every Student Succeeds Act
                    3.FERPA<\/p>\n\n\n\n

                      \n
                    1. What are the 4 different program options for ELLs? ANS 1. English as a
                      second Language
                      2.Structure English Immersion
                      3.Transitional Bilingual Education<\/li>\n<\/ol>\n\n\n\n

                      2 \/ 13
                      4.Dual Language (2way immersion)
                      4.What is English as a second language program? ANS GOAL special
                      curriculum to teach ELLs about the English language academic vocab,
                      develop English proficiency in speaking writing, reading listening with
                      little use of ELL’s primary language.
                      5.What is structure English immersion (SEI) program? ANS Implemented
                      to ELL can transition and succeed in an English-only mainstream
                      classroom with little use of ELL primary language.
                      6.What is Transitional Bilingual Education (TBE) program? ANS Program
                      that maintains and develops skills in primary language while
                      introducing, maintaining and developing skills in English. The goal is to
                      transition into English instruction as skills build up.
                      7.What is a dual language or two-way immersion program? ANS A
                      bilingual pro- gram where the goal is for the student to develop
                      proficiencies in two languages. Normally classroom is 1\/2 English and
                      1\/2 other languages.
                      8.What is WIDA (World-class Instructional Design and Assessment)?<\/p>\n\n\n\n

                      3 \/ 13
                      ANS A group of state depts. of education to the design and
                      implementation of high standards and equitable educational
                      opportunities for ELL<\/p>\n\n\n\n

                        \n
                      1. What are 5 steps to ensure instruction and assessments are aligned
                        to state or national English language development standards ANS 1.
                        Instruction focuses on providing ELL’s with opportunities to engage in
                        discipline-specific<\/li>\n<\/ol>\n\n\n\n

                        lOMoARcPSD|10670206
                        lOMoARcPSD|10670206
                        D096 OA Study Guide
                        Student Name: Robert Polk
                        Course Instructor: Harri
                        Unit 2, Module 1<\/p>\n\n\n\n

                          \n
                        1. What does the term English learner (EL) mean? What are some other terms used to refer
                          to these students? (p. 11)
                          a. The term English learner means is a student whom first language isn\u2019t
                          English. A student who is limited English proficient. Who is age 3-21.,
                          Who comes from a environment where a language other than English has
                          had a significant impact on the individual level of English language
                          proficiency?
                          b. ELL, ESOL, ESL, LEP are other terms used for EL students.<\/li>\n\n\n\n
                        2. Federal law requires that parents be notified their child has been identified as an
                          English learner within what time period? (p. 12, Essential Reading 1)
                          a. Parents must be notified that their child has been identified as an English
                          learner within 30days of the beginning of the school year and within 2 weeks
                          for students that enroll during any other time during the school year. The
                          schools are required to provide parents with a host of information regarding
                          their child\u2019s level of English proficiency and how this was determined, the
                          type of program that their child is enrolled or recommended too participate
                          in, the method of instruction, and more<\/li>\n\n\n\n
                        3. Describe one screening tool commonly used as the first step to identify English learners.
                          What is it called? Who completes it? What are some of the questions it includes? (p. 12,
                          Essential Reading 1)
                          a. Home Language Survey\u2014questions: What language did your child first
                          understand or speak? What language do you or others use most often
                          when speaking with your child?
                          b. Parents-What language does your child use most often when speaking with
                          other family or other members?<\/li>\n\n\n\n
                        4. After a student is identified as a potential EL, how are placement or screener tests
                          used for further evaluation? (p. 12, Essential Reading 2)
                          a. Once students are identified as potential El students they must be assessed
                          with a valid and reliable assessment to determine if they are indeed Els.
                          They test the students in proficient in language domains (speaking, listening,
                          reading and writing)<\/li>\n\n\n\n
                        5. What is the purpose of Title III of the Every Student Succeeds Act or ESSA (2015) as
                          it relates to the education for ELs. (p. 12, Essential Reading 2, Page 35)
                          a. It deals with Language instruction for English learners and Immigrants
                          Students. It regulates the main aspects that have to do with EL sessions
                          that schools provide to students whose first language is not English<\/li>\n\n\n\n
                        6. If a student is identified as EL and is diagnosed with a disability but the parent
                          declines disability-related services, what is the school still required to provide? (p. 14,
                          Essential Reading 1, Page 2)<\/li>\n<\/ol>\n\n\n\n

                          lOMoARcPSD|10670206
                          a. If the parents decline disability-related services under IDEA and 504, the
                          SEA and LEA remain obligated to provide appropriate language assistance
                          services to Els.
                          Make it Happen!!<\/p>\n\n\n\n

                          lOMoARcPSD|10670206<\/p>\n\n\n\n

                            \n
                          1. If a student is identified as EL and is diagnosed with a disability but the parent opts out
                            of the EL programs and services, what is the school still required to provide? (p. 14,
                            Essential Reading 1, Page 2)
                            a. The LEA remains obligated to provide such services as required in the IEP or
                            504 plan, and to conduct ELP monitoring and \/ provide language assistance
                            as appropriate.<\/li>\n\n\n\n
                          2. What are some ways we can overcome the overidentification and under-identification
                            of ELs in special education? (p. 14, Essential Video)
                            a. The resources. Available for low-income area are at a shortage-Most school
                            aren\u2019t culturally responsive for the increase of El student populations. And
                            it results in under identification of these students. And people are nervous
                            because they don\u2019t want to put a label on the EL students sinc,e they aren\u2019t
                            educated on the identifying these EL students<\/li>\n\n\n\n
                          3. Describe the 6 key principles for teaching ELs. (p. 16, Essential Reading 1)<\/li>\n\n\n\n
                          4. Instruction focuses on providing Els with opportunities to engage in disciplinespecific practices, which are designed to build conceptual understanding and
                            language competence in tandem. Learning is a social process that
                            requires teachers to intentionally design learning opportunities
                            that integrate reading, writing, speaking, and listening with the
                            practices of each discipline.<\/li>\n\n\n\n
                          5. Instruction leverages ELs\u2019 home language(s), cultural assets, and
                            prior knowledge. ELs\u2019 home language(s) and culture(s) are
                            regarded as assets and are used by the teacher in bridging prior
                            knowledge to new knowledge, and in making content meaningful
                            and comprehensible.<\/li>\n\n\n\n
                          6. Standards-aligned instruction for ELs is rigorous, grade-level
                            appropriate, and provides deliberate
                            and appropriate scaffolds. Instruction that is rigorous and
                            standards-aligned reflects the key shifts in
                            the CCSS and NGSS. Such shifts require that teachers provide
                            students with opportunities to describe their reasoning, share
                            explanations, make conjectures, justify conclusions, argue from
                            evidence, and negotiate meaning from complex texts. Students
                            with developing levels of English proficiency will require
                            instruction that carefully supports their understanding and use of
                            emerging language as they participate in these activities.<\/li>\n\n\n\n
                          7. Instruction moves ELs forward by taking into account their
                            English proficiency level(s) and prior schooling experiences. ELs
                            within a single classroom can be heterogeneous in terms of home
                            language(s) proficiency, proficiency in English, literacy levels in
                            English and student\u2019s home language(s), previous experiences in
                            schools, and time in the U.S. Teachers must be attentive to these
                            differences and design instruction accordingly.
                            Make it Happen!!<\/li>\n<\/ol>\n\n\n\n

                            lOMoARcPSD|10670206<\/p>\n\n\n\n

                              \n
                            1. Instruction fosters ELs\u2019 autonomy by equipping them with the
                              strategies necessary to comprehend and
                              use language in a variety of academic settings. ELs must learn to
                              use a broad repertoire of strategies to construct meaning from
                              academic talk and complex text, to participate in academic
                              discussions, and to express themselves in writing across a variety
                              of academic situations. Tasks must be designed to ultimately
                              foster student independence.<\/li>\n\n\n\n
                            2. 6. Diagnostic tools and formative assessment practices are
                              employed to measure students\u2019 content knowledge,
                              academic language competence, and participation in
                              disciplinary practices. These assessment practices allow teachers
                              to monitor students\u2019 learning so that they may adjust instruction,
                              accordingly, provide students with timely and useful feedback, and
                              encourage students to reflect on their own thinking and learning.
                              Unit 2, Module 2<\/li>\n\n\n\n
                            3. List the important components of the Individuals with Disabilities Education Act
                              (IDEA). (p. 18, Essential Reading 1)
                              a. It\u2019s a education law that requires public school to meet the unique needs
                              of eligible K-12 students with disabilities.
                              i. Legal rights for people with disabilities
                              ii. An Individualized Education program (IEP) for eligible K-12 students
                              iii. Special education and related services to meet a students\u2019 unique needs
                              iv. Accommodation (audiobooks or extra time) for K-12 students
                              v. A requirement that public schools find and evaluate-at no cost to familieskids who may have a disability
                              vi. Education funding for schools
                              vii. A free appropriate public education (FAPE) in the least restrictive
                              environment (LRE) for students
                              viii. Procedural safeguards that protect families\u2019 rights (like access to school
                              records)
                              ix. Due process (or partial hearing) for resolving disputes between
                              families and schools<\/li>\n\n\n\n
                            4. List the important components of Section 504 of the Rehabilitation Act. (p. 18,
                              Essential Reading 1)
                              a. 504 Plan-is a civil rights law prohibits disability discrimination at schools that
                              get federal funding. (School help by removing barriers)
                              i. Legal rights for people with disabilities
                              ii. 504 plans for eligible K-12 students
                              iii. Accommodations (audiobooks or extra time) for K-12 students
                              iv. A free appropriate public education (FAPE) in the least restrictive
                              environment (LRE) for students
                              v. Procedural safeguards that protect families right (like access to school
                              records)
                              Make it Happen!!<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"

                              WGU D096 Fundamentals of Diverse Learners 2023 STUDY BUNDLE (COMPLETE PACKAGE)(Verified Answers) lOMoARcPSD|10670206lOMoARcPSD|10670206D096 OA Study GuideStudent Name: Robert PolkCourse Instructor: HarriUnit 2, Module 1 lOMoARcPSD|10670206a. If the parents decline disability-related services under IDEA and 504, theSEA and LEA remain obligated to provide appropriate language assistanceservices to Els.Make it Happen!! lOMoARcPSD|10670206 lOMoARcPSD|10670206 1 \/ 5WGU DO96 […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[25],"tags":[],"class_list":["post-119502","post","type-post","status-publish","format-standard","hentry","category-exams-certification"],"_links":{"self":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/posts\/119502","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/comments?post=119502"}],"version-history":[{"count":0,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/posts\/119502\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/media?parent=119502"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/categories?post=119502"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.learnexams.com\/blog\/wp-json\/wp\/v2\/tags?post=119502"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}