WGUl D762l Objectivel Assessmentl Latestl

WGUl D762l Objectivel Assessmentl (Latestl 2026/2027l Update)l Speciall Educationl Law,l Policiesl andl Proceduresl Review|l 100%l Verifiedl Questionsl &l Answersl |l Gradel A

Q:l Whichl ofl thel followingl statementsl accuratelyl describesl thel purposel andl requirementsl ofl Priorl Writtenl Noticel (PWN)l inl speciall education?

A.l PWNl isl notl requiredl ifl parentsl declinel consentl forl theirl childl tol bel evaluatedl forl speciall educationl services.B.l PWNl outlinesl proposedl actionsl regardingl al child'sl education,l suchl asl evaluations,l identification,l placement,l orl changesl tol services,l andl mustl includel reasons,l supportingl data,l parents'l rights,l andl procedurall safeguards.C.l PWNl isl onlyl providedl tol parentsl afterl anl evaluationl hasl beenl completedl andl eligibilityl forl speciall educationl servicesl hasl beenl determined.D.l PWNl isl optionall andl canl bel providedl tol parentsl atl thel discretionl ofl thel schooll district,l dependingl onl thel severityl ofl thel proposedl actionsl regardingl thel child'sl education.

Answer:

B.l PWNl outlinesl proposedl actionsl regardingl al child'sl education,l suchl asl evaluations,l identification,l placement,l orl changesl tol services,l andl mustl includel reasons,l supportingl data,l parents'l rights,l andl procedurall safeguards.

Q:l Whenl isl parentall consentl requiredl inl thel speciall educationl process?

A.l Tol reviewl previousl evaluations B.l Beforel initiall evaluationsl orl startingl servicesl throughl anl IEP C.l Beforel standardizedl testsl arel administeredl tol alll students D.l Tol implementl IEPl servicesl afterl initiall consent

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Answer:

B.l Beforel initiall evaluationsl orl startingl servicesl throughl andl IEP.

Q:l Whol isl eligiblel tol providel consentl forl thel initiall evaluationl ofl al studentl underl Individualsl withl Disabilitiesl Educationl Actl (IDEA)?

A.l Consentl forl thel initiall evaluationl canl onlyl bel givenl byl thel student'sl primaryl caregiver.B.l Onlyl biologicall orl adoptivel parentsl ofl thel childl arel eligiblel tol providel consent.C.l Anyl individuall whol isl legallyl responsiblel forl thel child'sl welfare,l includingl relativesl withl whoml thel childl resides,l mayl providel consent.D.l Onlyl guardiansl authorizedl byl thel courtl arel eligiblel tol providel consent.

Answer:

C.l Anyl individuall whol isl legallyl responsiblel forl thel child'sl welfare,l includingl relativesl withl whoml thel childl resides,l mayl providel consent.

Q:l Whichl ofl thel followingl isl al keyl principlel ofl non-biasedl multi-disciplinaryl evaluationl inl speciall education,l asl outlinedl byl thel Individualsl withl Disabilitiesl Educationl Actl (IDEA)?

A.l Usingl al singlel measurel froml al testl asl thel solel criterionl forl determiningl eligibilityl forl speciall educationl services.B.l Administeringl assessmentl instrumentsl inl thel student'sl homel languagel orl primaryl model ofl communicationl tol avoidl bias.C.l Allowingl speciall educationl teachersl tol administerl andl interpretl IQl testsl ifl necessaryl forl thel evaluationl process.D.l Relyingl solelyl onl onel typel ofl datal sourcel tol assessl students'l strengthsl andl challenges.

Answer:

B.l Administeringl assessmentl instrumentsl inl thel student'sl homel languagel orl primaryl model ofl communicationl tol avoidl bias.

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Q:l Afterl obtainingl parentall consent,l withinl whatl timel framel mustl anl initiall evaluationl forl speciall educationl servicesl bel conductedl accordingl tol thel Individualsl withl Disabilitiesl Educationl Actl (IDEA)l 2004l reauthorization?

A.l Withinl 45l daysl (aboutl onel andl al halfl months)l ofl receivingl parentall consent B.l Withinl 60l daysl (aboutl twol months)l ofl receivingl parentall consent C.l Withinl 30l daysl (aboutl fourl andl al halfl weeks)l ofl receivingl parentall consent D.l Withinl 90l daysl (aboutl threel months)l ofl receivingl parentall consent

Answer:

B.l Withinl 60l daysl (aboutl twol months)l ofl receivingl parentall consent.

Q:l Underl thel Individualsl withl Disabilitiesl Educationl Actl (IDEA),l howl isl al "childl withl al disability"l defined?

A.l Al childl whol strugglesl academicallyl duel tol socioeconomicl factors.B.l Al childl whol hasl beenl evaluatedl andl identifiedl withl onel orl morel IDEAl disabilities,l whichl causesl lackl ofl progressl inl thel generall educationl curriculuml andl requiresl speciall educationl andl relatedl services.C.l Al childl whol performsl welll academicallyl butl hasl behaviorall issues.D.l Al childl whol requiresl onlyl minorl classrooml accommodationsl withoutl thel needl forl anl individualizedl educationl programl (IEP).

Answer:

B.l Al childl whol hasl beenl evaluatedl andl identifiedl withl onel orl morel IDEAl disabilities,l whichl causesl lackl ofl progressl inl thel generall educationl curriculuml andl requiresl speciall educationl andl relatedl services.

Q:l Whatl isl thel primaryl purposel ofl thel eligibilityl determinationl meeting?

A.l Tol planl thel student'sl Sectionl 504l plan B.l Tol examinel MDTl datal andl determinel ifl thel studentl qualifiesl asl al childl withl al disabilityl underl IDEA C.l Tol assessl thel overalll performancel ofl thel multi-disciplinaryl team D.l Tol planl thel student'sl individualizedl educationall program

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B.l Tol examinel MDTl datal andl determinel ifl thel studentl qualifiesl asl al childl withl al disabilityl underl IDEA.

Q:l Whichl ofl thel followingl bestl describesl thel keyl differencel betweenl thel IQ- achievementl discrepancyl modell andl thel response-to-interventionl (RTI)l approachl inl identifyingl specificl learningl disabilitiesl (SLD)?

A.l Thel IQ-achievementl discrepancyl modell considersl cultural,l linguistic,l andl socioeconomicl influences,l whereasl thel RTIl approachl doesl not.B.l Thel IQ-achievementl discrepancyl modell focusesl onl thel differencel betweenl al student'sl IQl andl academicl performance,l whilel thel RTIl approachl emphasizesl monitoringl al student'sl responsel tol high-quality,l research-basedl interventions.C.l Thel IQ-achievementl discrepancyl modell requiresl al studentl tol meetl age-l orl grade- levell standards,l whereasl thel RTIl approachl doesl notl considerl academicl standards.D.l Thel RTIl approachl usesl formall testsl exclusively,l whilel thel IQ-achievementl discrepancyl modell reliesl onl classrooml performancel andl teacherl observations.

Answer:

B.l Thel IQ-achievementl discrepancyl modell focusesl onl thel differencel betweenl al student'sl IQl andl academicl performance,l whilel thel RTIl approachl emphasizesl monitoringl al student'sl responsel tol high-quality,l research-basedl interventions.

Q:l Whichl ofl thel followingl statementsl bestl describesl thel purposel ofl anl independentl educationall evaluationl (IEE)l underl thel Individualsl withl Disabilitiesl Educationl Actl

(IDEA)?

A.l Anl IEEl isl conductedl byl al schooll districtl employeel tol providel al secondl opinionl onl al child'sl educationall needs.B.l Anl IEEl allowsl parentsl tol obtainl anl impartiall assessmentl froml al qualifiedl examinerl notl employedl byl thel schooll district,l especiallyl whenl theyl disagreel withl thel school'sl initiall evaluationl results.C.l Anl IEEl isl automaticallyl fundedl byl thel schooll districtl wheneverl parentsl requestl additionall informationl aboutl theirl child'sl educationall needs.D.l Anl IEEl isl usedl tol delayl thel schooll district'sl evaluationl processl whilel waitingl forl anl independentl assessment.

Answer:

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