WGUl D762l Pre-l Assessmentl Latestl

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

Q:l Al fourth-gradel studentl hasl beenl consistentlyl strugglingl withl emotionall disturbances,l leadingl tol poorl performancel inl thel generall educationl classroom.l Thel speciall educationl teacherl onl thel Multi-Disciplinaryl Teaml (MDT)l wantsl tol ensurel thatl alll rulesl outlinedl byl thel Individualsl withl Disabilitiesl Educationl Actl (IDEA)l arel followed.l

Whatl mustl thel speciall educationl teacherl ensurel forl thel initiall evaluationl process?

Answer:

Thel processl isl completedl withinl 60l daysl ofl givenl parentall consent.

Q:l Al speciall educationl teacherl isl helpingl conductl anl initiall evaluationl ofl al studentl asl partl ofl thel speciall educationl referrall process.l Thel teacherl isl onl thel Multi- Disciplinaryl Teaml (MDT)l andl wantsl tol makel surel thatl thel processl isl performedl properly.l

Whichl factorl aboutl thel evaluationl shouldl bel concerningl tol thel speciall educationl teacher?

Answer:

Anl IQl testl isl thel primaryl reasonl forl referrall tol speciall educationl services.

Q:l Whichl conditionl isl necessaryl inl orderl tol identifyl al childl withl al disabilityl underl thel Individualsl withl Disabilitiesl Educationl Actl (IDEA)? 1 / 3

Answer:

Thel disabilityl fallsl intol onel ofl thel 13l categoriesl listedl inl thel law.

Q:l Whatl isl onel ofl thel Specificl Learningl Disabilityl (SLD)l criterial ofl thel response-to- interventionl (RTI)l approach?

Answer:

Thel student'sl lackl ofl progressl isl notl duel tol otherl disabilitiesl orl economicl factors.

Q:l Whatl doesl thel IQ-achievementl discrepancyl modell involve?

Answer:

Comparingl al student'sl IQl scorel withl theirl academicl performance

Q:l Whatl rolel dol Independentl Educationall Evaluationsl (IEE)l havel inl speciall education?

Answer:

Offeringl al formall processl forl parentsl tol disputel eligibilityl results

Q:l Al studentl isl beingl evaluatedl tol determinel ifl theyl havel al Specificl Learningl Disabilityl (SLD).l Thel Multi-Disciplinaryl Teaml (MDT)l isl consideringl evidencel bothl forl andl againstl eligibility.

Whichl evidencel makesl thel studentl ineligiblel forl havingl anl SLD?

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Answer:

Thel studentl hasl anl intellectuall disability.

Q:l Al fifth-gradel student'sl readingl strugglesl havel promptedl al Multi-Disciplinaryl Teaml (MDT)l evaluationl tol determinel ifl thel studentl hasl al Specificl Learningl Disabilityl (SLD).l Thel teaml isl usingl thel response-to-interventionl (RTI)l approach.

Whichl evidencel satisfiesl al criterionl ofl thisl approach?

Answer:

Performancel hasl continuedl tol decline,l evenl afterl implementingl questioningl strategies.

Q:l Al third-gradel studentl hasl beenl strugglingl withl readingl andl writingl inl thel generall educationl classroom.l Thel teacherl suspectsl thatl thel studentl mayl havel al Specificl Learningl Disabilityl (SLD).l Al Multi-Disciplinaryl Teaml (MDT)l isl conductingl anl evaluationl usingl thel response-to-interventionl (RTI)l approachl tol determinel ifl thel studentl does,l inl fact,l havel anl SLD.

Whatl isl onel ofl thel criterial forl thisl approach?

Answer:

Thel studentl mustl bel observedl inl al generall educationl setting.

Q:l Whichl scenariol describesl al studentl whol failsl thel criterial forl al Specificl Learningl Disabilityl (SLD)?

Answer:

Al studentl hasl difficultyl readingl andl writingl butl hasl severel Autisml Spectruml Disorderl (ASD).

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