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WGU D002 STUDY EXAM QUESTIONS WITH ALL CORRECT ANSWERS

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WGU D002 STUDY EXAM QUESTIONS WITH ALL CORRECT ANSWERS A school would not be required to provide the notice of procedural safeguards to parents in which situation? - Answer-When their child's special education teacher will be taking a leave of absence for medical reasons. In which situation ...

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  • December 26, 2024
  • 7
  • 2024/2025
  • Exam (elaborations)
  • Questions & answers

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  • WGU D002
  • WGU D002

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WGU D002 STUDY EXAM QUESTIONS
WITH ALL CORRECT ANSWERS

A school would not be required to provide the notice of procedural safeguards to
parents in which situation? - Answer-When their child's special education teacher will be
taking a leave of absence for medical reasons.

In which situation would the school be required to receive parental consent? - Answer-
Before conducting an initial evaluation for a child who is suspected of having a disability

Jimmy comes to your resource room for help in language arts for 30 minutes every day.
You notice that lately he often squints when he is reading and presses his face right
next to the texts while he reads. Which related services professional should you talk to
about your concerns? - Answer-School nurse

When is a school required to provide a student with a disability related services as
outlined in IDEA? - Answer-When related service is necessary for them to be able to
participate with their peers.

At an initial IEP meeting for Nancy, the IEP team determines she meets the criteria for a
learning disability. The parents request a tablet computer for Nancy with several
programs loaded onto it. The IEP team deems it would be beneficial for Nancy to have
this technology so it is written into the IEP. The administrator agrees but is worried
about how to pay for the technology. What is the responsibility of the administrator in
this case? - Answer-The administrator is responsible for finding the funds to deliver
what was agreed to in this situation.

Sara is a fourth grader with an IEP. Lately, she has been withdrawn and does not
participate in activities. Her special education teacher is concerned and has been
gathering data about the frequency of these behaviors and how it has been affecting her
learning. The teacher has requested an IEP meeting to discuss the concerns with the
parents and the rest of the IEP team. The parents returned the meeting notice and
marked they would not be attending. The teacher thinks the reason they declined is
because they know Sara has regressed and are tired of hearing the same things. How
can the teacher proceed to provide support at school and home? - Answer-Call the
parents to let them know about Sara's regression and try to find a time they can meet. If
they still decline, set up a second IEP meeting, inviting the parents, and hold it with the
team.

. The general education teacher sends all the students with IEPs back to the special
education resource room daily where they spend most of the school day. This

, eliminates the opportunity for participation in the general education setting. How should
the special education teacher work with the general education teacher to address the
needs of the students and the least restrictive environment? - Answer-The special
education teacher should review each student's IEP with the general education teacher
to determine the best way to meet the needs of each student.

. Mr. Lakely, a special educator, has been absent for numerous days this school year
due to an illness. His paraeducator, Mrs. Lane, has been the substitute in his class
while he has been absent. Then the principal informed Mrs. Lane that she would be the
designated substitute for the remainder of the school year. Is this an appropriate role for
the paraeducator? - Answer-No. Paraeducators cannot serve as substitute teachers for
a classroom under any circumstances.

. Mara is an eighth-grade student who was diagnosed with a learning disability in
mathematics in third grade. She has been going to the resource room during math time
and has made significant progress over the past four years. Mara's teachers feel that
she should receive services in a general education classroom with accommodations,
but Mara's parents are upset and feel that she should continue to receive math in the
resource room as outlined in her IEP. The team met, and a consensus could not be
reached. Since an agreement could not be made, the IEP team determines their data
supports placement in the general education classroom, which meets Mara's needs in
the least restrictive environment. They know Mara's parents do not agree. What should
the parents do next if they are adamant that Mara needs additional services? - Answer-
Request for mediation

. A high school English teacher is concerned that one of her sophomore students is not
doing well in her class during the first nine weeks of the school year. She is not sure
what the issue is, but she suspects the student may have a learning disability. The
student is new to the school district this year. The English teacher approaches the
special education teacher about getting special education services for the student. How
should the special education teacher work with the teacher to support the student as
well as be compliant with the requirements in IDEA? - Answer-The special education
teacher should work with the English teacher to follow proper procedures for making a
referral as outlined by the school and IDEA. This includes meeting with the parents
about concerns and trying some prereferral strategies and interventions to see if the
student makes some academic progress and if a formal evaluation is necessary.

Sue is a fourth-grade student who has been referred from the child study team (CST) to
the multidisciplinary team (MDT) for a suspected disability. She is reading two years
below grade level, struggles to write legibly, appears to fall more frequently than her
peers, and is often noncompliant when it is time to transition between activities. Her
parents are very concerned. Who should be part of the MDT that will assess Sue? -
Answer-School psychologist, classroom teacher, physical therapist, occupational
therapist, behavioral consultant, special education teacher, parents

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