SPED 5313 WEEK 5 CASE STUDY
| 2026 UPDATE |
Special Education IEP Development & Implementation
Comprehensive Week 5 Practice Review - 50 Questions
2026|2027 Aligned | With Complete Solutions | Lamar University
April 22, 2026
, SPED 5313 Week 5 • IEP Development & Implementation • 2026 Lamar University
Questions 1–10
Section 1: IEP Foundations & Collaborative Development
Q1. Which IEP component legally requires documentation of how the student's disability impacts
involvement and progress in the general education curriculum?
A. Supplementary aids and services
✓ B. Present Levels of Academic Achievement and Functional Performance (PLAAFP)
C. Transition service needs
D. Annual goals and short-term objectives
CORRECT: B
Rationale: The PLAAFP must explicitly describe the impact of the disability on general curriculum access and progress; other
components address services, future planning, or instructional targets.
Q2. During an ARD meeting, the parent disagrees with the proposed placement but signs the IEP
under protest. What is the district's legal obligation?
A. Void the IEP and schedule a new meeting within 10 days
B. Implement the IEP as written while documenting the parent's dissent
✓ C. Immediately refer the case to state mediation
D. Delay implementation until full parental consensus is reached
CORRECT: C
Rationale: When a parent signs an IEP under protest, the district should immediately facilitate state mediation to address the
disagreement before implementation proceeds. Mediation provides a structured, neutral process for resolving disputes and
demonstrates the district's commitment to collaborative decision-making, reducing the risk of due process complaints and
ensuring the parent's concerns are addressed within required timelines.
Q3. Which IEP team member is required specifically to interpret instructional implications of
evaluation results?
A. Special education teacher
B. Regular education teacher
C. Qualified representative of the public agency
✓ D. Individual who can interpret evaluation results
CORRECT: D
Rationale: IDEA mandates inclusion of a professional who can translate assessment data into instructional implications;
teachers and agency reps have distinct, non-overlapping mandated roles.
Q4. A student's IEP specifies 60 minutes of specialized reading instruction daily, but scheduling
conflicts reduce delivery to 30 minutes. What compliance violation occurs?
✓ A. Procedural denial of FAPE due to service reduction
B. LRE placement error
C. Evaluation timeline violation
D. Transition planning omission
CORRECT: A
Rationale: Unilaterally reducing mandated service minutes constitutes a procedural denial of FAPE; LRE, evaluation, and
transition issues are unrelated to service delivery fidelity.
Q5. Which principle requires that IEP goals align with grade-level content standards while
accounting for the student's disability-related needs?
A. Standards-based goal setting
B. Zero reject policy
Page 1
| 2026 UPDATE |
Special Education IEP Development & Implementation
Comprehensive Week 5 Practice Review - 50 Questions
2026|2027 Aligned | With Complete Solutions | Lamar University
April 22, 2026
, SPED 5313 Week 5 • IEP Development & Implementation • 2026 Lamar University
Questions 1–10
Section 1: IEP Foundations & Collaborative Development
Q1. Which IEP component legally requires documentation of how the student's disability impacts
involvement and progress in the general education curriculum?
A. Supplementary aids and services
✓ B. Present Levels of Academic Achievement and Functional Performance (PLAAFP)
C. Transition service needs
D. Annual goals and short-term objectives
CORRECT: B
Rationale: The PLAAFP must explicitly describe the impact of the disability on general curriculum access and progress; other
components address services, future planning, or instructional targets.
Q2. During an ARD meeting, the parent disagrees with the proposed placement but signs the IEP
under protest. What is the district's legal obligation?
A. Void the IEP and schedule a new meeting within 10 days
B. Implement the IEP as written while documenting the parent's dissent
✓ C. Immediately refer the case to state mediation
D. Delay implementation until full parental consensus is reached
CORRECT: C
Rationale: When a parent signs an IEP under protest, the district should immediately facilitate state mediation to address the
disagreement before implementation proceeds. Mediation provides a structured, neutral process for resolving disputes and
demonstrates the district's commitment to collaborative decision-making, reducing the risk of due process complaints and
ensuring the parent's concerns are addressed within required timelines.
Q3. Which IEP team member is required specifically to interpret instructional implications of
evaluation results?
A. Special education teacher
B. Regular education teacher
C. Qualified representative of the public agency
✓ D. Individual who can interpret evaluation results
CORRECT: D
Rationale: IDEA mandates inclusion of a professional who can translate assessment data into instructional implications;
teachers and agency reps have distinct, non-overlapping mandated roles.
Q4. A student's IEP specifies 60 minutes of specialized reading instruction daily, but scheduling
conflicts reduce delivery to 30 minutes. What compliance violation occurs?
✓ A. Procedural denial of FAPE due to service reduction
B. LRE placement error
C. Evaluation timeline violation
D. Transition planning omission
CORRECT: A
Rationale: Unilaterally reducing mandated service minutes constitutes a procedural denial of FAPE; LRE, evaluation, and
transition issues are unrelated to service delivery fidelity.
Q5. Which principle requires that IEP goals align with grade-level content standards while
accounting for the student's disability-related needs?
A. Standards-based goal setting
B. Zero reject policy
Page 1
