SEVI Test #2 – Welsh Functional Curriculum, Special Education
/ Developmental Disabilities Services (2026/2027)
Comprehensive Exam with Complete Solutions\
Q1. (Multiple-Choice) — IDEA Principles
Which of the following is NOT one of the six core principles of IDEA?
A. Free Appropriate Public Education (FAPE)
B. Least Restrictive Environment (LRE)
C. Standardized Curriculum Alignment
D. Procedural Safeguards
Answer: C [CORRECT]
Rationale: IDEA's six principles are FAPE, Appropriate Evaluation, IEP, LRE, Parent/Student
Participation, and Procedural Safeguards. Standardized curriculum alignment is not a principle;
IDEA requires individualized instruction through the IEP process. The key educational
consideration is that IDEA mandates individualized goals rather than standardized curricular
alignment.
Q2. (Select-All-That-Apply) — IDEA / IEP Components
Which of the following are required components of an Individualized Education Program (IEP)
under IDEA? (Select all that apply.)
A. Present levels of academic achievement and functional performance
B. Measurable annual goals
C. Specific brand names of assistive technology devices
D. Description of how the student's progress toward goals will be measured
E. Transition services beginning no later than age 16
Answer: A [CORRECT], B [CORRECT], D [CORRECT], E [CORRECT]
Rationale: IDEA requires IEPs to include present levels, measurable annual goals, progress
measurement methods, and transition services by age 16 (or earlier if determined appropriate).
While assistive technology needs must be considered, specific brand names are not required.
The key consideration is that IEPs are legally binding documents with mandated components to
ensure FAPE.
Q3. (Scenario-Based) — IDEA / LRE Mandate
A third-grade student with intellectual disability has made significant progress in reading with
,specialized instruction in a resource room. The parents insist she remain in the resource room
for all subjects, believing she is not ready for general education. The IEP team believes she can
succeed in general education for math and science with supports. How should the team apply
the LRE mandate?
A. Honor the parents' request because they have the final say in placement decisions
B. Place the student in general education for math and science with supplementary aids and
services, as LRE requires education with non-disabled peers to the maximum extent appropriate
C. Keep the student in the resource room for all subjects to avoid any risk of failure
D. Transfer the student to a separate school for students with disabilities
Answer: B [CORRECT]
Rationale: The LRE mandate requires students with disabilities to be educated with non-
disabled peers to the maximum extent appropriate. Placement decisions must be based on the
student's individual needs, not parental preference or fear of failure. Supplementary aids and
services must be considered before removing a student from the general education setting. The
key consideration is that the continuum of placements must be individually determined.
Q4. (Multiple-Choice) — ADA
The Americans with Disabilities Act (ADA) primarily functions as:
A. An education funding law for students with disabilities
B. A civil rights law prohibiting discrimination based on disability
C. A mandate for schools to provide specialized instruction
D. A health insurance program for individuals with developmental disabilities
Answer: B [CORRECT]
Rationale: The ADA is a civil rights law that prohibits discrimination against individuals with
disabilities in employment, public services, public accommodations, and telecommunications. It
complements but does not replace IDEA's educational mandates. The key consideration is that
ADA protects against discrimination across all life domains, not just education.
Q5. (Multiple-Choice) — ADA / Title II
Under Title II of the ADA, a public school must provide:
A. Specialized instruction for all students with disabilities
B. Reasonable accommodations and program accessibility
C. Free one-on-one aides for every student with a disability
D. Exemption from all standardized testing requirements
, Answer: B [CORRECT]
Rationale: Title II of the ADA requires public entities, including schools, to provide reasonable
accommodations and ensure program accessibility. It does not mandate specialized instruction
(that's IDEA) or guarantee individual aides or testing exemptions. The key consideration is that
ADA ensures access, while IDEA ensures specialized instruction.
Q6. (Select-All-That-Apply) — Section 504
Which students may qualify for services and accommodations under Section 504 of the
Rehabilitation Act? (Select all that apply.)
A. A student with ADHD who does not meet IDEA eligibility criteria
B. A student with a physical impairment substantially limiting a major life activity
C. A student currently receiving special education services under IDEA
D. A student with a temporary injury expected to heal within two weeks
E. A student with a history of a disability that no longer substantially limits a major life activity
Answer: A [CORRECT], B [CORRECT], C [CORRECT]
Rationale: Section 504 covers students with physical or mental impairments substantially
limiting a major life activity, including those who do not qualify under IDEA and those receiving
IDEA services. Temporary conditions not substantially limiting and conditions that no longer
substantially limit are generally not covered. The key consideration is that Section 504 has
broader eligibility than IDEA but still requires substantial limitation.
Q7. (True/False) — Section 504
Section 504 requires schools to develop an Individualized Education Program (IEP) for every
student who qualifies under this law.
A. True
B. False
Answer: B [CORRECT]
Rationale: Section 504 requires a Section 504 Plan, not an IEP. An IEP is specific to IDEA-eligible
students. A 504 Plan outlines accommodations and modifications but does not require the same
procedural components as an IEP. The key consideration is that 504 Plans are typically less
procedurally intensive than IEPs.
/ Developmental Disabilities Services (2026/2027)
Comprehensive Exam with Complete Solutions\
Q1. (Multiple-Choice) — IDEA Principles
Which of the following is NOT one of the six core principles of IDEA?
A. Free Appropriate Public Education (FAPE)
B. Least Restrictive Environment (LRE)
C. Standardized Curriculum Alignment
D. Procedural Safeguards
Answer: C [CORRECT]
Rationale: IDEA's six principles are FAPE, Appropriate Evaluation, IEP, LRE, Parent/Student
Participation, and Procedural Safeguards. Standardized curriculum alignment is not a principle;
IDEA requires individualized instruction through the IEP process. The key educational
consideration is that IDEA mandates individualized goals rather than standardized curricular
alignment.
Q2. (Select-All-That-Apply) — IDEA / IEP Components
Which of the following are required components of an Individualized Education Program (IEP)
under IDEA? (Select all that apply.)
A. Present levels of academic achievement and functional performance
B. Measurable annual goals
C. Specific brand names of assistive technology devices
D. Description of how the student's progress toward goals will be measured
E. Transition services beginning no later than age 16
Answer: A [CORRECT], B [CORRECT], D [CORRECT], E [CORRECT]
Rationale: IDEA requires IEPs to include present levels, measurable annual goals, progress
measurement methods, and transition services by age 16 (or earlier if determined appropriate).
While assistive technology needs must be considered, specific brand names are not required.
The key consideration is that IEPs are legally binding documents with mandated components to
ensure FAPE.
Q3. (Scenario-Based) — IDEA / LRE Mandate
A third-grade student with intellectual disability has made significant progress in reading with
,specialized instruction in a resource room. The parents insist she remain in the resource room
for all subjects, believing she is not ready for general education. The IEP team believes she can
succeed in general education for math and science with supports. How should the team apply
the LRE mandate?
A. Honor the parents' request because they have the final say in placement decisions
B. Place the student in general education for math and science with supplementary aids and
services, as LRE requires education with non-disabled peers to the maximum extent appropriate
C. Keep the student in the resource room for all subjects to avoid any risk of failure
D. Transfer the student to a separate school for students with disabilities
Answer: B [CORRECT]
Rationale: The LRE mandate requires students with disabilities to be educated with non-
disabled peers to the maximum extent appropriate. Placement decisions must be based on the
student's individual needs, not parental preference or fear of failure. Supplementary aids and
services must be considered before removing a student from the general education setting. The
key consideration is that the continuum of placements must be individually determined.
Q4. (Multiple-Choice) — ADA
The Americans with Disabilities Act (ADA) primarily functions as:
A. An education funding law for students with disabilities
B. A civil rights law prohibiting discrimination based on disability
C. A mandate for schools to provide specialized instruction
D. A health insurance program for individuals with developmental disabilities
Answer: B [CORRECT]
Rationale: The ADA is a civil rights law that prohibits discrimination against individuals with
disabilities in employment, public services, public accommodations, and telecommunications. It
complements but does not replace IDEA's educational mandates. The key consideration is that
ADA protects against discrimination across all life domains, not just education.
Q5. (Multiple-Choice) — ADA / Title II
Under Title II of the ADA, a public school must provide:
A. Specialized instruction for all students with disabilities
B. Reasonable accommodations and program accessibility
C. Free one-on-one aides for every student with a disability
D. Exemption from all standardized testing requirements
, Answer: B [CORRECT]
Rationale: Title II of the ADA requires public entities, including schools, to provide reasonable
accommodations and ensure program accessibility. It does not mandate specialized instruction
(that's IDEA) or guarantee individual aides or testing exemptions. The key consideration is that
ADA ensures access, while IDEA ensures specialized instruction.
Q6. (Select-All-That-Apply) — Section 504
Which students may qualify for services and accommodations under Section 504 of the
Rehabilitation Act? (Select all that apply.)
A. A student with ADHD who does not meet IDEA eligibility criteria
B. A student with a physical impairment substantially limiting a major life activity
C. A student currently receiving special education services under IDEA
D. A student with a temporary injury expected to heal within two weeks
E. A student with a history of a disability that no longer substantially limits a major life activity
Answer: A [CORRECT], B [CORRECT], C [CORRECT]
Rationale: Section 504 covers students with physical or mental impairments substantially
limiting a major life activity, including those who do not qualify under IDEA and those receiving
IDEA services. Temporary conditions not substantially limiting and conditions that no longer
substantially limit are generally not covered. The key consideration is that Section 504 has
broader eligibility than IDEA but still requires substantial limitation.
Q7. (True/False) — Section 504
Section 504 requires schools to develop an Individualized Education Program (IEP) for every
student who qualifies under this law.
A. True
B. False
Answer: B [CORRECT]
Rationale: Section 504 requires a Section 504 Plan, not an IEP. An IEP is specific to IDEA-eligible
students. A 504 Plan outlines accommodations and modifications but does not require the same
procedural components as an IEP. The key consideration is that 504 Plans are typically less
procedurally intensive than IEPs.
