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WGU D096 Fundamentals of Diverse Learners: Comprehensive Objective Assessment Study Guide ( Edition)

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This document is a verified study guide for the WGU D096 (Fundamentals of Diverse Learners) Objective Assessment, tailored for the academic year. It provides a curated set of questions and answers covering key legal frameworks (IDEA, Section 504), the MTSS (Multi-Tiered System of Supports) framework, and the distinctions between IEPs and 504 Plans. The content addresses characteristics and educational strategies for students with specific disabilities (SLD, Autism, TBI, Dyslexia, Dysgraphia), gifted and talented learners (including asynchronous development and perfectionism), and English Language (EL) acquisition stages (from pre-production to advanced fluency). It also explores co-teaching models (e.g., station teaching, alternative teaching), culturally responsive pedagogy, behavior management techniques (positive phrasing, visual cues), and common challenges such as cultural fatigue and language shock.

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WGU D096 OBJECTIVE ASSESSMENT QUESTIONS

AND ANSWERS EDITION 2026-2027 WITH VERIFIED

ANSWERS QUALIFIED 100% PASS!!!

The team that writes IEPs or 504 plans must include a special education teacher. True




Federal law funds and regulates the education of gifted and talented students in the public

education sector. False




High-energy, impulsivity, nonstop talking, insatiable curiosity Behavioral




Wide interests, keen sense of humor, little concern for social norms, inventiveness

Creative




Feelings of being different, sense of justice, need for emotional support, sensitive and

empathetic toward others' feelings Affective

,Omar sets unrealistic goals for himself. He frequently shows signs of emotional distress when

something does not work out in the way he anticipated. unhealthy perfectionism




Mei is advanced in math but slightly below average in physical education. She becomes upset

because she cannot do equally well in all areas. asynchronous development




Ren's teacher perceives a lack of confidence in them. Ren often seems unmotivated. low

self esteem


Fatima seldom talks to her peers in the classroom. On the rare occasions she asks for help, she

always seeks it from the teacher rather than other students. poor social skills




A student considered gifted and talented cannot qualify for special education and related

services under IDEA. False




A student, teacher, administrator, or parent can bring forth that a student may be gifted and

talented. nomination and identification




Use a variety of assessment tools to determine whether the student is considered gifted and

talented. screening or selection

, Determine the most appropriate environment for a student deemed gifted and talented.

Placement




Either general academic testing or specific to particular academic areas (e.g., math and reading).

Gifted and talented students often score one or more grade levels above their current grade.

achievement test




Frequently known as IQ tests, there are several kinds. Some of these tests are nonverbal in

nature. cognitive ability test




Which type of assessment evaluates a student's holistic understanding of learning through a

specific outcome or project, instead of assessing the process of learning at each stage?

product based assessment




Students choose a writing assignment option from a range of topics. interest based

selection




For a writing assignment, the teacher assigns students to a group. The group includes students

whose writing is strong and students whose writing needs improving, including a student with a

text-related learning disability. mixed ability grouping

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