WGU D003 ASSESSMENT IN SPECIAL EDUCATION OA PRACTICE TEST 2025/2026 COMPLETE QUESTIONS BANK WITH VERIFIED CORRECT ANSWERS|| 100% GUARANTEED PASS BRAND NEW VERSION

WGU D003 ASSESSMENT IN SPECIAL EDUCATION OA PRACTICE TEST 2025/2026 COMPLETE QUESTIONS BANK WITH VERIFIED CORRECT ANSWERS|| 100% GUARANTEED PASS BRAND NEW VERSION 1. Special Education - ANSWER a set of unique educational services and supports provided to students with disabilities who meet particular disability criteria; these may include services provided in separate settings or services provided in settings comprising both students with and without disabilities 2. Inclusive education - ANSWER refers to educational approaches that facilitate learning of all students, including those with and without disabilities, within the same environment 3. Validity - ANSWER the extent to which a test measures or predicts what it is supposed to 4. Reliability - ANSWER the extent to which a test yields consistent results, as assessed by the consistency of scores on two halves of the test, on alternate forms of the test, or on retesting 5. Universal screening - ANSWER Assess all students (using CBM or other formal/informal measures) to access the students who may be "At Risk" for falling below expectations. May uncover undiagnosed difficulties that are not apparent *given three times a year *test used: CBM, standardized reading assessment, critertion or norm refer, standardized achivement test score. 6. What is achievement testing? - ANSWER Assess the child's knowledge & skill of what they have learned 7. An educational need is sufficient for determining eligibility for special education. - ANSWER False 8. Specific Learning Disability - ANSWER dyslexia, dyscalculia, and written expression disorder 9. Autism Spectrum Disorder - ANSWER a disorder that appears in childhood and is marked by significant deficiencies in communication and social interaction, and by rigidly fixated interests and repetitive behaviors 10. Other Health Impairment - ANSWER adhd, diabetes, epilepsy, etc. that effect academic performance 11. Emotional Disturbance - ANSWER anxiety disorder, schizophrenia, bipolar disorder, obsessive-compulsive disorder and depression 12. Speech or Language Impairment - ANSWER Stuttering, impaired articulation, language impairment, voice impairment 13. Visual Impairment - ANSWER a special need that involves significant loss of sight 14. Deafness - ANSWER partial or complete inability to hear 15. Deaf-blindness - ANSWER concomitant hearing and visual impairments 16. Orthopedic Impairment - ANSWER Impairment of the skeletal system— bones, joints, limbs, and associated muscles. Cerebral palsy for example 17. Intellectual Disability - ANSWER Down syndrome, fragile X syndrome 18. Traumatic Brain Injury - ANSWER a blow to the head or a penetrating head injury that damages the brain 19. Multiple Disabilities - ANSWER more than one condition covered by IDEA; intellectual disability-blindness, intellectual disability-orthopedic impairment; educational needs cannot be met in one program; The term does not include deaf-blindness 20. 13 Categories of Disability - ANSWER Autism Deaf-blindness Deafness Emotional disturbance Hearing impairment Intellectual disability* Multiple disabilities Orthopedic impairment Other health impairment Specific learning disability Speech or language impairment Traumatic brain injury Visual impairment 21. Multidisciplinary - ANSWER Professionals work independently but recognize and value contributions of other team members. Roles are strictly defined. 22. Multidisciplinary composition - ANSWER team must include the student's parents (and the student, if appropriate), a general education teacher, a special education teacher, a representative of the school administration, and an individual who can interpret the instructional implications of evaluation results. 23. Severe discrepancy - ANSWER A significant difference between a child's current achievement and intellectual potential, students must exhibit a pattern of strengths and weaknesses in performance, achievement, or both, relative to age, state-approved grade-level standards or intellectual development 24. Baseline - ANSWER part A; name,age, and current grade level part b; overall academic achievement or functional performance for the specific identified area 25. Affect/ impact - ANSWER how a student's disability affects involvement in the classroom 26. Measurable annual goals - ANSWER used to encourage and measure progress, both academic and functional, in the general curriculum 27. Short term objective - ANSWER breaks the measurable annual goal into smaller chunks so they can be used to monitor progress during the year, short term objectives for all individuals with exceptionalities 28. Conditions - ANSWER describe the circumstances under which the given behavior will take place. These are called prompting conditions. Often these prompting conditions include the phrase, "when given..." 29. Behavior - ANSWER something a person does that can be "observed or seen, measured, counted or timed, repeated" 30. Mastery criteria - ANSWER the gauge you will use to determine if the student has achieved the goal measured in frequency, duration, distance, accuracy 31. PLAAFP - ANSWER How is the child currently doing in school? How does the disability affect his or her performance in class? This type of information is captured in the "present levels" statement in the IEP. 32. Annual goals - ANSWER Once a child's needs are identified, the IEP team works to develop appropriate goals to address those needs. Annual goal describe what the child is expected to do or learn within a 12-month period. 33. Benchmarks or Short-Term Objectives - ANSWER required only for children with disabilities who take alternate assessments aligned to alternate achievement standards 34. Measuring and Reporting Progress - ANSWER Each child's IEP must also contain a description of how his or her progress toward meeting the annual goals will be measured and when it will be reported to parents. Learn more about how to write this statement in this short article. 35. Related services - ANSWER To help a child with a disability benefit from special education, he or she may also need extra help in one area or another, such as speaking or moving. 36. Supplementary Aids and Services - ANSWER intended to improve children's access to learning and their participation across the spectrum of academic, extracurricular, and nonacademic activities and settings. 37. Extent of Nonparticipation - ANSWER The IEP must also include an explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in other school settings and activities 38. Accommodations in Assessment - ANSWER IDEA requires that students with disabilities take part in state or districtwide assessments. The IEP team must decide if the student needs accommodations in testing or another type of assessment entirely. In this component of the IEP, the team documents how the student will participate. 39. Service Delivery - ANSWER When will the child begin to receive services? Where? How often? How long will a "session" last? Pesky details, but important to include in the IEP! 40. Transition Planning - ANSWER Beginning no later than a student's 16th birthday (and younger, if appropriate), the IEP must contain transition related plans designed to help the student prepare for life after secondary school. 41. Individual Transition Plan (ITP) - ANSWER The IDEA requires that, no later than age 16 (or earlier if appropriate), each student's IEP should contain a statement of needed transition services. In addition, the ITP must include a statement of linkages and responsibilities for each appropriate agency for provide those services. The intent is to have a plan in place to facilitate the individual's successful transition from the school setting to the community. 42. Age of Majority - ANSWER the designated age at which an individual is recognized as an adult, , the IEP must include a statement that the student has been told about the rights (if any) that will transfer to him or her at age of majority. 43. Family Educational Rights and Privacy Act of 1975 - ANSWER FERPA, resulted in parents having the right to access or amend their child's educational record until the child turns eighteen . 44. American with Disabilities Act of 1990 - ANSWER a law passed in 1990 that requires employers and public facilities to make "reasonable accommodations" for people with disabilities and prohibits discrimination against these individuals in employment 45. Elementary and Secondary Education Act of 1965 - ANSWER 1965 - Provided federal funding for primary and secondary education and was meant to improve the education of poor people.... low income families receive benefits such as free or reduce lunch 46. Education for All Handicapped Children Act of - ANSWER *provides LRE, being with non disabled peers *IEPs *FAPE  early intervention starting birth to 3 47. Educational Amendments Act - ANSWER provides due process 48. At which stage in the prereferral process are the initial data indicating that a student is struggling presented? - ANSWER Making a formal request for services 49. At which stage in the prereferral process does the team work with the classroom teacher to specify the nature of a problem or the specific areas where a student is having difficulty? - ANSWER Stage 2: Clarifying the problem 50. Which two considerations are important factors when making decisions about feasibility? - ANSWER Prerequisite competencies