Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Summative Examination of the SPD500 Benchmark
Understanding the features of the major disability categories and how they affect typical development is one of a special educator’s tasks. Teachers must be able to articulate variations in development and prescribe appropriate interventions while performing observations and working with personnel who work with kids with disabilities. In order to address the demands of students, it is also necessary to understand the impact of culture and language development.
Larissa is a case study.
3rd grade
8 years old
Larissa is a female third-grader with an executive functioning issue and a specialized learning difficulty in written expression. She was born in El Salvador and migrated to the United States when she was 14 months old with her mother, father, older sister, and newborn brother. Due to a diagnosis of dyslexia and ADHD by an outside psychologist provided by her primary care physician, she was examined for special education services in first grade and deemed eligible in the areas of written expression and executive functioning. Larissa’s verbal expression is close to grade level, but when asked to write down her thoughts, she frequently employs lower level language and fragmented phrases, and her writing is disorganized. This could be attributed to her inability to concentrate on longer work, as well as her difficulties with spelling, written expression, and the numerous languages spoken at home. Larissa also has trouble starting tasks on her own, keeping on task, and finishing them. When she needs pencils, paper, assignments, or books, she frequently can’t find them.
Her mother and father recently divorced. Her mother has since relocated the children to the homes of family friends. The three bedroom, one bath home is already overcrowded due to the presence of three children and two adults from the family’s acquaintances. Larissa recently transferred to Rosewood Elementary, and their new home is within walking distance.
Rita, Larissa’s mother, has a long-hours job and is currently attempting to get her own line of credit. Larissa’s family speaks both English and Spanish at home. Rita believes English to be her primary language, although Spanish is her native tongue, and she has trouble understanding written English despite speaking it fluently.
Rita told Mr. Fleming, Larissa’s teacher, at a recent parent-teacher conference that she had gotten an order of protection against her husband after they divorced. She presented Mr. Fleming with legal evidence of the order because it extends to the children. Mr. Fleming alerted the office the day after the conference and handed them the documents in case Larissa’s father showed up at the school.
In a 1,000-1,250 word essay, respond to the following questions using the material from the case study:
Explain why teachers must be devoted to respecting students’ particular abilities, interests, and needs in order to foster each student’s growth and potential.
Describe how the student’s learning is influenced by language, culture, and family background.
Describe three research-based, custom-designed teaching strategies that can be employed to address the student’s developmental distinctions and unique requirements.
Cite studies to show how the chosen solutions meet IDEA’s requirements for specially planned teaching and access to the general education curriculum and standards.
At least three scholarly materials should be used to back up the assignment.
Prepare this work in accordance with the APA Style Guide, which may be found in the Student Success Center. It is not necessary to submit an abstract.
A rubric is used in this task. Before starting the task, go over the rubric to familiarize yourself with the expectations for a successful completion.
You must submit tasks to LopesWrite that are print deliverables. If you need help, look in the Course Materials for a link to the LopesWrite technical support pages.
The following programmatic competencies [and professional standards] are assessed in this benchmark assignment:
ITL/NITL MEd in Elementary Education and Special Education
1.1: Describe how individuals with disabilities’ learning is influenced by their language, culture, and family history.
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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SPD500 Benchmark Summative Examination