Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
Students with Autism Assignment Instructions
Overview
You are a special education teacher in an early childhood program. One of your students, Brendon, has just been diagnosed with autism. You have had several meetings with Brendon’s parents to learn more about Brendon’s needs and to collaborate on his educational program. Brendon’s parents do not have experience with children with autism, and they seem uncomfortable and embarrassed, blaming themselves for their child’s disability. They need information and support and do not know where or to whom to turn. You will create a resource manual outline to support them.
Instructions
Conceptualize a resource manual outline geared toward supporting and informing families of children with autism. The manual outline may include information from local/state, national and international organizations, including online resources.
Step 1: Identify the main components of the manual outline including key areas that address characteristics and supports for students with autism. Each manual outline should address 3 key areas. The final manual outline should include summaries of each key area in which relevant course materials and research are cited. Cite at least 2 resources per area, for a total of 6 resources in your manual outline. Summarize each resource and explain its relevance to the key area. Resources may include local/state, national, and international organizations. Links to organization websites and examples of organization resources are encouraged; however, should be properly cited within the manual and referenced in a separate reference page.
Step 2: Reflect upon the manual outline creation process. The following considerations should be addressed within the reflection: rationale for the identification of selected key areas, review of the resource research process including resource selection and new learning acquired from the resources, and how you would introduce this outline to families.
The final assignment should:
Discussion Assignment Instructions
You will complete five Discussions in this course. You will post one thread of at least 400 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. You must then post two replies of at least 250 words by 11:59 p.m. (ET) on Monday of the assigned Module: Week. For each thread, you must support your assertions with at least one scholarly citation in APA format and incorporate a biblical principle. Each reply must include at least one scholarly citation in current APA format. Any sources cited must have been published within the last five years. Acceptable sources include educational websites, journal articles, textbooks, and the Bible.
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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Students with Autism Assignment Instructions |
Students with Autism Assignment Instructions