[SOLVED] Teaching Learners with Special Needs

Assessment Details
AS 2 – Written Report (1)
Course Code:
Course Name: Teaching Learners with Special Needs
Course Teacher:
Task Title: Report based on Special Education Category
Task Description: Focus on the Special Education Category that was presented during Assessment
Special Instructions:
This is an individual Assessment
In this written Report you will include the following:
1. Introduction:
In the introduction, you will define Special Education in general, the history, and SEN provisions’ importance
(approx. 400-500 words).
2. Definition of your topic:
In this section, you will describe your Special Education Category, including the symptoms and causes (600 words).
3. History: present a brief historical overview, and describe who discovered your specific Special Education
Category (you may use a timeline if possible) (300 words).
4. The policy of integration:
Discuss the policy of integration according to the United Arab Emirates and the United States of America (100 words).
5. List the professionals involved in the diagnosis, assessment, care and education of a child with this special need.
Describe the role of each professional briefly (200 -300 words)
6. Support and best inclusive practices (700-1000 words):
For section 6, you should research the most appropriate provisions for the selected SEN category.
– Develop two suitable and relevant teaching activities for SEN students with specific examples of student-centred
activities.
– Describe and justify best inclusive practices with appropriate accommodations and modifications
specific to your topic. It would be best if you showed how you would assist the SEN student in demonstrating their
maximum academic performance fairly.
– Explain how classroom organization will assist the students with this particular special needs category
Criteria:
– A description of the two teaching activities
– A description and justification of the accommodations and modifications
– An explanation of how you would assist the SEN student in demonstrating their maximum academic performance
fairly.
– An explanation of the classroom organization
7. Complete sections III & IV in the IEP
8. Describe appropriate assistive devices and apps, and briefly explain how these will contribute to a better education
for a student with this particular education need. For this section, you will need to select and justify relevant
assistive tools and apps for the chosen SEN category in an ECE context for young learners based on top reviews,
relevance, functionality and accessibility features using the checklist below ( Minimum 300 words).
9. Conclusion (approx. 200)
Important Note: The report has to be written in English academic style according to APA (https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html ),
and you need to use a minimum of 5 academic and or medical literature journals (journals must be current; dated within
the last seven years).
Weighting: 40%
Duration/Word Limit: 1500- 2500 words
Due Date: Week 14 November 21
Grading/Marking Criteria: Your grade will be determined using the relevant criteria from the attached rubric.
Late Penalty: Unless exceptional circumstances are agreed with the course teacher regarding late submission,
work submitted one working day late will be deducted 10%, two days late 20%, three days late 30% and any work submitted more than three days late will get a zero mark
Academic Honesty: Breaches of Academic Honesty will be treated with the utmost seriousness. You are reminded the penalties for cheating or plagiarism include dismissal from the HCT. (for more information, please refer to Academic and Student Regulations, HCT Academic Honesty Policy, Student Handbook)
STUDENT GRADE/MARK REPORT
Course Assessment/Student Details
Course Code: EDU2803
Course Name: Teaching Learners with Special Needs
Course Teacher:
Task Title: Report
Student Name:
Student ID:
Final Grade/Mark
General Comments
ASSESSMENT COVER PAGE
Course Name: Teaching Learners with Special Needs Course Code: EDU2803
Instructor Name:
Task Title: Report
Due Date: Date Submitted:
Student Name:
Student ID: Section:
Late Penalty:
Unless special circumstances are agreed with the course teacher regarding late submission, work submitted one working day late will be deducted 10%, two days late 20%, three days late 30% and any work submitted more than three days late will get a zero mark.
Academic Honesty:
Breaches of Academic Honesty will be treated with the utmost seriousness. You are reminded the penalties for cheating or plagiarism include dismissal from the HCT.
(for more information, please refer to Academic and Student Regulations, HCT Academic Honesty Policy, Student Handbook)
Student Declaration:
This assignment is entirely my work except where I have duly acknowledged other sources in the text and listed those sources at the end of the assignment. I have not previously submitted this work to the HCT. I understand that I may be orally examined on my submission.
GRADING/MARKING RUBRIC
GRADING/MARKING CRITERIA ACHIEVEMENT INDICATORS
Achievement that does not meet requirements Achievement that minimally meets the course requirements Achievement that satisfactorily meets the course requirements Achievement that is significantly above the course requirements Achievement that is outstanding relative to the course requirements
Significantly below course requirements Achievement that narrowly fails to meet the requirements
Assessment has not been submitted at all, is not-existent or not carried out Clearly does not meet the requirements
GPA Range 0 – 0.99 1.0 – 1.99 2.0 – 2.99 3.0 – 3.69 3.7 – 4.0
Letter Grade F D D+ C- C C+ B- B B+ A- A
Gradebook Percentage 0 -29 30 – 59 60 – 63 64 – 66 67 – 69 70 – 73 74 – 76 77 – 79 80 – 83 84 – 86 87 – 89 90 – 100
GPA 0 1.0 1.3 1.7 2.0 2.3 2.7 3.0 3.3 3.7 4.0
CONTENT AND KNOWLEDGE CRITERIA – 80%
Attention to Purpose and Questions
Addresses the purpose and questions related to the assignment/ task
15% Does not address the question and/or assignment task Displays some knowledge but is not linked to the questions in the assignment/task Attempts to address the questions, but there is digression and some misunderstanding Makes a sound attempt at addressing questions. Some minor digression or misunderstanding Addresses the purpose of the questions clearly Addresses the questions clearly, systematically and comprehensively
No attempt or submitted work; displays very little knowledge and specific examples and support of the task elements Represents an unsuccessful attempt that provides minor attention to the task elements with insufficient examples and support Represents a limited attempt that presents general rather than specific attention to the elements required about the special education disability category. Represents a limited attempt that presents general rather than specific attention to the elements required about the special education disability category Represents a limited attempt that presents general rather than specific attention to the elements required about the special education disability category. Represents a satisfactory attempt to address most of the task elements of the special education disability with some examples and support despite some digressions and/or inaccuracies Represents an adequate attempt to address most of the task elements of the special education disability with some meaningful examples and support despite some digressions and/or inaccuracies Represents a coherent attempt to address most of the task elements of the special education disability with some meaningful examples and support despite some digressions and/or inaccuracies Addressed the task elements of the special education disability clearly with sufficient examples and support and only minor inaccuracies Addressed the task elements of the special education disability comprehensively with sufficient examples and support and only minor inaccuracies Represents an outstanding attempt addressing the of all the l ask elements of the special education disability systematically and comprehensively with insignificant inaccuracies Represents an outstanding attempt addressing the of all the l ask elements of the special education disability analytically and thoroughly with no inaccuracies
Depth of subject knowledge
Displays knowledge of topic/subject/theory including range, depth and accuracy of subject.
15% Fails to include any relevant knowledge Displays significant gaps in knowledge and/or misunderstanding of facts, terminology and theory. Attempts to show some understanding of knowledge with limited relevant terminology, theory or subject knowledge
Demonstrates factual/conceptual understanding and appropriate terminology with minor omissions. Demonstrates the depth of subject knowledge clearly. Demonstrates the depth of subject knowledge clearly, systematically, and comprehensively
No attempt or submitted work; shows almost no knowledge of the chosen SEN category Demonstrates some significant gaps in knowledge related to the chosen SEN category Demonstrates insufficient understanding of the history, characteristics, and support practices of the chosen SEN category.
Demonstrates an emerging knowledge of the history , characteristics, and support practices of the selected SEN category Demonstrates a developing knowledge of the history , characteristics, and support practices of the selected SEN category
Demonstrates an acceptable understanding of the history , characteristics, and support practices of the selected SEN category with minor inaccuracies and provides satisfactory provisions Demonstrates adequate understanding of the history , characteristics, and support practices of the selected SEN category with minor inaccuracies and provides satisfactory provisions Demonstrates a solid understanding of the history , characteristics, and support practices of the selected SEN category
with minor inaccuracies and provides sufficient provisions
Demonstrates detailed knowledge of the history , characteristics, and support practices of the selected SEN category with slight inaccuracies and provides relevant provisions Demonstrates a thorough knowledge of the history , characteristics, and support practices of the selected SEN category with slight inaccuracies and provides relevant provisions Demonstrates detailed and in-depth knowledge of the history , characteristics, and support practices of the selected SEN category clearly and systematically with pertinent provisions Demonstrates comprehensive knowledge of the history , characteristics, and support practices of selected SEN category clearly and systematically with an array of relevant provisions
Depth of Analysis
Demonstrates a solid understanding of the problem or situation, considering relevant facts and evidence of critical thinking
15% Fails to show critical thinking or analysis. Demonstrates very limited critical thinking or analysis to compare and contrast alternative positions Demonstrates limited critical thinking or analysis to compare and contrast alternative positions Demonstrates some critical thinking and/or analysis to compare and contrast alternative positions, and/or generate arguments or inferences Demonstrates critical thinking and/or analysis to compare and contrast alternative positions, and/or generate arguments or inferences citing evidence to support their position Demonstrates critical thinking and/or analysis to compare and contrast alternative positions clearly, coherently, appropriately.
Arguments and/or inferences are clear and comprehensive
No attempt or submitted work; provides no evidence of critical thinking analysis Demonstrates very limited critical analysis of provisions and inclusive practices of the chosen SEN category Demonstrates an emerging analysis of provisions and inclusive practices of the chosen SEN category with minimal critical thinking Demonstrates limited analysis of provisions and inclusive practices of the chosen SEN category with minimal critical thinking Demonstrates some analysis of provisions and inclusive practices of the chosen SEN category with minimal critical thinking Demonstrates satisfactory analysis of provisions and inclusive practices of the chosen SEN category with some critical thinking Demonstrates satisfactory critical analysis of provisions and inclusive practices and generates few inferences Demonstrates satisfactory critical analysis of provisions and inclusive practices and generates some meaningful inferences Demonstrates good critical analysis of provisions and inclusive practices and generates some meaningful inferences supported by some evidence Demonstrates good critical analysis of provisions and inclusive practices and generates meaningful inferences supported by clear evidence Demonstrates a very coherent and appropriately carried out a critical analysis of provisions and inclusive practices and generates significant inferences supported by clear and comprehensive evidence Demonstrates an outstanding, clear, coherent, and appropriately carried out critical analysis of provisions and inclusive practices and generates outstanding inferences supported by clear and comprehensive evidence
Use of literature/
Reading
Uses a sufficient range of relevant resources for the completion of the assigned task as per the assessment description
15% Fails to engage with and/ or use of the literature Demonstrates very limited evidence of reading and use of relevant sources Demonstrates insufficient use of literature required Demonstrates some evidence of independent reading from relevant literature Demonstrates evidence of independent reading from a range of relevant literature with some critique Demonstrates evidence of independent reading from a wide range of relevant literature used clearly, accurately, systematically, and critically
No attempt or submitted work provides no evidence of using the literature Demonstrates very limited evidence of reading and use of relevant sources Demonstrates an emerging evidence of reading and use of appropriate sources Demonstrates incomplete use of the literature and displays many inappropriate choices Demonstrates a developing use of the required literature and shows some inappropriate choices
Demonstrates some evidence of independent reading from relevant literature
Demonstrates enough evidence of independent reading from relevant literature with only a few wrong choices Demonstrates clear evidence of independent reading from relevant and credible literature Demonstrates evidence of independent reading from a range of relevant literature with some critique Demonstrates evidence of independent reading from a range of relevant literature with an explicit critique Demonstrates evidence of outstanding independent reading from a range of pertinent literature used, systematically, and critically Demonstrates evidence of exceptional independent reading from a wide range of pertinent literature used accurately, systematically, and critically
Conclusions
Draws conclusions based on evidence linked to the discussion and analysis with critical insight
15% Fails to draw any conclusions
Demonstrates a very limited attempt to draw conclusions Demonstrates conclusions which display a limited understanding of evidence, theory, literature or research Demonstrates conclusions which display some understanding of evidence, theory, literature or research Demonstrates conclusions related to evidence, theory, literature or research Demonstrates conclusions and critical insights related clearly and logically to evidence, theory, literature or research
No attempt or submitted work provides no evidence of any drawn conclusions Demonstrates a minimal attempt to conclude best inclusive practices for the chosen SEN category Demonstrates an emerging attempt to conclude best inclusive practices for the chosen SEN category, primarily descriptive and non-critical statements Demonstrates conclusions that display a limited understanding of evidence, theory, literature or research concerning the chosen SEN category Demonstrates conclusions that display an insufficient understanding of evidence, theory, literature or research concerning the chosen SEN category Demonstrates conclusions that display some understanding of evidence, theory, literature or research concerning the chosen SEN category Demonstrates conclusions that display a satisfactory understanding of evidence, theory, literature or research concerning the chosen SEN category Demonstrates conclusions that display a clear understanding of evidence, theory, literature or research concerning the chosen SEN category Demonstrates solid conclusions of the outcomes of essential provisions of the chosen SEN category and relates critically to evidence, theory, literature or research
Demonstrates comprehensive conclusions of the chosen SEN category based on a critical analysis of evidence, theory, literature or research Demonstrates justified conclusions and logical critical insights related to literature or research Demonstrates strongly justified conclusions and logical critical insights related clearly to literature or research
Referencing & Citation
Adheres to APA guidelines for referencing and citations
5% Fails to acknowledge sources of information in text and/or reference list Demonstrates a very limited use of referencing that fails to follow the guidelines Demonstrates a minimal use of in-text referencing with errors in the reference list Demonstrates satisfactory use of referencing both in text and reference list following the guidelines Demonstrates accurate use of referencing both in text and reference list Demonstrates error-free use of referencing throughout
No attempt or submitted work provides no evidence of acknowledging sources of information in text and/or reference list Demonstrates a very limited use of referencing that fails to follow the APA guidelines Demonstrates a incorrect use of in-text referencing with frequent errors in the reference list Demonstrates a minimal use of in-text referencing with frequent errors in the reference list Demonstrates inadequate use of in-text referencing with some errors in the reference list Demonstrates satisfactory use of referencing both in-text and reference list following APA guidelines despite some persisting inaccuracies Demonstrates adequate and consistent use of referencing both in-text and reference list following APA guidelines with only a few minimal inaccuracies
Demonstrates a n accurate use of referencing both in-text and reference list following APA guidelines despite some minimal inaccuracies Demonstrates most accurate use of referencing both in-text and reference list with only a few minimal inaccuracies in following APA inaccuracies Demonstrates accurate use of referencing both in-text and reference list with only minimal inaccuracies in following APA guidelines Demonstrates almost error-free use of referencing throughout the text with to. al adherence to APA guidelines Demonstrates error-free use of referencing throughout the text with total adherence to APA guidelines
LANGUAGE CRITERIA – 20%
Coherence & Cohesion
Links and orders ideas within and between sentences and paragraphs
5% Does not present ideas coherently or use cohesive devices Demonstrates a very limited coherence and use of cohesive devices Demonstrates a limited coherence and use of cohesive devices Demonstrates some coherence and use of cohesive devices Demonstrates coherence, use of cohesive devices, and presents information in paragraphs with a clear topic Demonstrates coherence, use of cohesive devices, and presents information in paragraphs with a central topic supported by evidence and/ or examples
No attempt or fails to present ideas coherently or use cohesive devices Demonstrates a very limited ability to present ideas coherently and use cohesive devices Demonstrates limited ability to present ideas coherently and almost no use of cohesive devices Demonstrates limited ability to present ideas coherently and inappropriate use of some cohesive devices Demonstrates a general lack of coherence and inappropriate use of some cohesive devices Demonstrates some coherence and appropriate use of cohesive devices despite a few inaccuracies Demonstrates general coherence and appropriate use of cohesive devices Demonstrates satisfactory coherence and appropriate choice of cohesive devices Demonstrates consistent coherence and good choice of cohesive devices Demonstrates consistent coherence and good choice of cohesive devices presented in paragraphs with a clear focus Demonstrates consistent coherence and very good choice of cohesive devices presented in paragraphs with a clear focus and supported by evidence Demonstrates excellent coherence and perfect choice of cohesive devices presented in paragraphs with a clear focus and supported by well-selected evidence
Vocabulary
Appropriate choice and use of vocabulary
5% Fails to use appropriate vocabulary Uses a very limited range of appropriate vocabulary Uses a limited range of appropriate vocabulary in both simple and complex sentences. Uses an adequate range of topic-specific vocabulary in both simple and complex sentences. Uses a wide range of topic-specific vocabulary in both simple and complex sentences. Uses a wide range of less-common, topic-specific vocabulary in both simple and complex sentences with an awareness of style and collocation.
No attempt or fails to use appropriate vocabulary Demonstrates a minimal range of appropriate vocabulary Demonstrates a generally limited range of appropriate vocabulary Demonstrates a limited range of appropriate vocabulary and topic-specific vocabulary Demonstrates an inadequate range of appropriate
and topic-specific vocabulary Demonstrates an adequate range of topic-specific vocabulary despite a few inaccuracies Demonstrates an adequate range of appropriate topic-specific vocabulary Demonstrates a good range of appropriate topic-specific vocabulary Demonstrates a wide range of appropriate topic-specific vocabulary Demonstrates a wide range of appropriate topic-specific vocabulary and a good selection of less commonly used lexis Demonstrates a wide range of appropriate topic-specific vocabulary, a good selection of less commonly used lexis, and showing awareness of collocations and style Demonstrates outstanding lexical richness and linguistic diversity while showing clear awareness of collocations and style
Grammar
Appropriate
and accurate sentence and paragraph structure
5% Fails to use correct grammar Uses a very limited range of correct grammar Uses a limited range of correct grammar in both simple and complex sentences Uses an adequate range of grammar in both simple and complex sentences Uses simple sentences with the correct tenses for the intended message, but complex sentences contain errors Uses a variety of complex sentences with occasional errors that do not impede the meaning, using the passive voice where appropriate
No attempt or fails to use correct grammar Demonstrates a very limited range of correct grammar Demonstrates a generally narrow range of correct grammar Demonstrates a limited range of correct grammar in both simple and complex sentences Demonstrates an unsatisfactory range of correct grammar in both simple and complex sentences Demonstrates an adequate range of grammar for both simple and complex sentences despite few inaccuracies Demonstrates an adequate range of correct grammar for both simple and complex sentences Demonstrates a good range of correct grammar for both simple and complex Demonstrates correct grammar in simple sentences but commits some mistakes in complex sentences Demonstrates correct grammar in simple sentences but commits few mistakes in complex sentences that do not impede the meaning Demonstrates a variety of complex sentences with occasional errors that do not impede the meaning, using the passive voice where appropriate Uses a variety of error-free simple and complex sentences using the passive voice where appropriate
Mechanics
Appropriate and accurate punctuation and spelling
5%
Fails to use punctuation correctly and spelling mistakes impede understanding Generally uses full stops correctly, but other punctuation is inaccurate, and spelling errors sometimes impede understanding Generally uses full stops and capital letters correctly, but other punctuation errors persist, and spelling errors do not impede understanding Makes punctuation and spelling errors, but these do not impede understanding
Makes occasional non-intrusive spelling and punctuation errors that do not affect meaning or understanding Makes rare non-intrusive spelling and punctuation errors, which do not affect meaning or understanding
No attempt or fails to use punctuation correctly, and spelling mistakes impede understanding Demonstrates overall correct use of full stops, but other punctuation is inaccurate, and spelling errors sometimes impede understanding Demonstrates overall correct use of full stops and capital letters, but other punctuation errors persist, and spelling errors sometimes impede understanding Demonstrates overall correct use of full stops and capital letters, but other punctuation errors persist, and spelling errors do not clearly impede understanding Demonstrates overall correct use of full stops and capital letters and question marks, but other punctuation errors persist, and spelling errors do not impede understanding Demonstrates overall satisfactory use of punctuation and spelling though errors persist, but without much impact on understanding Demonstrates satisfactory use of punctuation and spelling, and the committed errors have only limited impact on understanding Demonstrates satisfactory use of punctuation and spelling, and committed errors do not affect understanding Demonstrates overall good command of punctuation and spelling with only occasional non-intrusive errors which do not affect meaning or understanding Demonstrates good command of punctuation and spelling with only occasional non-intrusive errors which do not affect meaning or understanding Demonstrates well-developed command of spelling and punctuation errors with rare non-intrusive errors which do not affect meaning or understanding Demonstrates advanced command of spelling and punctuation with almost no errors
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