Topic: SPE 351: (Benchmark Assessment) Characteristics of Intellectual Disability and Strategies to Teach Individuals With ID

Order Description Attached with rubric. SPED essay 1250 words Throw in some references. I don't know what the expected number is. Whatever you think. SPE 351: Characteristics of Intellectual Disability and Strategies to Teach Individuals with ID Benchmark Assessment and Rubric 1) Significant Connections for Families of an ID Child (Benchmark Assessment) a) Interview a teacher of students with Intellectual Disability. Specifically, focus your interview questions concerning the impact an individual with Intellectual Disability has on family structure. You may also want to center your questions on the collaborative skills necessary for teachers to possess when interacting with families who have a child with Intellectual Disability. b) Next, attend an IEP meeting and/or conference for a student with Intellectual Disability. i) During the meeting, note the interactions that take place, facilitation skills that are employed during the meeting, and the manner in which information is disseminated to parents. ii) According to what you have learned in this course, are these interactions, skills, etc. appropriate in terms of effective interactions with parents of children with Intellectual Disability? iii) Write a 1,000-1,250 word essay that chronicles your observations and reactions, using your text and notes from lectures, and your recommendations to foster better collaboration with regard to what you observed in the meeting. c) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. Scoring Tool/Guide (Rubric) Significant Connections for Families of a Child with ID Criteria 1: Unsatisfactory 2: Less Than Satisfactory 3: Satisfactory 4: Good 5: Excellent Content (85%) Interview With a Teacher CEC: 1 InTASC: 7 Because no interview is conducted, information presented is not connected to the topic of study. Interview discusses the impact an individual with Intellectual Disability has on family structure, but is not complete. Student provides an unclear description of collaborative skills necessary for teachers to possess when interacting with families who have a child with Intellectual Disability. Interview discusses the impact an individual with Intellectual Disability has on family structure. A description of collaborative skills necessary for teachers to possess when interacting with families who have a child with Intellectual Disability is presented. Interview questions go beyond the basics. Interview questions are well-crafted, leading to an engaging interview. IEP Meeting CEC: 5 Interactions, facilitation skills, and ways in which information was disseminated to parents are barely discussed. An evaluation of these interactions is not provided. Recommendations to foster better collaboration among professionals/parents are not provided. An evaluation of the interactions is provided, but lacks clarity. One recommendation to foster better collaboration among professionals/parents is offered. Interactions, facilitation skills, and ways in which information is disseminated to parents are discussed. An evaluation of these interactions is provided. Two or more recommendations to foster better collaboration among professionals/parents are offered. Content of meeting is clearly and thoroughly addressed within the context of the essay. Recommendations offered are well-grounded in theory and are clearly applicable for the student. Organization and Format (10%) Essay Structure, Paragraph Development, and Transitions Paragraphs and transitions consistently lack unity and coherence. There is no apparent connection between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are used as appropriate to purpose, discipline, and scope. There is a sophisticated construction of the essay. Ideas progress and relate to each other. The writer has been careful to use paragraph and transition construction to guide the reader. APA Format and Style Requirements APA format and style are not evident. Title page is present, but it is missing APA elements; in-text citations, where necessary, are used but are formatted inaccurately and not referenced. All key elements of an APA title page are present; in-text citations and a reference section are present with few format errors. Mechanics of writing are reflective of APA style. Plan elements are theoretically supported with accurate citations and references. A broad understanding of APA format and style is evident in the use of level headings and lists, for example. Mechanics, Language Use, and Audience Awareness (5%) Mechanics of Writing (includes spelling, punctuation, grammar) Surface errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Some mechanical errors or typos are present, but are not overly distracting to the reader. Prose is largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written, American English. Language Use and Audience Awareness (includes sentence construction, word choice, etc.) Student uses non-collegiate, conversational tone. Inappropriate word choice and/or sentence construction, lack of variety in language use are evident. Student appears to be unaware of audience. Use of “primer prose” indicates student either does not apply figures of speech or uses them inappropriately. Language lacks clarity or includes the use of some conversational tone. Language choice (register) can be distracting or inconsistent with sentence structure. Some lack of control in using figures of speech appropriately is noted. Language is clear and audience-appropriate. Sentences display varied structure with minor errors. Use of collegiate language is appropriate for the most part. Student uses a variety of sentence structures and collegiate-level vocabulary. Student uses figures of speech and idioms to communicate clearly. Language is precise, and sentences display consistently strong, varied structure. Approach to use of language is distinctive, creative, and appropriate to purpose, discipline, and scope of topic. © 2014. Grand Canyon University. All Rights Reserved.