Can someone help me with is homework assignment
Requires Lopeswrite
Assessment Description
As educators, it is important to remember that parents/guardians may not have prior knowledge about learning disabilities, their risk factors, or early intervention strategies for exceptionalities in children of various ages. Additionally, parents/guardians may not understand how specific learning disabilities affect students in educational settings as well as everyday life. As educators, we can communicate and collaborate with parents/guardians to provide information and resources that help them understand learning disabilities, define the roles of the state, school, and the parents/guardians in accessing and providing intervention services, and navigate the acquisition of information and support agencies and services provided to students with disabilities.
Consider students in the grade level that is the focus of your field of study. Select a specific disability category (intellectual disability, specific learning disability, emotional behavior disorders, autism spectrum disorder, traumatic brain injury, or orthopedic impairment). Create a 250–500-word digital brochure that could be given to parent/guardians and provide information about services and supports for individuals with disabilities.
The brochure should include the following:
· Short rationale explaining how you will use the brochure to communicate with parents/guardians and establish mutual expectations to help you work collaboratively to support child development and achievement.
· Short definition and explanation of the disability category including the developmental and individual differences typically associated with the disability category.
· Three developmentally appropriate, specially designed instructional strategies that can be used to address the educational needs of students with this disability.
· Three intervention strategies families can implement at home to promote communication skills, social skills, and literacy skills in their children affected by the chosen disability.
· Three communication/collaboration strategies that can be employed by the state, school, service providers, and parents/guardians to implement intervention services to support student achievement and development.
· Recommend local organizations families could use to learn more about the disability and community services that might be available to them. Provide contact information for the organizations and services.
Support the assignment with a minimum of three scholarly resources.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Resoures you can used:
#17129 CEC High-Leverage Practices (highleveragepractices.org)
New to LD – Learning Disabilities Association of America (ldaamerica.org)
Learning Disabilities and Disorders – HelpGuide.org
Symptoms of Learning Disabilities | LD OnLine
Overview of Early Intervention – Center for Parent Information and Resources (parentcenterhub.org)
Rubric Criteria
expand all Rubric CriteriaExpand All
Rationale for Collaboration
10 points
Criteria Description
Rationale for Collaboration
5. 5: Target
10 points
Rationale for how brochure content will be used to communicate with parents/guardians and establish mutual expectations for collaboration using ongoing communication to support child development and achievement is thorough.
4. 4: Acceptable
8.7 points
Rationale for how brochure content will be used to communicate with parents/guardians and establish mutual expectations for collaboration using ongoing communication to support child development and achievement is complete.
3. 3: Approaching
7.4 points
Rationale for how brochure content will be used to communicate with parents/guardians and establish mutual expectations for collaboration using ongoing communication to support child development and achievement is inexplicit.
2. 2: Insufficient
6.9 points
Rationale for how brochure content will be used to communicate with parents/guardians and establish mutual expectations for collaboration using ongoing communication to support child development and achievement is insufficient.
1. 1: No Submission
0 points
Not addressed.
Disability Category
15 points
Criteria Description
Disability Category
5. 5: Target
15 points
Definition and explanation of disability category, including the development and individual differences typically associated with the disability category, is comprehensive.
4. 4: Acceptable
13.05 points
Definition and explanation of disability category, including the development and individual differences typically associated with the disability category, is complete.
3. 3: Approaching
11.1 points
Definition and explanation of disability category, including the development and individual differences typically associated with the disability category, is cursory.
2. 2: Insufficient
10.35 points
Definition and explanation of disability category, including the development and individual differences typically associated with the disability category, is incomplete.
1. 1: No Submission
0 points
Not addressed.
Specially Designed Instructional Strategies
15 points
Criteria Description
Specially Designed Instructional Strategies
5. 5: Target
15 points
Three specially designed instructional strategies that can be used to address the educational needs of students with the disability demonstrate best practices.
4. 4: Acceptable
13.05 points
Three specially designed instructional strategies that can be used to address the educational needs of students with the disability are appropriate for students.
3. 3: Approaching
11.1 points
Three specially designed instructional strategies that can be used to address the educational needs of students with the disability do not demonstrate best practices.
2. 2: Insufficient
10.35 points
Three specially designed instructional strategies that can be used to address the educational needs of students with the disability are inappropriate for students.
1. 1: No Submission
0 points
Not addressed.
Family Intervention Strategies
15 points
Criteria Description
Family Intervention Strategies
5. 5: Target
15 points
Three intervention strategies families can implement at home to promote communication skills, social stills, and literacy skills in children affected by the disability are exemplary.
4. 4: Acceptable
13.05 points
Three intervention strategies families can implement at home to promote communication skills, social stills, and literacy skills in children affected by the disability are logical.
3. 3: Approaching
11.1 points
Three intervention strategies families can implement at home to promote communication skills, social stills, and literacy skills in children affected by the disability are overly simplistic.
2. 2: Insufficient
10.35 points
Three intervention strategies families can implement at home to promote communication skills, social stills, and literacy skills in children affected by the disability are insufficient.
1. 1: No Submission
0 points
Not addressed.
Communication/Collaboration Strategies
15 points
Criteria Description
Communication/Collaboration Strategies
5. 5: Target
15 points
Three communication/collaboration strategies that can be employed by the state, school, service providers, and parents/guardians to implement intervention services to support student achievement and development are in-depth.
4. 4: Acceptable
13.05 points
Three communication/collaboration strategies that can be employed by the state, school, service providers, and parents/guardians to implement intervention services to support student achievement and development are reasonable.
3. 3: Approaching
11.1 points
Three communication/collaboration strategies that can be employed by the state, school, service providers, and parents/guardians to implement intervention services to support student achievement and development are underdeveloped.
2. 2: Insufficient
10.35 points
Three communication/collaboration strategies that can be employed by the state, school, service providers, and parents/guardians to implement intervention services to support student achievement and development are implausible.
1. 1: No Submission
0 points
Not addressed.
Organization Recommendations
10 points
Criteria Description
Organization Recommendations
5. 5: Target
10 points
Organizations recommended to help families learn more about the disability and community services available to assist them, including contact information, are excellent for supporting students.
4. 4: Acceptable
8.7 points
Organizations recommended to help families learn more about the disability and community services available to assist them, including contact information, are appropriate for supporting students.
3. 3: Approaching
7.4 points
Organizations recommended to help families learn more about the disability and community services available to assist them, including contact information, are somewhat inaccurate for supporting students.
2. 2: Insufficient
6.9 points
Organizations recommended to help families learn more about the disability and community services available to assist them, including contact information, are inappropriate for supporting students.
1. 1: No Submission
0 points
Not addressed.
Aesthetic Quality
10 points
Criteria Description
Aesthetic Quality
5. 5: Target
10 points
Design is professional, visually appealing and clearly catered to the audience. Skillful handling of text and visuals creates a distinctive and effective presentation.
4. 4: Acceptable
8.7 points
Design is clean and audience is apparent. Purposeful integration of appropriate objects, charts, and/or graphs supports the message and enhance the presentation.
3. 3: Approaching
7.4 points
Design is fairly clean, with some exceptions. Audience may not be readily apparent. Visuals do not fully support the message.
2. 2: Insufficient
6.9 points
Design detracts from purpose. Text and visuals are too simplistic, cluttered, or busy. Little to no creativity or inventiveness is present.
1. 1: No Submission
0 points
Not addressed.
Format and Documentation of Sources
5 points
Mechanics of Writing
5 points
Total100 points
