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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

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