Details:
Research learning plans: IEPs, IFSPs, 504s, and Section 619.
In 750-1,000 words, explain the following for each of the four learning plans:
1. what they are and how they are developed;
2. what are the legal requirements;
3. how are they used to differentiate instruction and assessment; and
4. what resources are there for educators and families.
Use 3-5 scholarly resources.
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.
This assignment uses a rubric. Please 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 Turnitin.
1. Early Identification
Review “Early Identification” on The Early Childhood Technical Assistance Center website and other Child Find resources for your district and/or state.
http://ectacenter.org/topics/earlyid/earlyid.asp
2. Individualized Education Programs (IEPs) and Barriers for Parents from Culturally and Linguistically Diverse Backgrounds
Read “Individualized Education Programs (IEPs) and Barriers for Parents from Culturally and Linguistically Diverse Backgrounds,” by Jung, in Multicultural Education (2011).
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com.library.gcu.edu:2048/login.aspx?direct=true&db=eric&AN=EJ955935&site=ehost-live&scope=site
2. Section 504 – The 1973 Law Still Makes a Difference
Read “Section 504 – The 1973 Law Still Makes a Difference,” by Dobson, in Odyssey, New Directions in Deaf Education (2013).
http://files.eric.ed.gov/fulltext/EJ1018928.pdf
3. Six Things to Never Say or Hear During an IEP Meeting
Read “Six Things to Never Say or Hear During an IEP Meeting,” by Cheatham, Hart, Malian, and McDonald, in Teaching Exceptional Children (2012).
http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=69989330&site=eds-live&scope=site
Learning Plans
1
Unsatisfactory
0.00% 2
Less than Satisfactory
65.00% 3
Satisfactory
75.00% 4
Good
85.00% 5
Excellent
100.00%
70.0 %Content
20.0 % Learning Plans Explanation and Rational No submission An explanation of each of the learning plans is given, but is imprecise, or a description on how each of the learning plans is developed is missing. An explanation of each of the learning plans is given, but not in clear details. A description on how each of the learning plans is developed is included. An explanation of each of the learning plans is given with a description on how each is developed. A detailed explanation of each of the learning plans is given with a comprehensive description on how each is developed.
20.0 % Legal Requirements No submission Unclearly or inaccurately articulates the legal requirements for each of the stakeholders within each of the learning plans. Accurately, but without details, articulates the legal requirements for each of the stakeholders within each of the learning plans. Accurately articulates the legal requirements for each of the stakeholders within each of the learning plans. Clearly and concisely articulates the legal requirements for each of the stakeholders within each of the learning plans.
15.0 % Differentiate Instruction and Assessment No submission Unclearly or inaccurately articulates how each of the plans is used to differentiate instruction and assessments. Accurately, but without details, articulates how each of the plans is used to differentiate instruction and assessments. Accurately articulates how each of the plans is used to differentiate instruction and assessments. Clearly and concisely articulates how each of the plans is used to differentiate instruction and assessments.
15.0 % Relevant Resources for Educators and Families No submission Attempts are made to provide materials and sources, but some are irrelevant. Adequate information is not provided for parents. Information includes mostly relevant materials and sources, although the sources may be limited; sites are appropriate. All information is relevant and the materials and sources are easily accessible to parents. Information is relevant and differentiated; all sources meet the needs of a diverse parent population.
30.0 %Organization, Effectiveness, and Format
7.0 % Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
30.0 %Organization, Effectiveness, and Format
8.0 % Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
30.0 %Organization, Effectiveness, and Format
5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice; sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Writing is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.
30.0 %Organization, Effectiveness, and Format
5.0 % Paper Format (use of appropriate style for the major and assignment) Apa is not used appropriately or documentation format is rarely followed correctly. APA is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. APA is used. Formatting is correct, although some minor errors may be present. APA is fully used. There are virtually no errors in formatting style. All format elements are correct.
30.0 %Organization, Effectiveness, and Format
5.0 % Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) No reference page is included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. In-text citations and a reference page are complete. The documentation of cited sources is free of error.
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