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I have already picked my topic which will be Learning Disabilities so that will be the topic and resources you will need to write about.
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CHS 208 – Teaching Exceptional Learners
Unit 3 Assignment: List of Resources for Final Research Paper
Due Date: Sunday of Unit 3, 11:59 p.m. EST.
Points: 15
Overview:
This week you will begin researching your approved topic of choice and identify scholarly sources
you will use to support your final research paper.
Instructions:
Compose a list of at least three (3) scholarly resources that you will use in your final project. Include
a brief summary (annotation) for each resource that you include. Be sure to concisely summarize the
key relevant points of each source and how the sources are relevant to your topic.
Requirements:
•
Include at least three (3) scholarly sources that are credible and relevant to your topic. One (1)
of the resources you provide must be new from outside the course.
•
Provide a brief annotation for each source that summarizes its key points and connection to
your topic.
•
Follow standard APA formatting and use full sentences and appropriate academic language.
Be sure to read the criteria by which your work will be evaluated before you write and again
after you write.
Evaluation Rubric for List of Resources for Final Research Paper
OUTSTANDING
GOOD
NEEDS
IMPROVEMENT
(5 points)
(3-4 points)
(0- 2 points)
Scholarly
Sources
Meets requirement of at
least 3 scholarly sources,
one of which is new from
outside the course.
Sources are relevant to
the topic and credible.
3 scholarly sources
are presented; may
not include one new
source outside the
course or a source
may not be relevant
and/or lack credibility.
Not completed; Less
than required number
of sources and/or
most sources are
irrelevant to the topic
and/or not credible.
Annotations
Annotations concisely
summarize the key
relevant points of each
source. It is clear from
the annotations how
the sources are relevant
to the topic.
Annotations
summarize the
sources but may lack
clarity or
completeness. May
not be a clear
connection to
topic/sources.
None provided;
Unclear; irrelevant to
the source/topic;
incomplete.
Clear and
Professional
Writing and
Formatting
APA formatting and
citations are compliant
and error-free; Very
few or no spelling and
grammar errors.
Spelling, grammar,
APA formatting
present few errors
that do not impede
professional
presentation.
Spelling, grammar,
APA formatting errors
impede professional
presentation.
CRITERIA
CHS 208 – Teaching Exceptional Learners
Unit 7 Assignment – Final Research Paper
Due Date: By Sunday of Unit 7, 11:59 p.m., EST.
Points: 100
Overview:
Throughout this course, we learned about exceptional learners and how to best provide an inclusive
classroom experience that embraces ALL learners. As an early childhood educator, you will be
expected to meet the daily challenges of educating and caring for children with diverse needs. Your
final research paper will provide an opportunity for you to apply all of your personal and professional
experiences and new learning in educating exceptional learners, birth to age 8.
Instructions:
•
Unit 2 – Selected Topic – Due Sunday of Unit 2 at 11:59 p.m. (5 points).
Select a specific disability or disorder. Some possible topics for your research paper are
Autism, Learning Disabilities, Emotional Disturbance, Speech and Language Impaired,
Hearing Impaired, Visually Impaired, Orthopedic Impaired, ADHD, Dyslexia, Intellectual
Disabilities, Down Syndrome, Fetal Alcohol Syndrome, Selective Mutism, and Separation
Anxiety Disorder.
After your weekly reading, especially Chapter 5 in the textbook, submit one topic you would
like to explore in-depth for your final research paper.
•
Unit 3 – List of Resources – Due Sunday of Unit 3 at 11:59 p.m. (15 Points).
Begin researching your approved topic of choice for this assignment. Submit a list of at least
three (3) scholarly resources that you will use in your project. Include a brief summary
(annotation) for each resource that you include. Be sure to concisely summarize the key
relevant points of each source and how the sources are relevant to your topic.
•
Unit 7 – Final Paper Submission – Due Sunday of Unit 7 at 11:59 p.m. (100 points)
Content and Format: Your research-informed, written paper must include the following:
A. Etiology of the Disability or Disorder 4c
1. Define your selected disability.
2. Describe the causes or theory of your selected disability.
3.
B.
Identify the type(s) of assessment(s) used for meeting eligibility criteria for your selected
disability.
Educational Implications
1. Define and describe the learning and developmental characteristics of a student with your
selected disability.
a. Make connections to all developmental domains. 1b
b. Research and review literature (course materials and at least three (3)
scholarly/medical/research-based resources)
c. Research, select and view a videotaped observation(s) of a child with your selected
disability.3b
2. Teaching Strategies/Intervention:
a. Use your researched literature and observed video(s) to describe how you would
include a child with your selected disability in your classroom. Include classroom
environment, 2 developmental learning opportunities, adaptations, and assistive
technology. 5c
b. Describe a variety of observation and assessment methods — a minimum of two
each 3c:
• Observation Examples: data collection including observation, anecdotal
records, running records, checklists, tallies, and teacher-made formative
assessments
• Assessment Examples: Ages and Stages Questionnaire (ASQ), Brigance
Screen, Preschool Assessment Framework (PAF), Devereaux Early
Childhood Assessment (DECA)
c. Reflect and articulate the knowledge gained from data-driven decision-making
practices. 3c
C. Partnership with Families and Ethical Responsibilities to the Child:
a. Describe two ways to build home-school connections, learn from families’ observations,
and reciprocate effective teaching strategies in both settings. 2b
b. Engaging in informed advocacy for young children and the early childhood profession.6e
c. Explain how you would intentionally apply one ideal and one principle from NAEYC Code
of Ethical Conduct and Statement of Commitment. 6b
Requirements:
•
•
Your paper must consist of 7-8 pages, including title page, abstract, sections A, B, and C, and
reference page.
Your completed research paper must demonstrate research using at least three (3)
scholarly/medical/research-based resources. Websites about your disability are not acceptable
unless you find and use specific articles found on the site.
•
•
•
•
•
You must reference and cite your work according to APA. Follow all APA guidelines for formatting
and citations. All information that you learned from a source must be cited in the text and
referenced according to APA.
Title page (first page): Center other information under the title: Student name; CHS208; Post
University; Date.
Page numbers: top left-hand margin of every page after the title page.
In-text citation: give credit within the paper for any information that is quoted or paraphrased.
Review this example: In these studies, early childhood teachers report marked increases in
several areas of learning for all students, including disabled students and second language
students (Casey, 1994).
Reference Page: final page needs to provide further information about reference works. For
example:
Casey, J. (1994). Integrating computers in the primary classroom. The Computing Teacher,
21, 33-36. Retrieved from www.neirtec.org/reading_report/report.htm
Be sure to read the criteria by which your work will be evaluated before you write and again
after you write.
Evaluation Rubric for Final Research Paper
CRITERIA
Description of
Developmental
Learning
Characteristics
(Standard 1b
Knowing and
understanding young
children’s
characteristics and
needs, from birth
through age 8)
Building
Relationships
(Standard 2b
Supporting and
engaging families and
communities through
respectful, reciprocal
relationships)
Utilize Video
Observations
(Standard 3b Knowing
about and using
observation,
documentation, and
other appropriate
assessment tools and
approaches, including
the use of technology in
documentation,
assessment, and data
collection)
Variety of
Assessments
(Standard 3c
Understanding and
practicing responsible
assessment to promote
positive outcomes for
each child, including
the use of assistive
technology for children
with disabilities)
Exemplary
Met
Emerging
Not Met
9-10 points
Explicitly describes
developmental and
learning
characteristics of
children who have
this particular
disability.
8 points
Outlines basic
developmental and
learning
characteristics of
children with this
disability.
6-7 points
Shares limited
knowledge of the
developmental and
learning
characteristics of
children with this
disability.
0-5 points
Does not
adequately
describe the
impact of this
disability on a
child’s
development and
learning.
Thoroughly
describes two
ways to build
relationships with
families and
community service
providers to keep
parents informed
and involved in
their child’s
education.
Clearly describes
two ways to build
relationships with
families and
community service
providers to keep
parents informed
and involved in
their child’s
education, though
may be missing
key details.
Demonstrates use
of video
observation(s) and
articulates a basic
understanding of
children’s
characteristics,
abilities, and
needs.
Clearly describes
one way to build
relationships with
families and/or
community service
providers to keep
parents informed
and involved in
their child’s
education.
Vaguely describes
a strategy to
support families or
engage community
service providers
or omits family and
community
engagement to
keep parents
informed and
involved in their
child’s education.
Describes
children’s
characteristics,
abilities, and
needs, and
suggests teaching
strategies/intervent
ion without use of
video
observation(s) to
inform knowledge
and practices.
Presents several
assessments for
teaching and
learning.
Presents a clear
yet brief reflection
on the value of
data-driving
decision-making
practices.
Presents one
assessment.
Presents a vague
reflection on the
value of datadriving decisionmaking practices.
Demonstrates
utilization of video
observation(s) and
articulates a deep
understanding of
children’s
characteristics,
abilities, and
needs.
Presents a variety
of assessments for
teaching and
learning. Presents
an elaborate
reflection on the
value of datadriving decisionmaking practices.
Demonstrates
minimal knowledge
gained from video
observation(s)
and/or presents a
vague
understanding of
children’s
characteristics,
abilities, and
needs.
Vaguely Outlines
observation
or assessment
methods.
Minimal reflection
on the value of
data-driving
decision-making
practices.
CRITERIA
Disability’s
Etiology
(Standard 4c
Using a broad
repertoire of
developmentally
appropriate
teaching/learning
approaches)
Appropriate
Learning
Opportunities
(Standard 5c
Using own knowledge,
appropriate learning
standards, and other
resources to design,
implement, and
evaluate
developmentally
meaningfully, and
challenging curriculum
for each child)
Ethical
Responsibilities
(Standard 6b
Knowing about and
upholding ethical
standards and other
early childhood
professional guidelines)
Stigmas/Biases
(Standard 6e
Engaging in informed
advocacy for young
children and the early
childhood profession)
Exemplary
Met
Emerging
Not Met
11-12 points
Thoroughly details
the disability’s
etiology including
definition, causes,
and diagnosis.
10 points
Thoroughly
presents two of
three
characteristics of
the disability’s
etiology.
7-9 points
Identifies basic
characteristics of
the disability.
0-6 points
Basic
understanding of
the disability is not
evident.
18-20 points
Explicitly describes
two
developmentally
appropriate
learning
opportunities that
will support this
disability; and
possible
accommodations,
modifications, and
assistive
technology devices
that a child with
this disability might
need.
16-17 points
Clearly/briefly
describes two
developmentally
appropriate
learning
opportunities that
will support this
disability, and
possible
accommodations,
modifications, and
assistive
technology devices
that a child with
this disability might
need.
12-15 points
Clearly describes
one
developmentally
appropriate
learning
opportunity and/or
an
accommodation,
modification, or
assistive
technology device
for a child with the
selected disability.
0-11 points
Learning
opportunity and/or
accommodation,
modification, or
assistive
technology are not
individually
appropriate for a
child with the
selected disability.
9-10 points
Demonstrates a
detailed and strong
knowledge of
ethical
responsibilities
(ideal and
principle) to
children with focus
disabilities and
appropriate and
effective teaching
practices.
8 points
Demonstrates with
clear details
knowledge of
ethical
responsibilities
(ideal and
principle) to
children with focus
disability, and
appropriate and
effective teaching
practices.
6-7 points
Lists one ideal and
one principle from
the Code of Ethical
Conduct to explain
responsibilities to
children with focus
disability, and
appropriate and
effective teaching
practices.
0-5 points
Ethical
responsibilities to
children with focus
disability and
appropriate and
effective teaching
practices are
vaguely stated.
9-10 points
Explicitly describes
stigmas and/or
biases associated
with the disability.
Thoroughly reflects
on the societal
response and
includes an
elaborate
description for
8 points
Clearly describes
stigmas and/or
biases associated
with the disability.
Clearly reflects on
the societal
response and
includes a detailed
description for
6-7 points
Briefly describes
stigmas and/or
biases associated
with the disability.
Briefly elaborates
on the societal
response and
includes a basic
description for
0-5 points
Stigmas and/or
biases associated
with the disability
are vaguely
described.
Reflection on the
societal response
and description for
supporting a child
CRITERIA
Grammar,
Spelling, and APA
Formatting
(SS3: Students have
effective skills in written
and verbal
communication.
Students are
technologically literate.)
Exemplary
Met
Emerging
Not Met
supporting a child
with this disability.
supporting a child
with this disability.
supporting a child
with this disability.
with this disability
is not evident.
7-8 points
Project is
professional and
highly polished:
Writing and format
are clear; errorfree.
6 points
Project is
adequate;
maximum of two
grammar and/or
spelling errors.
5 points
Clear and
professional writing
and format Project
has three or four
grammar and/or
spelling errors.
0-4 points
Errors impede
professional
presentation;
guidelines not
followed. Project
has many grammar
and/or spelling
errors.
and/or not APA
compliant.
APA compliant:
All sources are
properly cited and
referenced.
APA compliant:
All sources are
properly cited and
referenced.
APA compliance
attempted: Not all
sources are cited
or referenced.
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