CE2005 SPECIAL EDUCATION SERVICES FOR CHILDREN AGES 3-8
Porcha
CE2005_Rubric_To21C.pdf
©2017 Walden University 1
CE2005: Special Education Services for Young Children with Exceptionalities Ages 3 Through 8: Explain characteristics of special education services and perspectives of parents/families of young children with exceptionalities ages 3 through 8.
Assessment Rubric
0 Not Present
1 Needs Improvement
2 Meets Expectations
Topic 1: Early Childhood Special Education/School-Age Special Education Services for Young Children Ages 3
Through 8
Explain three key
characteristics of
Early Childhood
Special Education
(ECSE) for children
ages 3 to 5.
LO1: Explain
distinguishing
characteristics of Early
Childhood Special
Education.
Response is not present.
Response vaguely,
incompletely, and/or
inaccurately explains key
characteristics of Early
Childhood Special Education.
Response explains clearly,
completely, and accurately key
characteristics of Early Childhood
Special Education.
Explain at least four
key steps in the
transition process for
children and families
moving from ECSE to
school-age services.
LO2: Explain the
transition process from
Response is not present.
Response vaguely,
incompletely, and/or
inaccurately explains steps in
the transition process from
Early Childhood Special
Education for children and
families to school-age
services.
Response explains clearly,
completely, and accurately steps
in the transition process from Early
Childhood Special Education for
children and families to school-age
services.
©2017 Walden University 2
Early Childhood Special
Education to school-age
services.
Explain two key
similarities and/or
differences in school-
age special education
services for children
ages 5 through 8
compared with ECSE.
LO3: Explain similarities
and/or differences
between school-age
special education
services for children
ages 5 through 8 and
Early Childhood Special
Education for children
ages 3 to 5.
Response is not present.
Response vaguely,
incompletely, and/or
inaccurately explains
similarities and/or differences
between school-age special
education service for children
ages 5 through 8 and Early
Childhood Special Education.
Response clearly, completely, and
accurately explains similarities
and/or differences between
school-age special education
service for children ages 5 through
8 and Early Childhood Special
Education.
Topic 2: Families of Young Children with Exceptionalities: Emotional and Cultural Considerations
Explain stages of
emotion that families
of young children with
exceptionalities may
experience, and the
effective practices for
supporting
Response is not present.
Response is a vague,
inaccurate, illogical, and/or
incomplete explanation of
stages of emotion families of
young children with
exceptionalities may
experience.
Response is a clear, accurate,
logical, and complete explanation
of stages of emotion families of
young children with
exceptionalities may experience.
©2017 Walden University 3
parents/families
through specific
stages.
LO1: Explain stages of
emotion families of
young children with
exceptionalities may
experience.
LO2: Explain effective
practices to support
families of young
children exceptionalities
experiencing specific
stages of emotion.
Response is not present.
Response is a vague,
inaccurate, illogical, and/or
incomplete explanation of
effective practices that support
families of young children with
exceptionalities experiencing
specific stages of emotion.
Response is a clear, accurate,
logical, and complete explanation
of effective practices that support
families of young children with
exceptionalities experiencing
specific stages of emotion.
Explain three
cultural
considerations,
including
differences in how
cultures view
exceptionalities, and
at least two effective
practices for
working with diverse
families of young
children with
exceptionalities.
Response is not present.
Response is a vague,
inaccurate, illogical, and/or
incomplete explanation of
differences in how cultures
view exceptionalities.
.
Response is a clear, accurate,
logical, and complete explanation
of differences in how cultures view
exceptionalities.
©2017 Walden University 4
LO3: Explain influences
of culture in perceptions
of young children with
exceptionalities.
LO4: Explain practices
that support effective
relationships with
diverse families of young
children with
exceptionalities.
Response is not present.
Response is vague,
inaccurate, illogical, and/or
incomplete explanation of
practices that support effective
relationships with diverse
families of young children with
exceptionalities.
Response is a clear, accurate,
logical, and complete explanation
of practices that support effective
relationships with diverse families
of young children with
exceptionalities.
Topic 3: Parents’ Rights and Roles in Individualized Education Programs (IEPs)
Explain parents’ rights
regarding participation
in their child’s
Individualized
Education Program
(IEP) development and
review.
LO1: Explain parents’
rights in the
Individualized Education
Program process.
Response is not present. Response is a vague,
inaccurate, and/or illogical
explanation of parents’ rights
in the Individualized Education
Program process.
Response is a clear, accurate,
and logical explanation of parents’
rights in the Individualized
Education Program process.
Explain parents'
unique roles and
perspectives in IEP
Response is not present.
Response is a vague,
inaccurate, and/or illogical
explanation of parents’ roles
Response is a clear, accurate,
and logical explanation of parents’
roles and perspectives in the
©2017 Walden University 5
development and
review.
LO2: Explain parents’
roles and perspectives in
the Individualized
Education Program
process.
and perspectives in the
Individualized Education
Program process.
Individualized Education Program
process.
Explain three effective
practices for IEP
meetings that foster
parents’ involvement
and support.
LO3: Explain specific
practices for IEP
meetings that promote
parent involvement and
support.
Response is not present.
Response is a vague,
inaccurate, illogical, and/or
incomplete explanation of
effective practices for IEP
meetings that foster parents’
involvement and support.
Response is a clear, accurate,
logical, and complete explanation
of effective practices for IEP
meetings that foster parents’
involvement and support.
Exceeds Expectations: Perspective Taking
LO1: Explain varied
perspectives of
parents/families of
young children with
Explanations draw on research-based content to consider varied perspectives of parents and families of young children with exceptionalities. They also promote awareness and understanding of parent/family experiences and foster effective early childhood practice.
©2017 Walden University 6
exceptionalities ages
3 through 8 in order
to promote
awareness and
understanding of
parent/family
experiences and
foster effective early
childhood practice.
Yes
No
Written Communication: Write with clarity, coherence, and purpose.
0
Not Present
1
Needs Improvement
2
Meets Expectations
LO1: Construct complete
and correct sentences
(AWE 2; Sentence Level
Skills)
Sentences are
incoherent and
impede reader’s
access to ideas.
Sentences are incomplete
and/or include fragments and
run-on sentences, limiting
reader’s access to ideas.
Sentence structure effectively
conveys meaning to reader.
©2017 Walden University 7
LO2: Demonstrate the
effective use of grammar
and mechanics. (AWE 2;
Sentence Level Skills)
Multiple inaccuracies
in grammar and
mechanics impede
reader’s access to
ideas.
Some inaccuracies in grammar and mechanics limit reader’s access to ideas.
Use of grammar and mechanics is straightforward and effectively conveys meaning to reader.
LO3: Create cohesive
paragraphs with a clear
central idea. (AWE 2;
Paragraph Level Skills)
Paragraphs, or lack of
paragraphs, impede
reader’s access to
ideas.
Construction of main idea and/or
supporting paragraphs limit
reader’s access to ideas.
Main idea and/or supporting
paragraphs effectively convey
meaning to reader.
LO4: Use supporting
material to support a
claim. (AWE 2; Use of
Evidence)
Supporting materials
are not present.
Supporting material is used
inconsistently or inappropriately.
Supporting material is used to
enhance meaning. Writing is
appropriately paraphrased and
uses direct quotes as applicable.
LO6: Identify sources.
(AWE 2; Credit to
source)
Sources are missing. Writing inconsistently identifies
or misrepresents sources.
Writing clearly identifies the
source of nonoriginal material
and/or ideas.
Technology: Use technology effectively.
0
Not Present
1
Needs Improvement
2
Meets Expectations
LO1: Apply the features
of technology programs
(i.e., Excel, Word,
PowerPoint) to
communicate information
effectively.
Technology program is not
applied appropriately.
Technology program includes multiple formatting issues and/or is difficult to interpret.
Technology program includes proper formatting.
Data can be easily read and interpreted.
