Order 644554: Inclusive Services

SPED UNDERGRADUATE PROGRAM ISSUE PAPER

Name:

Criteria

Accomplished

Advanced

Developing

Emerging

Novice

Content

CEC Standard: 3.0 Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.

Balanced presentation of relevant and legitimate information that clearly supports a central purpose or argument and show a thoughtful, in-depth analysis of a significant topic. Reader gains important insights.

Information provides reasonable support for a central purpose or argument and displays evidence of a basic analysis of a significant topic. Reader gains some insights

Information provides some support for a central purpose or argument and displays some analysis of a significant topic. If the writer had provided more facts, however, the reader would gain more insights.

Information supports a central purpose or argument at times. Analysis is basic or general. Reader gains few insights.

Central purpose or argument is not clearly identified. Analysis is vague or not evident. Reader is confused or may be misinformed.

Organization

The ideas are arranged logically to support the purpose or argument. They flow smoothly from one to another and are clearly linked to each other. The reader can follow the line of reasoning

The ideas are arranged logically to support the central purpose or argument. They are usually clearly linked to each other. For the most part, the reader can follow the line of reasoning

The ideas are arranged logically to support the central purpose or argument but there are some digressions, ambiguities or irrelevances. Transitions are needed to clearly link ideas and structure could be improved.

In general, the writing is arranged logically, although occasionally ideas fail to make sense together. The reader is fairly clear about what writer intends.

The writing is not logically organized. Frequently, ideas fail to make sense together. The reader cannot identify a line of reasoning and loses interest.

Analysis

CEC Standard 4.2: Beginning special education professionals use knowledge of measurement

principles and practices to interpret assessment results and guide educational

decisions for individuals with exceptionalities

Response demonstrates an in-depth reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are insightful and well supported. Clear, detailed examples are provided, as applicable.

Response demonstrates a general reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are supported. Appropriate examples are provided, as applicable.

Response demonstrates some reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date, but viewpoints and interpretations lack strong support.

Response demonstrates a minimal reflection on, and personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are unsupported or supported with flawed arguments. Examples, when applicable, are not provided or are irrelevant to the assignment.

Response demonstrates a lack of reflection on, or personalization of, the theories, concepts, and/or strategies presented in the course materials to date. Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Examples, when applicable, are not provided.

CEC Standard 2: Beginning special education professionals, through collaboration with general educators and other colleagues, create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions

Lacking in details explaining some specific ideas or issues from outside experiences related to the topic. Makes tenuous connections between what is learned from outside experiences and the topic.

Identify some general ideas or issues from outside experiences related to the topic

Ideas are tangential to the topic of study to have no relationship to the topic

Loosely connects appropriate ideas or issues from the class discussions or readings as they relate to this topic.

Little to no connection to the discussions or readings from class and this topic.

Grammar, Spelling, Writing Mechanics

The writing is free or almost free of errors.

There are occasional errors, but they don't represent a major distraction or obscure meaning

Errors are sufficient in number to obscure the writer’s meaning.

The writing has many errors, and the reader is distracted by them

There are so many errors that meaning is obscured. The reader is confused and stops reading.

Use of References

Legitimate and up to date sources are given to support claims.

Legitimate sources that support claims are generally present.

Writer sometimes cites sources but they do not support claims.

Many statements seem unsubstantiated.

Little or no sources are present within the text.

Quality of References

References are primarily peer reviewed professional journals or other approved sources (e.g., government documents, .edu…). The reader is confident that the information and ideas can be trusted.

Although most of the references are professionally legitimate, a few are questionable (e.g., trade books, internet sources, popular magazines …). The reader is uncertain of the

reliability of some of the sources

Some sources appear to be of dubious quality and legitimacy.

Most of the references are from sources that are not peer reviewed and have uncertain reliability. The reader doubts the accuracy of much of the material presented.

There are virtually no sources that are professionally reliable.

The reader seriously doubts the value of the material and stops reading.

Use of Most

Recent Edition

of the

Publication

Manual of the

American

Psychological

Association

(APA)

APA format is used accurately and consistently in the paper and on the "References" page

APA format is used with minor errors in punctuation, spacing or signage.

APA format is used with major errors in accuracy, ordering, and/or capitalization.

There are frequent errors in APA format. Some citations in the text are not in the reference list or vice versa or substantial errors are made in punctuation, ordering, capitalization and spacing.

Format of the document is not recognizable as APA.

Cognitive/Ethical Development (Rapaport, w. 2013) http://www.cse.buffalo.edu/~rapaport/perry-positions.html-20130926

Each of these “positions in thinking” reflect how the student conceptualizes learning.

CEC Initial Preparation Standard 6.0: Beginning special education professionals use foundational knowledge of the field and their professional ethical principles and practice standards to inform special education practice, to engage in lifelong learning, and to advance the profession.

Commitment/Constructed Knowledge. Student experiences implications of commitment and explores issues of responsibility. Student realizes commitment is an ongoing, unfolding, evolving activity.

Contextual Relativism: All proposed solutions are supported by reasons; i.e., must be viewed in context & relative to support. Some solutions are better than others, depending on context. Student's task is to learn to evaluate solutions.

Late Multiplicity: Most problems are those whose solutions we don’t know yet and the student’s task is to learn how to find the Right Solutions. Therefore, everyone has a right to their own opinion or some problems are unsolvable; therefore it doesn’t matter which (if any) solution you choose. Student’s task is to “shoot the bull.”

Full Dualism:

Some Authorities (literature, philosophy) disagree; others (science, math) agree. Therefore, there are Right Solutions, but some teachers' views of the Tablets are obscured.

Therefore, student's task is to learn the Right Solutions and ignore the others!

Basic Duality-Assumption of dualistic structure of the world taken for granted, unexamined. Right vs wrong, we vs. others, good vs. bad. All problem solvable by adherence: obedience, conformity to the right and what “they” want. Will power and work should bring congruence of action and reward.

Score