Marke

10.0

Short answer insightfully details three ways in which language, culture, and family background could influence the learning of the student with disabilities.

Part 1: Educational Services and Support COE: 1.7 CEC 1.2, ICSI.1.K3, ICSI.1.K4, ICSI.1.K7, ICSI.1.K12, ICSI.1.K13, IGC.1.K4, IGC.1.S1; InTASC 1(a), 1(b), 1(d), 1(e), 1(f), 1(h), 1(j), 2(a), 2(b), 2(g), 2(h), 2(l); MC1, MC2, MC3, MC5; COE 1.7

15.0

Provides a compelling explanation of how understanding the home environment and developmental level of the student with disabilities will assist teachers in providing that student appropriate educational services and support.

Part 1: Collaborative Relationships COE 6.3 CEC 7.3, ICSI.7.K1, ICSI.7.S3, ICSI.7.S6, IGC.7.K4; InTASC 10(b), 10(j); ISTE-T 3b; MC1, MC2, MC3, MC4, MC5

15.0

Skillfully details insightful steps a teacher could take with the student with disabilities and her family, to build a collaborative relationship, taking into account unique family circumstances.

Part 1: Assistive Technology

10.0

Carefully details one low tech and one high tech assistive technology, both of which are ideal for providing support for the student with disabilities, based on her diagnoses.

Part 1: Professional Learning COE 5.5 CEC 6.4, ICSI.6.K2, ICSI.6.K5, ICSI.6.K6, ICSI.6.K7, ICSI.6.K10, ICSI.6.S3, ICSI.6.S3, IGC.6.K5; InTASC 9(a), 9(g), 10(f); MC2, MC4, MC5

10.0

Insightful description of what a teacher can do to learn more about the El Salvadorian culture. Provides thorough explanation of the importance of a teacher learning about the cultural backgrounds of students and opportunities a teacher can seek to continue to grow in his or her cultural responsiveness as an educator.

Part 2: Christian Worldview Rationale COE 1.5 CEC 6.3, ICSI.6.K2, ICSI.6.K5, ICSI.6.K6, ICSI.6.K7, ICSI.6.K10, ICSI.6.S3, ICSI.6.S3, IGC.6.K5; InTASC 2(d); MC1, MC3, MC4, MC5; COE 1.5

15.0

Rationale insightfully explains how diversity is part of families, cultures, and schools and how issues related to them can interact with the delivery of special education services. The teacher's role in understanding each individual student to meet their needs is skillfully described. Response is convincingly supported by principles outlined in the GCU Statement on the Integration of Faith and Work.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

10.0

Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.

Organization

10.0

The content is well- organized and logical. There is a sequential progression of ideas related to each other. The content is presented as a cohesive unit and the audience is provided with a clear sense of the main idea.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

5.0

Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.

Total Percentage

100