| Course Code | Class Code | Assignment Title | Total Points |
| SPD-510 | SPD-510-O500 | History of Special Education Timeline | 70.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Part 1: Timeline and Descriptions | 30.0% | Not addressed. | Timeline descriptions of events, laws, and court cases from the 1800s to present day that have affected special education are inaccurate or insufficient. | Timeline includes underdeveloped descriptions of events, laws, and court cases from the 1800s to present day that have affected special education. | Timeline includes adequate and accurate descriptions of events, laws, and court cases from the 1800s to present day that have affected special education. | Timeline includes clear, comprehensive descriptions of events, laws, and court cases from the 1800s to present day that have affected special education. |
| Part 2: Summary | 45.0% | Not addressed. | Summary provided inadequately addresses the changes in special education law portrayed in the timeline, and lacks an emphasis of ADA and IDEA and how each have affected the inclusion of individuals with disabilities. Reflection of special education history and the effect of ethical decisions in future professional practice is incomplete or ineffective. | Summary provided minimally addresses the changes in special education law portrayed in the timeline, including how ADA and IDEA have affected the inclusion of individuals with disabilities. Reflection of special education history and the effect of ethical decisions in future professional practice is unfocused. | Summary provided addresses the changes in special education law portrayed in the timeline, emphasizing ADA and IDEA and how each have affected the inclusion of individuals with disabilities. Reflection of special education history and the effect on ethical decisions in future professional practice is also detailed. | Detailed summary is provided that addresses the changes in special education law portrayed in the timeline, emphasizing ADA and IDEA and how each have affected the inclusion of individuals with disabilities. Reflection of special education history and the effect on ethical decisions in future professional practice is insightful and substantially detailed. |
| Organization | 10.0% | Not addressed. | An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized; may not relate to each other. | The content may not be adequately organized even though it provides the audience with a sense of the main idea. | The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea. | 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. Provides the audience with a clear sense of the main idea. |
| Research Citations and Format | 10.0% | Not addressed. | Many citations are missing where needed; or many of the sources are inappropriate for the submission; or APA is attempted where required, but many aspects are missing or mistaken. | Some citations may be missing where needed; or some of the sources do not support the submission; or APA is attempted where required, but some aspects are missing or mistaken. | All sources are credible, adequate, and support the submission. All required aspects of APA format are correct within the submission. | All sources are credible, appropriate, and strongly support the submission. All required aspects of APA format are correct within the submission. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Submission includes some mechanical errors, but they do not hinder comprehension. Varieties of effective sentence structures are used, as well as some practice and content-related language. | 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. |
| Total Weightage | 100% |
Pookie624
Rubric_Print_Format8.xlsx
