As educators, it is important to remember that parents/guardians may not have prior knowledge about learning disabilities, their risk factors, or early intervention strategies for exceptiona
As educators, it is important to remember that parents/guardians may not have prior knowledge about learning disabilities, their risk factors, or early intervention strategies for exceptionalities in children of various ages. Additionally, parents/guardians may not understand how specific learning disabilities affect students in educational settings as well as everyday life. As educators, we can communicate and collaborate with parents/guardians to provide information and resources that help them understand learning disabilities, define the roles of the state, school, and the parents/guardians in accessing and providing intervention services, and navigate the acquisition of information and support agencies and services provided to students with disabilities.
Consider students in the grade level that is the focus of your field of study. Select a specific disability category (intellectual disability, specific learning disability, emotional behavior disorders, autism spectrum disorder, traumatic brain injury, or orthopedic impairment). Create a 250-500 word digital brochure that could be given to families and provide information about services and supports for individuals with disabilities.
The brochure should include the following:
- Short rationale explaining how you will use the brochure to communicate with parents/guardians and establish mutual expectations to help you work collaboratively to support child development and achievement.
- Short definition and explanation of the disability category including the developmental and individual differences typically associated with the disability category.
- Three developmentally appropriate, specially designed instructional strategies that can be used to address the educational needs of students with this disability.
- Three intervention strategies families can implement at home to promote communication skills, social skills, and literacy skills in their children affected by the chosen disability.
- Three communication/collaboration strategies that can be employed by the state, school, service providers, and parents/guardians to implement intervention services to support student achievement and development.
- Recommend local organizations families could use to learn more about the disability and community services that might be available to them. Provide contact information for the organizations and services.
Support the assignment with a minimum of three scholarly resources.
Intervention Strategies Digital Brochure – Rubric
Rationale for Collaboration 7.5 points
Criteria Description
Rationale for Collaboration
5. 5: Target 7.5 points
Rationale for how brochure content will be used to communicate with
parents/guardians and establish mutual expectations for collaboration using
ongoing communication to support child development and achievement is
thorough.
4. 4: Acceptable 6.53 points
Rationale for how brochure content will be used to communicate with
parents/guardians and establish mutual expectations for collaboration using
ongoing communication to support child development and achievement is
complete.
3. 3: Approaching 5.55 points
Rationale for how brochure content will be used to communicate with
parents/guardians and establish mutual expectations for collaboration using
ongoing communication to support child development and achievement is
inexplicit.
2. 2: Insufficient 5.18 points
Rationale for how brochure content will be used to communicate with
parents/guardians and establish mutual expectations for collaboration using
Disability Category 11.25 points
Criteria Description
Disability Category
5. 5: Target 11.25 points
Definition and explanation of disability category, including the development and
individual differences typically associated with the disability category, is
comprehensive.
4. 4: Acceptable 9.79 points
Collapse All
Definition and explanation of disability category, including the development and
individual differences typically associated with the disability category, is complete.
3. 3: Approaching 8.33 points
Definition and explanation of disability category, including the development and
individual differences typically associated with the disability category, is cursory.
2. 2: Insufficient 7.76 points
Definition and explanation of disability category, including the development and
individual differences typically associated with the disability category, is incomplete.
1. 1: No Submission 0 points
Specially Designed Instructional Strategies 11.25 points
Criteria Description
Specially Designed Instructional Strategies
5. 5: Target 11.25 points
Three specially designed instructional strategies that can be used to address the
educational needs of students with the disability demonstrate best practices.
4. 4: Acceptable 9.79 points
Three specially designed instructional strategies that can be used to address the
educational needs of students with the disability are appropriate for students.
3. 3: Approaching 8.33 points
Three specially designed instructional strategies that can be used to address the
educational needs of students with the disability do not demonstrate best practices.
2. 2: Insufficient 7.76 points
Three specially designed instructional strategies that can be used to address the
educational needs of students with the disability are inappropriate for students.
1. 1: No Submission 0 points
Not addressed.
Family Intervention Strategies 11.25 points
Criteria Description
Family Intervention Strategies
5. 5: Target 11.25 points
Three intervention strategies families can implement at home to promote
communication skills, social stills, and literacy skills in children affected by the
disability are exemplary.
4. 4: Acceptable 9.79 points
Three intervention strategies families can implement at home to promote
communication skills, social stills, and literacy skills in children affected by the
disability are logical.
3. 3: Approaching 8.33 points
Three intervention strategies families can implement at home to promote
communication skills, social stills, and literacy skills in children affected by the
disability are overly simplistic.
2. 2: Insufficient 7.76 points
Three intervention strategies families can implement at home to promote
communication skills, social stills, and literacy skills in children affected by the
disability are insufficient.
Communication/Collaboration Strategies 11.25 points
Criteria Description
Communication/Collaboration Strategies
5. 5: Target 11.25 points
Three communication/collaboration strategies that can be employed by the state,
school, service providers, and parents/guardians to implement intervention
services to support student achievement and development are in-depth.
4. 4: Acceptable 9.79 points
Three communication/collaboration strategies that can be employed by the state,
school, service providers, and parents/guardians to implement intervention
services to support student achievement and development are reasonable.
3. 3: Approaching 8.33 points
Three communication/collaboration strategies that can be employed by the state,
school, service providers, and parents/guardians to implement intervention
services to support student achievement and development are underdeveloped.
2. 2: Insufficient 7.76 points
Three communication/collaboration strategies that can be employed by the state,
school, service providers, and parents/guardians to implement intervention
services to support student achievement and development are implausible.
Organization Recommendations 7.5 points
Criteria Description
Organization Recommendations
5. 5: Target 7.5 points
Organizations recommended to help families learn more about the disability and
community services available to assist them, including contact information, are
excellent for supporting students.
4. 4: Acceptable 6.53 points
Organizations recommended to help families learn more about the disability and
community services available to assist them, including contact information, are
appropriate for supporting students.
3. 3: Approaching 5.55 points
Organizations recommended to help families learn more about the disability and
community services available to assist them, including contact information, are
somewhat inaccurate for supporting students.
2. 2: Insufficient 5.18 points
Organizations recommended to help families learn more about the disability and
community services available to assist them, including contact information, are
inappropriate for supporting students.
Aesthetic Quality 7.5 points
Criteria Description
Aesthetic Quality
5. 5: Target 7.5 points
Design is professional, visually appealing and clearly catered to the audience.
Skillful handling of text and visuals creates a distinctive and effective presentation.
4. 4: Acceptable 6.53 points
Design is clean and audience is apparent. Purposeful integration of appropriate
objects, charts, and/or graphs supports the message and enhance the presentation.
3. 3: Approaching 5.55 points
Design is fairly clean, with some exceptions. Audience may not be readily apparent.
Visuals do not fully support the message.
2. 2: Insufficient 5.18 points
Design detracts from purpose. Text and visuals are too simplistic, cluttered, or busy.
Little to no creativity or inventiveness is present.
1 1: No Submission 0 points
Format and Documentation of Sources 3.75 points
Criteria Description
Format and Documentation of Sources (layout, citations, footnotes, references,
bibliography, etc., as appropriate to assignment and style)
5. 5: Target 3.75 points
Sources are completely and correctly documented, as appropriate to assignment
and style. Format is free of error.
4. 4: Acceptable 3.26 points
Sources are documented, as appropriate to assignment and style, and format is
mostly correct.
3. 3: Approaching 2.78 points
Sources are documented, as appropriate to assignment and style, although some
key formatting and citation errors are present.
2. 2: Insufficient 2.59 points
Documentation of sources is inconsistent and/or incorrect, as appropriate to
assignment and style, with numerous formatting errors.
Mechanics of Writing 3.75 points
Criteria Description
Mechanics of Writing (includes spelling, punctuation, and grammar)
5. 5: Target 3.75 points
Presentation and speaker’s notes are virtually free of mechanical errors. Sentence
structures are engaging.
4. 4: Acceptable 3.26 points
Presentation and speaker’s notes include some mechanical errors, but they do not
hinder comprehension. Effective sentence structures are used.
3. 3: Approaching 2.78 points
Presentation and speaker’s notes include frequent and repetitive mechanical errors
that distract the reader. Sentence structure is lacking.
2. 2: Insufficient 2.59 points
Presentation and speaker’s notes include surface errors that are pervasive enough
that they impede communication of meaning. Inappropriate sentence construction
is used.
1. 1: No Submission 0 points
Total 75 points
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