Research Paper and Presentation Description: Students will write a paper on a specific disability or special need. The paper will be written as a description of a student, using resources (books and articles) to support the “story”. Students (individually or with a partner) will also present to the class based on their assigned topic. InTASC Standards: InTASC Standard #2: Learning Differences. The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. InTASC Standard #8: Instructional Strategies. The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Performance Indicators: · Definition and cause(s) of the disability · Characteristics of the case student · Strategies/techniques (including technology) to use with the student in your general education classroom. · APA format must be followed (in-text citations and reference page) · At least 5 sources (journal articles (EBSCO), on-line journals, books, interviews); websites are not allowed (unless providing statistical information) Data Sources: · Essay and presentation Rubric (80 points) Written Communication Error free- no major spelling or grammatical errors. Use of APA style, including in-text citations is correct with at least 5 sources listed on reference sheet. Evidence of organization and planning. (14-15) Few spelling or grammatical errors(less than 5); reference sheet and in-text citations are used, but contain errors with at least 4 sources listed on reference sheet. Planning and organization is somewhat evident; some rocky transitions. (11-13) Many spelling and/or grammatical errors; APA guidelines are disregarded. Organization lacks effort; awkward transitions. (<11) Oral Communication Established eye contact throughout the room, attended to audience, voice was clear and enunciated technical words correctly. Showed enthusiasm and ease in front of the group. (14-15) Established eye contact with much of the room some of the time, attending to audience some of the time and/or voice lacking and/or enunciated technical words correctly most of the time. Some movements or nervousness or lack of enthusiasm. (11-13) Established little eye contact. Voice was not clear or speed of delivery was too fast to follow much of the time. Difficulty enunciating words. Lack of enthusiasm or nervousness focused attention on you instead of your message. (<11) Learning Differences InTASC #2 Clear description given of needs associated with the disability area. Included many appropriate suggestions for teachers in inclusion settings. Provided relevant terms and definitions in a meaningful manner. Thoroughly explained causes and characteristics. (35-40) Description given of needs associated with the disability area. Included a few appropriate suggestions for teachers in inclusion settings. Provided some relevant terms and definitions in a meaningful manner. Covered causes and characteristics somewhat. (28-35) Description of disability unclear or missing. Did not include appropriate suggestions for teachers in inclusive setting. Did not provide relevant terms and definitions or provided them in a less than meaningful manner. Covered causes and characteristics in a very brief fashion. (<28) Instructional Strategies InTASC #8 Technology is addressed in the classroom suggestions. Technology enhances learning and is a realistic option for a classroom teacher. Clear justification for use is given. (9-10) Technology suggestions are given, but are not enhancing learning or are unrealistic options. Justification unclear or not appropriate. (7-8) Technology is not addressed. (<7)
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