ED 670 Common Course Assessment: Critical Issues in ...



(EDF 670) Critical Issues in Special Education

Common Course Assessments: Research Paper

(EDF 670) Critical Issues in Education

Common Course Assessment: Research Paper

Common Course Standards:

Special Education Standard #1: Foundations

Knowledge:

• Laws and policies for general and special education. (SA1K1)

• Evolution of laws and policies that impact the lives of individuals with exceptionalities and their families from birth through adulthood. (SA1K2)

• Political and economic issues that affect policy development. (SA1K3)

• Research related to educational change. (SA1K8)

• Human resources management, recruitment, personnel assistance and development, and evaluation. (SA1K10)

• Sources of funding (SA1K11)

• Laws and policies governing the discipline of all students and implications for individuals with exceptional learning needs. (SA1K12)

• Legal and ethical issues of behavior management of individuals with exceptional learning needs. (SA1K13)

Special Education Standard #8: Assessment

Skills:

• Advocate for the participation of individuals with exceptional learning needs in

accountability systems. (SA8S1)

• Implement procedures within the assessment accountability system to ensure the

participation of individuals with exceptional earning needs (SA8S2)

• Develop and implement ongoing evaluations of special education programs and practices. (SA8S3)

Special Education Standard #9: Professional and Ethical Practice

Skills:

• Advocate for individuals with exceptional learning needs and their families. (SA9S2)

• Respect and support individuals with exceptional learning needs in self-advocacy. (SA9S3)

Special Education Standard #10: Collaboration

Knowledge:

• Approaches for involving parents, family, and community members in educational planning, implementation, and evaluation. (SA10K1)

• Role of parent and advocacy organizations as they support individuals with exceptionalities and their families. (SA10K2)

Skills:

• Develop and implement intra- and interagency agreements that create programs with shared responsibility for individuals with exceptional learning needs. (SA10S1)

• Promote seamless transitions of individuals with exceptional learning needs across

educational and other programs from birth through adulthood. (SA10S2)

• Implement administrative procedures to ensure clear communication among administrators, instructional staff and related service personnel. (SA10S3)

• Engage in shared decision making to support programs for individuals with exceptional learning needs. (SA10S5)

• Consult and collaborate in administrative and instructional settings. (SS10S7)

Directions to the Student: This assessment requires the candidate to prepare a research based report identifying a special education issue with substantiating data, the related research addressing the issue, and a description of how to address the issue based on best practice. Students are expected to construct an informed position through the review with an analysis and critique of the literature, using appropriate APA style citation.

Rubric for Research Paper

|Elements |Distinguished (3) |Proficient |Progressing |Unsatisfactory (0) |

| | |(2) |(1) | |

|Issue Identification |Issue is thoroughly and |Issue is adequately stated but |Issue is insufficiently or |Issue is not appropriate or has|

| |succinctly stated, has clear |may lack conciseness, is |incompletely stated, |substantiating information to |

| |relevance and timely |relatively well focused and has|imprecisely focused (i.e., |justify the issue. |

| |significance to school |relevance to school context(s).|inadequately orients the | |

| |context(s). | |reader), and has limited or | |

| | | |questionable relevance or | |

| | | |significant to school | |

| | | |context(s). | |

|Summary and |Extensively/thoroughly analyzes|Inclusive of a range of |Includes |There are no indistinguishable |

|Analysis |literature/research as it |relevant multiple and |limited/indistinguishable |perspectives from the |

| |relates directly to the issue. |contending perspectives. |perspectives from the |literature/research, none of |

| |Includes multiple and |Analysis is not only more |literature/research, none of |which are contending (i.e., |

| |contending perspectives. |protracted and substantive, but|which are contending (i.e., |builds the case in support |

| |Analysis is protracted and |also includes attempts at |builds the case in support |only), and/or analysis is |

| |substantive. Effectively |contesting some of those |only), and/or analysis is |narrow or superficial in scope.|

| |contests contending |contending perspectives (i.e., |narrow or superficial in scope.| |

| |perspectives. Identifies |more than mere disagreement | | |

| |obvious gaps in |with them). | | |

| |literature/research. | | | |

|Conclusions and |Conclusions & Recommendations |Conclusions & Recommendations |Conclusions & Recommendations |Conclusions and Recommendations|

|Recommendations |(C/R) are not only logically |(C/R) derive quite logically |(C/R) are weak based on |are not relevant to the special|

| |derived from the evidence, but |from the evidence. There is no |limited/insufficient evidence. |education issue. |

| |are thorough and compelling. |incongruence with the evidence.|Position is poorly developed | |

| |There is no incongruence or |They contain no unstated |and inadequately defended. C/R | |

| |unstated assumptions. Position |assumptions. Position is |may be occasionally incongruent| |

| |is well developed, reasoned and|adequately developed and |with the evidence and/or | |

| |defended. There are no logical |defended. There are no logical |contain incorrect or unstated | |

| |fallacies. |fallacies. |assumptions. Some logical | |

| | | |fallacies may be present. | |

|Expression |Clear, articulate, and succinct|Coherent and clear expression. |Rare lapses in coherence (i.e.,|The information provided is not|

| |expression. No redundancy of |Occasional wordiness. Rare |occasional unclear meaning). |presented in the required |

| |argument. Hierarchical |redundancy of argument. |Wordiness--tendency toward |format or articulated in an |

| |development of reasoning (i.e.,|Hierarchical development of |redundancy of argument (i.e., |understandable manner. |

| |argument builds logically; |reasoning (i.e., entire |uneconomical in expression). | |

| |orderly presentation of ideas).|argument builds logically; |Limited hierarchical | |

| |Smooth transitions. Devoid of |presentation of ideas is |development of reasoning (i.e.,| |

| |jargon or colloquialisms. |ordered). Smooth transitions. |entire argument does not build | |

| | |No contradictory conclusions or|logically—only portions do; | |

| | |recommendations. Rare use of |presentation of ideas lacks | |

| | |jargon or colloquialisms. |sufficient order). Awkward | |

| | | |transitions between ideas | |

| | | |and/or rare contradictory | |

| | | |conclusions or recommendations.| |

| | | |Occasional use of jargon or | |

| | | |colloquialisms. | |

|Structure |No sentence fragment or |No sentence fragment or |Several grammatical errors |The information presented does |

| |sentence run-on errors, or |sentence run-on errors. Other |(e.g., sentence fragments or |not reflect university level |

| |other grammatical errors, or |grammatical errors are rare as |sentence run-ons; subject-verb |work as it related to grammar, |

| |spelling errors. Presentation |are spelling errors. |agreement; noun-pronoun |punctuation, and APA style. |

| |conforms to APA guidelines |Presentation conforms mostly to|antecedent) as well as spelling| |

| |(i.e., rare citation error). |APA guidelines (i.e., |errors. Presentation conforms | |

| | |infrequent citation errors). |poorly to APA guidelines (i.e.,| |

| | | |numerous citation errors). | |

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