APA
style a teacher, you will encounter all kinds of students, including some with
exceptionalities who are legally entitled to receive special education
services. Knowledge of the laws that govern special education is essential in
professional practice. The Individuals with Disabilities Education Act (IDEA)
outlines these laws and provides the framework in which teachers must operate
to provide educational services for individuals with disabilities. The ability
to share and articulate these steps to parents/guardians and students is
essential to establishing mutual expectations and ongoing communication that
supports the development and achievement of students with disabilities.
Part 1
Imagine you are a teacher for a student who has been referred for a special
education evaluation. The parent has agreed to the evaluation but is unfamiliar
with IDEA and the IEP process and wants to meet to learn more about these
topics.Create a simple visual that summarizes the 12 key components of IDEA.
This visual could be a 1-2 page handout, chart, brochure, etc. and should
provide the reader with a clear understanding of key terms and processes
associated with IEPs. Include IDEA citations relevant to each component. The
visual should address the following . Free Appropriate Public Education (FAPE)
Least Restrictive Environment (LRE) Referral Process Evaluation Process
Eligibility Determination IEP Components Parent and Student Involvement Quarterly
Progress Monitoring Annual Review Process Procedural
Safeguards Prior Written Notice Related Services
Part 2; Using the information
from the visual created in Part 1, create a 3-5 minute video to describe the
IEP process to the parent/guardian. Review the “Professional Dispositions of
Learners” and the "Model Code of Ethics for Educators (MCEE))" before
completing this assignment and exhibit professionalism in your speech and
appearance. The video should address the following. Parent/guardian and student
involvement in the IEP process Referral Evaluation Eligibility Components of
the IEP Expectations for ongoing communication between the teacher, school, and
parent/guardian to support the development and achievement of the student.
Discussion of the ethical responsibilities the teacher has as to uphold the
integrity of the profession as part of the IEP process. Use an online video
platform such as Loom, YouTube, or Vimeo to upload your completed video. Ensure
that others can access and view your linked video prior to submission. Support
the assignment with a minimum of three scholarly resources. Submit the visual
and link to the video. While APA format is not required for the body of this
assignment, solid academic writing is expected, and in-text citations and
references should be presented using APA documentation guidelines, which can be
found in the APA Style Guide, located in the Student Success enter. This
assignment uses a rubric. Review the rubric prior to beginning the assignment
to become familiar with the expectations for successful completion. You are
required to submit this assignment to LopesWrite. A link to the LopesWrite
technical support articles is located in Class Resources
if you need assistance. but i need it in 48 hours ubric Criteria Collapse All
Rubric Criteria Collapse All IDEA Components Summary Visual 27 points Criteria
Description IDEA Components Summary Visual 5. Target 27 points Visual
summarizing the 12 key components of IDEA is creative and includes substantial
details. 4. Acceptable 23.49 points
Visual summarizing the 12 key components of IDEA is logical and includes
relevant details. 3. Approaching 19.98 points
Visual summarizing the 12 key components of IDEA is missing key details or
includes extraneous information. 2.Insufficient 18.63 points
Visual summarizing the 12 key components of IDEA is poor and lacks details. 1.
No Submission 0 points Not addressed. Parent/Guardian and Student
Involvement 4.5 points
Criteria Description Parent/Guardian and Student Involvement 5. Target 4.5 points
Explanation of parent/guardian and student involvement in the IEP process is
thorough. 4. Acceptable 3.92 points
Explanation of parent/guardian and student involvement in the IEP process is
complete. 3. Approaching 3.33 points
Explanation of parent/guardian and student involvement in the IEP process is
underdeveloped. 2.Insufficient 3.1 points
Explanation of parent/guardian and student involvement in the IEP process is
incomplete. 1. No Submission 0 points Not addressed. Referral, Evaluation, and
Eligibility 13.5 points
Criteria Description Referral, Evaluation, and Eligibility 5. Target 13.5 points
Description and summary of referral, evaluation, and eligibility is
comprehensive. 4. Acceptable 11.75 points
Description and summary of referral, evaluation, and eligibility is accurate.
3. Approaching 9.99 points
Description and summary of referral, evaluation, and eligibility is cursory. 2.
Insufficient 9.32 points
Description and summary of referral, evaluation, and eligibility is inaccurate.
1. No Submission 0 points Not addressed. Components of the IEP 13.5 points
Criteria Description Components of the IEP 5. Target 13.5 points
Description of the components of the IEP is in-depth and includes substantial
details. 4. Acceptable 11.75 points
Description of the components of the IEP is complete and includes relevant
details. 3. Approaching 9.99 points
Description of the components of the IEP is cursory and lacks relevant details.
2. Insufficient 9.32 points
Description of the components of the IEP is incomplete and/or incorrect. 1. No
Submission 0 points Not addressed. Communication Expectations and Ethical
Responsibilities 4.5 points
Criteria Description Communication Expectations and Ethical Responsibilities 5.
Target 4.5 points
The expectations for ongoing communication between the teacher, school, and
parent/guardian are thorough and well-crafted to support the development and
achievement of the student. Discussion of the ethical responsibilities the
teacher has to uphold the integrity of the profession as part of the IEP
process is compelling. 4. Acceptable 3.92 points The
expectations for ongoing communication between the teacher, school, and
parent/guardian clearly support the development and achievement of the student.
Discussion of the ethical responsibilities the teacher has to uphold the
integrity of the profession as part of the IEP process is sound. 3. Approaching 3.33 points
The expectations for ongoing communication between the teacher, school, and
parent/guardian are overly simplistic to support the development and
achievement of the student. Discussion of the ethical responsibilities the
teacher has to uphold the integrity of the profession as part of the IEP
process is vague. 2. Insufficient 3.1 points
The expectations for ongoing communication between the teacher, school, and
parent/guardian are insufficient to support the development and
achievement of the student. Discussion of the ethical responsibilities the
teacher has to uphold the integrity of the profession as part of the IEP
process is flawed. 1. No Submission 0 points Not addressed. Aesthetic Quality 9
points Criteria Description Aesthetic Quality 5. Target 9 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. Acceptable 7.83 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. Approaching 6.66 points
Design is fairly clean, with some exceptions. Audience may not be readily
apparent. Visuals
do not fully support the message. 2. Insufficient 6.21 points
Design detracts from purpose. Text and visuals are too simplistic, cluttered,
or busy. Little to no creativity or inventiveness is present. 1. No Submission
0 points Not addressed. Presentation of Content 9 points Criteria Description
Presentation of Content 5. Target 9 points Student demonstrates exemplary
presentation skills, including professional appearance, body language, eye
contract, evidence of preparation, and clear articulation of the IEP process.
4. Acceptable 7.83 points
Student demonstrates good presentation skills, including professional
appearance, body language, eye contract, evidence of preparation, and clear
articulation of theIEP process. 3. Approaching 6.66 points
Student demonstrates moderate presentation skills, including professional
appearance, body language, eye contract, evidence of preparation, and clear
articulation of the IEP process. 2. Insufficient 6.21 points
Student demonstrates minimal presentation skills, including professional
appearance, body language, eye contract, evidence of preparation, and clear
articulation of the IEP process. 1. No Submission 0 points Not addressed.
Format and Documentation of Sources 4.5 points
Criteria Description Format and Documentation of Sources (layout, citations,
footnotes, references, bibliography, etc., as appropriate to assignment
and style) 5. Target 4.5 points
Sources are completely and correctly documented, as appropriate to assignment
and style. Format is free of error.4.Acceptable 3.92 points
Sources are documented, as appropriate to assignment and style, and format is
mostly correct. 3. Approaching 3.33 points
Sources are documented, as appropriate to assignment and style, although some
key formatting and citation errors are present. 2. Insufficient 3.1 points
Documentation of sources is inconsistent and/or incorrect, as appropriate to
assignment and style, with numerous formatting errors.1No Submission 0 points
Not addressed. Mechanics of Writing 4.5 points
Criteria Description Mechanics of Writing (includes spelling, punctuation,
grammar, and language use) 5.Target 4.5 points
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. 4. Acceptable 3.92 points
Submission includes some mechanical errors, but they do not hinder
comprehension. A variety of effective sentence structures are used, as well as
some practice and content-related language. 3. Approaching 3.33 points
Frequent and repetitive mechanical errors distract the reader. Inconsistencies
in language choice (register) and/or word choice are present. Sentence
structure is correct but not varied. 2. Insufficient 3.1 points
Surface errors are pervasive enough that they impede communication of meaning.
Inappropriate word choice and/or sentence construction are used.
1. No
Submission (no need to do the video part, I will do it) https://gcuportal.gcu.edu can
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