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help fix english and grammar for my essay and will after give u tip. ? thanks,
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Benchmark – Summative Examination
Part of a special educator’s responsibilities include understanding the characteristics of the major disability
categories and how the characteristics affect typical development. When conducting observations and
consulting with staff who work with students with disabilities, teachers must be able to articulate the
differences in development and prescribe appropriate interventions. Understanding the effect of culture and
language development must also be considered in meeting student needs.
Part 1: Short Answer Responses
Evaluate the following case studies and, in 100-250 words, classify the IDEA disability category for each
student. Provide a rationale for your identification choice that takes into consideration each student’s
developmental milestones.
Tomas, Kindergarten
Tomas entered Mrs. Richards’ kindergarten classroom at the beginning of the school year with great
excitement! He showed great interest in learning and being in the classroom with other students. As the
school year progressed, however, Tomas’ excitement quickly turned into frustration. He struggled with
recognizing the letters in his name, identifying different shapes, and consistently could not follow two-part
instructions. He also was dramatically less able than his peers to focus on a task. His frustrations have led
to impulsive actions. Mrs. Richards has called a meeting with his parents to address her concerns.
Harper, 3rd Grade
Harper attends Sunset Elementary School and is in a class with 25 other third graders. Harper loves her
teacher Mrs. Hernandez and struggles when a substitute takes her place. She excels in math and tends to get
bored when the other kids in her class struggle. Harper also loves reading about the weather, somewhat
obsessively, and can share weather facts and details for hours. She enjoys going to school, but does struggle
with the loud noises a school brings. In school assemblies, for instance, she becomes overly upset about the
noise level and tends to rock back and forth to calm herself. She also does not like fire drills and has
refused to leave the classroom because of the sound of the fire alarm. Instead, she will flop to the ground,
kick, and cover her ears.
Austin, 5th Grade
Austin was 9 years old when he was hit by a car while riding his bike on the sidewalk. He broke his arm
and leg and hit his head very hard. When he came home from the hospital he looked just fine, but he
needed help. Now back at school, there are changes in Austin that are hard to understand. It takes Austin
longer to do things, and he has trouble remembering. He cannot always find the words he wants to use.
Math is hard for him now, but it was his strongest academic area before the accident.
Mary, 9th Grade
Mary and her mother recently moved to the school district from Mexico after divorcing her father, who still
lives in Mexico. Mary and her mother now live with Mary’s uncle, his wife, and five kids. Mom is working
two part-time jobs to make ends meet so they can eventually afford to move to an apartment nearby. Mom
can speak and read English, but is often working during times when Mary is home from school. Mary
speaks some English, but only reads and writes in Spanish. She is reading at the third grade level in Spanish
and has difficulty writing paragraphs. Writing is limited to simple sentences. Mary likes mathematics and
can complete simple algebraic expressions, and is close to grade level in geometry. She does struggle with
word problems.
Part 2: Essay
Selecting one of the student scenarios above address the following prompts in a 750-1,000 word essay:
1.
2.
3.
4.
Explain how language, culture, and family background influence your student of choice.
Summarize the cognitive, linguistic, social, and emotional development of the student described
within the scenario.
Identify three instructional approaches that respond to the needs of the student described within
the scenario.
Explain why teachers need to be committed to respecting students’ individual strengths, interests,
and needs to promote each student’s growth and potential.
Support your response with at least three scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student
Success Center. An abstract is not required.
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. Refer to the LopesWrite Technical Support
articles for assistance.
Program competencies and national standards assessed in the benchmark assignment:
•
•
COE 1.1: Explain how language, culture, and family background influence the learning of
individuals with disabilities. [CEC 1.1, ICSI.1.K4, ICSI.1.K5, ICSI.1.K6, ICSI.1.K7, ICSI.1.K12,
ICSI.1.K13, ICSI.2.K8, ICSI.4.S6, ICSI.5.S6, ICSI.6.S6; InTASC 1(e), 2(d), 2(j), 2(k), 2(m); GCU
Mission Critical 3,5]
COE 1.2: Use understanding of development and individual differences to respond to the needs of
individuals with disabilities. [CEC 1.2, ICSI.1.K3, ICSI.1.K4, ICSI.1.K7, ICSI.1.K12, ICSI.1.K13,
IGC.1.K4, IGC.1.S1; InTASC 1(a), 1(b), 1(d), 1(e), 1(f), 1(h), 1(j), 2(a), 2(b), 2(g), 2(h), 2(l); GCU
Mission Critical 1, 2, 3, 5]
Study Materials
Read Chapters 6, 7, and 8.
URL:
http://www.gcumedia.com/digital-resources/pearson/2014/exceptional-learners_an-introduction-to-specialeducation_ebook_13e.php
View “F.A.T. City: A Look Back, a Look Ahead-A Conversation about Special Education,” located on
Films on Demand.
URL:
https://lopes.idm.oclc.org/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=96349&xtid=41097
Read “Application to Students with Disabilities,” located on the Common Core State Standards website.
URL:
http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf
Read “The Promise and the Peril for Students with Disabilities,” by Thurlow, from The Special Edge
(2012), located on the CalSTAT website.
URL:
http://www.calstat.org/publications/pdfs/Edge_summer_2012_newsletter.pdf
Read “The Promise and the Peril for Students with Disabilities,” by Thurlow, from The Special Edge
(2012), located on the CalSTAT website.
URL:
http://www.calstat.org/publications/pdfs/Edge_summer_2012_newsletter.pdf
Review resources on the Common Core State Standards website.
URL:
Part of a special educator’s responsibilities include understanding the characteristics of the major disability
categories and how the characteristics affect typical development. When conducting observations and
consulting with staff who work with students with disabilities, teachers must be able to articulate the
differences in development and prescribe appropriate interventions. Understanding the effect of culture and
language development must also be considered in meeting student needs.
Part 1: Short Answer Responses
Evaluate the following case studies and, in 100-250 words, classify the IDEA disability category for each
student. Provide a rationale for your identification choice that takes into consideration each student’s
developmental milestones.
Tomas, Kindergarten
Tomas entered Mrs. Richards’ kindergarten classroom at the beginning of the school year with great
excitement! He showed great interest in learning and being in the classroom with other students. As the
school year progressed, however, Tomas’ excitement quickly turned into frustration. He struggled with
recognizing the letters in his name, identifying different shapes, and consistently could not follow two-part
instructions. He also was dramatically less able than his peers to focus on a task. His frustrations have led
to impulsive actions. Mrs. Richards has called a meeting with his parents to address her concerns.
Harper, 3rd Grade
Harper attends Sunset Elementary School and is in a class with 25 other third graders. Harper loves her
teacher Mrs. Hernandez and struggles when a substitute takes her place. She excels in math and tends to get
bored when the other kids in her class struggle. Harper also loves reading about the weather, somewhat
obsessively, and can share weather facts and details for hours. She enjoys going to school, but does struggle
with the loud noises a school brings. In school assemblies, for instance, she becomes overly upset about the
noise level and tends to rock back and forth to calm herself. She also does not like fire drills and has
refused to leave the classroom because of the sound of the fire alarm. Instead, she will flop to the ground,
kick, and cover her ears.
Austin, 5th Grade
Austin was 9 years old when he was hit by a car while riding his bike on the sidewalk. He broke his arm
and leg and hit his head very hard. When he came home from the hospital he looked just fine, but he
needed help. Now back at school, there are changes in Austin that are hard to understand. It takes Austin
longer to do things, and he has trouble remembering. He cannot always find the words he wants to use.
Math is hard for him now, but it was his strongest academic area before the accident.
Mary, 9th Grade
Mary and her mother recently moved to the school district from Mexico after divorcing her father, who still
lives in Mexico. Mary and her mother now live with Mary’s uncle, his wife, and five kids. Mom is working
two part-time jobs to make ends meet so they can eventually afford to move to an apartment nearby. Mom
can speak and read English, but is often working during times when Mary is home from school. Mary
speaks some English, but only reads and writes in Spanish. She is reading at the third grade level in Spanish
and has difficulty writing paragraphs. Writing is limited to simple sentences. Mary likes mathematics and
can complete simple algebraic expressions, and is close to grade level in geometry. She does struggle with
word problems.
Part 2: Essay
Selecting one of the student scenarios above address the following prompts in a 750-1,000 word essay:
1.
2.
3.
4.
Explain how language, culture, and family background influence your student of choice.
Summarize the cognitive, linguistic, social, and emotional development of the student described
within the scenario.
Identify three instructional approaches that respond to the needs of the student described within
the scenario.
Explain why teachers need to be committed to respecting students’ individual strengths, interests,
and needs to promote each student’s growth and potential.
Support your response with at least three scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student
Success Center. An abstract is not required.
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. Refer to the LopesWrite Technical Support
articles for assistance.
Program competencies and national standards assessed in the benchmark assignment:
•
•
COE 1.1: Explain how language, culture, and family background influence the learning of
individuals with disabilities. [CEC 1.1, ICSI.1.K4, ICSI.1.K5, ICSI.1.K6, ICSI.1.K7, ICSI.1.K12,
ICSI.1.K13, ICSI.2.K8, ICSI.4.S6, ICSI.5.S6, ICSI.6.S6; InTASC 1(e), 2(d), 2(j), 2(k), 2(m); GCU
Mission Critical 3,5]
COE 1.2: Use understanding of development and individual differences to respond to the needs of
individuals with disabilities. [CEC 1.2, ICSI.1.K3, ICSI.1.K4, ICSI.1.K7, ICSI.1.K12, ICSI.1.K13,
IGC.1.K4, IGC.1.S1; InTASC 1(a), 1(b), 1(d), 1(e), 1(f), 1(h), 1(j), 2(a), 2(b), 2(g), 2(h), 2(l); GCU
Mission Critical 1, 2, 3, 5]
Study Materials
Read Chapters 6, 7, and 8.
URL:
http://www.gcumedia.com/digital-resources/pearson/2014/exceptional-learners_an-introduction-to-specialeducation_ebook_13e.php
View “F.A.T. City: A Look Back, a Look Ahead-A Conversation about Special Education,” located on
Films on Demand.
URL:
https://lopes.idm.oclc.org/login?url=http://fod.infobase.com/PortalPlaylists.aspx?wID=96349&xtid=41097
Read “Application to Students with Disabilities,” located on the Common Core State Standards website.
URL:
http://www.corestandards.org/assets/application-to-students-with-disabilities.pdf
Read “The Promise and the Peril for Students with Disabilities,” by Thurlow, from The Special Edge
(2012), located on the CalSTAT website.
URL:
http://www.calstat.org/publications/pdfs/Edge_summer_2012_newsletter.pdf
Read “The Promise and the Peril for Students with Disabilities,” by Thurlow, from The Special Edge
(2012), located on the CalSTAT website.
URL:
http://www.calstat.org/publications/pdfs/Edge_summer_2012_newsletter.pdf
Review resources on the Common Core State Standards website.
URL:
Categories: