Disability Inclusion

APPENDIX C: KEY ASSIGNMENT – Disability Inclusion Paper
● IMPORTANT: o Key Assignments must be passed with a grade of 83% or higher. If the first submission earned less than 83%, you
must revise and resubmit. Contact the professor for resubmission instructions. Non-submission of this assignment will delay your final course grade. To maintain fairness in grading, under resubmission, the maximum points/percentage available for the revised key assignment is 83%.
o Any academic dishonesty will result in an automatic zero to the final grade and academic disposition will be reported to the program/university.

Possible Points: 200
Description: This assignment is the equivalent of a final exam, a paper in which you will incorporate all you have learned during the semester. Most of the course objectives will be assessed in this final paper.
1. Select a disability category as your research topic for this final paper. *Note: To avoid the violation of self-plagiarism, please select a disability category that has not been used for another course assignment (e.g., Autism).

2. Conduct thorough research and demonstrate critical analysis on the selected topic. Information must be obtained from peer-reviewed scholarly journal articles (undergrad – 10 minimum: grad students – 12 minimum), and a maximum of one book other than the assigned course textbook.

3. Writer’s Tone: Professional Voice (see APA manual – Chapter 3 for specific guidelines).

4. Format: All components in the final paper must follow APA (7th edition) style precisely. Papers that do not meet the APA requirements will not be accepted for review.
o Title Page (see APA manual for specific guidelines).
o Abstract is not needed for this paper.
o Introduction, Body, and Conclusion (See APA manual for in-text citations guidelines)
o References (See APA manual for reference guidelines).
o Page requirement: 10 pages (exclusive of title page and references).

5. Submit your document via Canvas.

Assessment Rubric: KEY ASSIGNMENT – Disability Inclusion Paper (Undergrad)
Content Points
Possible
Background/Characteristics
● Describe the historical interactions and contemporary legal, medical, pedagogical, and philosophical models of social responsibility, treatment and education in the lives of individuals with disabilities.
● Describe the characteristics of a learner with the selected disability.
PLO: 4
CTC Program Standard: 15
ESN-TPE 6.3 (I)
20
Describe the health and safety considerations for the selected disability.
● Explain what needs to be considered to ensure the health and safety of the individuals with disability in the classroom.
● Identify the legal responsibilities of special education teachers related to the health and safety of individuals with disability.
● Describe the universal precautions to protect the health and safety of special education teachers.
● Describe how the decisions and common behaviors of individuals with disabilities can enhance or compromise
their health and safety. Common chronic and communicable diseases of individuals with disabilities and how to make referrals when these diseases are recognizable at school.
● Strategies for encouraging healthy nutrition of students.
PLO: 4
CTC Program Standards:
U-TPE 6.5 (I)
20
Evidence-based practices considerations for the selected disability:
● Describe evidence-based strategies/practices to help meet the varying abilities and needs of a learner with this disability.
● Describe how teachers can best provide individualized instruction to promote meaningful learning opportunities and maximize learning for students with this disability.
● Discuss specific evidence-based strategies in two of the following: reading, mathematics, science, social studies, study skills, and social skills.
PLO: 4
CTC Program Standards: 9, 13, 17, 19
U-TPE 4.4 (I)
20
Assessment considerations for the selected disability:
● Describe how to assess and monitor progress (through multiple sources of standardized and non-standardized assessments) for a student with this disability.
● Describe how instructional decisions can be based on the assessment data that are appropriate for a student with this disability.
PLO: 4
CTC Program Standards: 5, 16
MM-TPE 5.1 (I)
20
Classroom/Behavior Management for the selected disability:
● Describe classroom management strategies and positive behavior supports for students with this disability.
● Explain how teachers can create learning environments and social interactions that foster active engagement for students with this disability.
PLO: 4
CTC Program Standards: 12, 18
MM-TPE 2.6 (I)
20
Collaboration and Cultural Diversity considerations for the selected disability:
● Discuss effective collaboration for successful school, family, and community consultation and collaboration, specific to this disability or disabilities in general.
20

● Discuss strategies to enhance cultural responsiveness, cultural competency and cultural humility specific to this disability category and their supportive caregivers.
PLO: 4
CTC Program Standards: 13
U-TPE 2.2 (I)
Case Management
● Discuss the Case Management function in special education (i.e., roles and responsibilities of the case manager).
PLO: 4
CTC Program Standards:
U-TPE 6.6 (I)
20
IEP Development
● Discuss IEP goal development for a student with the chosen disability (make sure to discuss access to the core curriculum and potential accommodations and modifications that will benefit the student with the chosen disability). Locate a sample IEP for a student with this disability for reference, and discuss the sample in your paper.
PLO: 4
CTC Program Standards: 2, 8
MM-TPE 1.2 (I)
20
Use of sources:
● Information must be obtained from peer-reviewed scholarly journal articles (undergrad – 10 minimum; grad students – 12 minimum) and a maximum of one book other than the assigned course textbook.
10
Style and grammar: Is the topic addressed in a readable fashion (varied sentence structure, appropriate topic sentences, etc.), and is the thesis of the paper clear to the reader; is the overall style organized?
10
APA Format:
● Paper format adheres to APA 7th edition.
● All primary and secondary sources are referenced in APA 7th edition format throughout the project.
● Paper is written with professional voice (i.e., tone, language, mannerism) as delineated by the APA guidelines and critical thinking/analytical skills are demonstrated.
● Proper APA format is a standard requirement to all submission or work will not be evaluated.
20
Total Points 200