Intellectual Disability, Intelligence and Adaptive Behavior Discussion

Intellectual Disability, Intelligence and Adaptive Behavior Discussion

Order ID	53003233773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

Intellectual Disability, Intelligence and Adaptive Behavior Discussion

Discuss the meanings of intelligence and adaptive behavior with a teacher of students with intellectual disability (ID). Include discussion of the following questions:

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1. What problems are associated with assessing students with ID? 2. What are the characteristics of the teacher’s students with ID that result in eligibility for special education?

Write a summary and evaluation of the discussion in an essay of 1,000-1,250 words.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms

Read Chapters 3 and 6 in Academic Instruction for Students with Moderate and Severe Intellectual Disabilities in Inclusive Classrooms.

http://gcumedia.com/digital-resources/sage/2010/academic-instruction-for-students-with-moderate-and-severe-intellectual-disabilities-in-inclusive-classrooms_ebook_1e.php

Before Special Ed: How Pre-Referral Works

Read “Before Special Ed: How Pre-Referral Works,” located on the GreatSchools website.

http://www.greatschools.org/gk/articles/pre-referral/

 

2. Children with an Intellectual Disability

Read “Children with an Intellectual Disability,” located on the American Academy of Child & Adolescent Psychiatry website.

http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Children_with_an_Intellectual_Disability_23.aspx

50.0 %Intelligence and Adaptive Behavior: Discuss the meanings of intelligence and adaptive behavior with a teacher of students with ID	Summary and evaluation of the discussion is irrelevant, and fails to incorporate one or both of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.	Summary and evaluation of the discussion is underdeveloped, and incorporates one of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.		Summary and evaluation of the discussion is adequate, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.	Summary and evaluation of the discussion is proficient, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.	Summary and evaluation of the discussion is relevant, and includes discussion of the following: problems associated with assessing students with ID, the characteristics of the teacher?s students with ID that result in eligibility for special education.
30.0 %Content Comprehension	Content is incomplete and omits most of the requirements stated in the assignment criteria. Major points are irrelevant to the assignment. No outside sources are used to support major points.	Content is incomplete or omits some requirements stated in the assignment criteria. Major points are not clear or persuasive. No outside sources are used to support major points.		Content is not comprehensive or persuasive. Major points are addressed, but are not well-supported by outside sources. Research is inadequate in either relevance, quality of outside sources, or timeliness. Irrelevant academic sources are cited.	Content is comprehensive and accurate. Definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment?s criteria. At least two relevant academic sources are cited.	Content is comprehensive, accurate, and persuasive. Definitions are clearly stated. Major points are stated clearly and are well-supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment?s criteria. Three or more relevant academic sources are cited.
17.0 %Organization and Effectiveness
6.0 %Thesis Development and Purpose	Paper lacks any discernible overall purpose or organizing claim.	Thesis and/or main claim is insufficiently developed and/or vague; purpose is not clear.		Thesis and/or main claim is apparent and appropriate to purpose.	Thesis and/or main claim is clear, forecasting development of paper. It is descriptive, reflective of the arguments, and appropriate to the purpose.	Thesis and/or main claim is comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
6.0 %Paragraph Development and Transitions	Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed.	Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.		Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other	A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are as appropriate to purpose.	There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice, sentence structure, and/or word choice are present.		Some mechanical errors or typos are present but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language.	Prose is largely free of mechanical errors, although a few may be present. Uses a variety of sentence structures and effective figures of speech.	Writer is clearly in command of standard, written, academic English.
3.0 %Format
1.0 %Paper Format (1-inch margins, 12-point font, double spaced, Times New Roman, Arial, or Courier)	APA is not used appropriately or documentation format is rarely followed correctly.	APA is used, but some elements are missing or mistaken; lack of control with formatting is apparent.		APA is used. Formatting is correct, although some minor errors may be present.	APA is fully used. There are virtually no errors in formatting style.	All format elements are correct.
2.0 %Research Citations (In-text citations for paraphrasing and direct quotes, reference page listing and formatting are appropriate to assignment)	No references page is included. No citations are used.	Reference page is present. Citation is inconsistently used		Reference page lists sources used in paper. Sources are appropriately documented, although some errors may be present	Reference page is inclusive of all cited sources. Documentation is appropriate and APA style is usually correct	In-text citations and a reference page are complete. The documentation of cited sources is error-free
100 %Total Weightage

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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