Grading Expectations, Evaluation & Assessment

Brief Name of Assignment

Point Value

Case Study Paper on an Adult Individual with a Disability 50 points
 Research PowerPoint on Specific Disability


50 points
Professional Organization  30 points
Discussion Board     40 points

Total Points Available

170 points

Grading Scale

A   153-170 points

B   136-152 points

C   119-135 points

D   102-118 points


V. Course Assignment Descriptions

A. Portfolio Components/Key Assignments required for this course: Note: Some Portfolio Components are also Key Assignments. Portfolio Components must be placed into the Candidate’s Professional portfolio for a final evaluation at the end of their program of study.


Overview of Key Assignment:

1. Adult Case Study Assignment (50 points):  The Case Study is a well written 8-10 page paper, using correct APA style. Students must identify an adult with a high incidence disability (learning disability, emotional disturbance, or mild intellectual disability) and interview the individual regarding their personal life story. The interview should be comprehensive in nature, focusing on the complete individual and how his/her disability impacts his or her life (struggles, challenges, and triumphs) in the areas of education, daily living, employment, social/emotional functioning, and familial and community activities to include influence of culture when appropriate. Students must note any critical incidents, including the onset and/or the identification and evaluation process. The candidate must use the model for success (provided in class) to provide a judgment about opportunities (both afforded and missed) and future directions. The candidate will research the disability and reference at least 3 peer-reviewed journal articles or text and give a realistic picture of the strengths and limitations of the “typical” individual with the diagnosis and then make comparisons of similarities and differences between the subject and research information. CEC Standards Addressed: #1 Foundations; #2 Development and Characteristics of Learners Knowledge; #3 Individual Learning Differences; #8 Assessment; #9 Professional and Ethical Practice; and #10 Collaboration.

B. Other Assignments required for this course

The following assignments, Evidence-based Teaching Strategy Method Paper, Unit Plan with Five Lesson Plan, CBM and Self-reflection Paper  for both the Elementary and Secondary Levels are intended to be integrated and interrelated, forming the Application of K-12 Practicum Unit Assignment.  All assignments should reflect instruction and practices in mathematics for students with high incidence disabilities who are achieving at the elementary and secondary level –(grades K- 5) for elementary and at the secondary level (grades 6-12). **Those choosing to focus on mathematics at the high school level will select “Algebra” as the content area.


1. Research Paper (30 points):  Each candidate will write a 5-7 page paper focusing on a specific disability in a different category than the one experienced by the individual in the Case Study assignment. The candidate will identify the cause/origin (or probable cause) of the disability and describe the physical characteristics, level of functioning (IQ and adaptive or emotional/ behavior skills) and learning characteristics that have been described in text, journal articles and research, and internet readings of individuals with the selected disability. The following items will be addressed in the paper (See rubric for target information to include in paper):  Look at IRIS Modules and case studies above.

Guidelines for Case Study Paper:

  • APA style and rules for citations and references
  • History of the disorder
  • Characteristics/Assessment
  • Prevalence and etiology
  • Instructional implications
  • References (minimum of 5 articles found in peer-reviewed journals no more than 5-8 years old)

Presentation & Handout (10 points):

Each candidate will present all classmates with a one-page summary about the area of their research at the time of their presentation. Resource File:  Students are to bring a folder in which to collect the one-page summaries of each of the  presentations and instructional ideas to keep for future reference.  Each candidate will present the class with a summary, approximately 7-10 minutes in length, of their chosen topic. Use of PowerPoint to help classmates understand the disability is required.

Information on the one-page summary should include:

  • Name of disorder
  • Description of the disorder and etiology
  • Characteristics and treatment alternatives
  • Instructional programming implications
  • List of references

2. Professional Organization Project and Presentation (40 Points) and one-page handout for peers (10 points): 

Each student will research and provide information on one professional advocacy organization that is involved in issues facing children or adults with disabilities.  Students will select an organization for this assignment and have it approved by the instructor (there are to be no duplicates in researching an organization).  Handout and presentation will include the cost of membership, local, state, national chapters, what disability the group supports and other relevant information. Relevant information may include details related to the organizations standards on Inclusion vs. LRE; Restraint vs. Seclusion; General Education Curriculum vs. Functional Curriculum, ABA vs. Age-appropriate Skills; RTI and other critical issues they may address. Some ideas of professional organizations include, but not limited to:

  • The Arc
  • American Association on Intellectual and Developmental Disabilities
  • TASH
  • National Down Syndrome Society
  • Autism Coalition
  • Autism Society of America
  • Council for Exceptional Children
    • Division on Children with Behavior Disorders
    • Division on Developmental Disabilities
    • Division on Career Development and Transition
    • Division on Children with Learning Disabilities
    • Division for Early Childhood
    • Technology and Media Division
  • Association for Persons in Supported Employment
  • Association for Supervision and Curriculum Development
  • Alliance for Technology Access
  • U.S. Department of Education – Office of Special Education Programs 

Resource File:  Students are to bring a folder in which to collect the one-page summaries of each of the presentations and instructional ideas to keep for future reference.

3. High Incidence Disability Category Research (20) Presentation and one-page handout on findings (10):  Students will select one of the subcategories of an instructor assigned high incidence disability topic and research it.  Students will develop a handout that includes the following information to be distributed to each student in the class:  Look at IRIS Modules above.
    1. Name of disorder
    2. Description of the disorder and etiology
    3. Characteristics and treatment  alternatives
    4. Instructional programming implications
    5. List of references

Chapter Assessments (20): There will be five (5) short essay questions, one at the end of each unit, worth 4 points each that demonstrate your understanding and ability to apply knowledge from the text and classroom discussions.

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