How do schools accommodate students with special needs?
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
How do schools accommodate students with special needs?
Schools have a legal obligation to provide accommodations and support for students with special needs. Accommodations are designed to provide students with equal access to educational opportunities and to support their learning and development. Accommodations may include specialized instruction, assistive technology, modified curriculum, and other support services. Below are some common ways that schools accommodate students with special needs.
Special Education Services: Schools may provide specialized instruction to students with special needs in a separate classroom or in a mainstream classroom with the support of a special education teacher. Special education services are designed to meet the unique needs of each student and may include individualized instruction, small-group instruction, and a range of other support services.
Assistive Technology: Assistive technology can help students with special needs access the curriculum and participate in classroom activities. Examples of assistive technology include computer programs, communication devices, and devices that provide physical support.
Modifications to Curriculum and Assignments: Schools may modify the curriculum and assignments to meet the unique needs of students with special needs. For example, students with reading difficulties may be provided with audiobooks, and students with mobility issues may be given alternative assignments that do not require physical activity.
Classroom Accommodations: Classroom accommodations may include modifications to the physical environment, such as the use of noise-canceling headphones or a special seat cushion. Accommodations may also include changes to classroom routines and procedures to better support students with special needs.
Individualized Education Programs (IEPs): IEPs are legally binding documents that outline the educational goals, services, and accommodations for students with special needs. IEPs are developed by a team of educators, parents, and other professionals and are tailored to the unique needs of each student.
Behavioral Supports: Students with special needs may require additional support to manage their behavior in the classroom. Behavioral supports may include positive reinforcement strategies, behavior contracts, and social skills training.
Counseling Services: Schools may provide counseling services to students with special needs to support their emotional and social development. Counseling services may include individual or group therapy, social skills training, and other support services.
Accessible Facilities: Schools may make physical modifications to their facilities to make them more accessible to students with special needs. This may include installing ramps, elevators, and other accessibility features.
Communication Supports: Schools may provide communication supports to students with communication difficulties. Communication supports may include sign language interpreters, speech therapy, and other support services.
In conclusion, schools accommodate students with special needs in a variety of ways. Accommodations may include special education services, assistive technology, modifications to the curriculum, individualized education programs, behavioral supports, counseling services, accessible facilities, and communication supports. The accommodations provided are tailored to the unique needs of each student and are designed to provide them with equal access to educational opportunities and to support their learning and development.
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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