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This assignment is due on May 18, 2021, this requires 250-500 words in the brochure. Please follow the directions that has been uploaded below. Also, I have attached the rubric to see how what is expected from the assignment. 

As educators, it is important to remember that parents/guardians may not have prior knowledge about learning disabilities, their risk factors, or early intervention strategies for exceptionalities in children of various ages. Additionally, parents/guardians may not understand how specific learning disabilities affect students in educational settings as well as everyday life. As educators, we can communicate and collaborate with parents/guardians to provide information and resources that help them understand learning disabilities, define the roles of the state, school, and the parents/guardians in accessing and providing intervention services, and navigate the acquisition of information and support agencies and services provided to students with disabilities.

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Consider students in the grade level that is the focus of your field of study. Select a specific disability category (intellectual disability, specific learning disability, emotional behavior disorders, autism spectrum disorder, traumatic brain injury, or orthopedic impairment). Create a 250-500 word digital brochure that could be given to families and provide information about services and supports for individuals with disabilities.

The brochure should include the following:

· Short rationale explaining how you will use the brochure to communicate with parents/guardians and establish mutual expectations to help you work collaboratively to support child development and achievement.

· Short definition and explanation of the disability category including the developmental and individual differences typically associated with the disability category.

· Three developmentally appropriate, specially designed instructional strategies that can be used to address the educational needs of students with this disability.

· Three intervention strategies families can implement at home to promote communication skills, social skills, and literacy skills in their children affected by the chosen disability.

· Three communication/collaboration strategies that can be employed by the state, school, service providers, and parents/guardians to implement intervention services to support student achievement and development.

· Recommend local organizations families could use to learn more about the disability and community services that might be available to them. Provide contact information for the organizations and services.

Support the assignment with a minimum of three scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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 assignments that are print deliverables to LopesWrite. A link to the LopesWrite technical support articles is located in Course Materials if you need assistance.

Rubic_Print_Format

Course CodeClass CodeAssignment TitleTotal Points
SPD-500SPD-500-O503Intervention Strategies Digital Brochure75.0
CriteriaPercentage1: No Submission (0.00%)2: Insufficient (69.00%)3: Approaching (74.00%)4: Acceptable (87.00%)5: Target (100.00%)CommentsPoints Earned
Group 1100.0%
Rationale for Collaboration10.0%Not addressed.Rationale for how brochure content will be used to communicate with parents/guardians and establish mutual expectations for collaboration using ongoing communication to support child development and achievement is insufficient.Rationale for how brochure content will be used to communicate with parents/guardians and establish mutual expectations for collaboration using ongoing communication to support child development and achievement is inexplicit.Rationale for how brochure content will be used to communicate with parents/guardians and establish mutual expectations for collaboration using ongoing communication to support child development and achievement is complete.Rationale for how brochure content will be used to communicate with parents/guardians and establish mutual expectations for collaboration using ongoing communication to support child development and achievement is thorough.
Disability Category15.0%Not addressed.Definition and explanation of disability category, including the development and individual differences typically associated with the disability category, is incomplete.Definition and explanation of disability category, including the development and individual differences typically associated with the disability category, is cursory.Definition and explanation of disability category, including the development and individual differences typically associated with the disability category, is complete.Definition and explanation of disability category, including the development and individual differences typically associated with the disability category, is comprehensive.
Specially Designed Instructional Strategies15.0%Not addressed.Three specially designed instructional strategies that can be used to address the educational needs of students with the disability are inappropriate for students.Three specially designed instructional strategies that can be used to address the educational needs of students with the disability do not demonstrate best practices.Three specially designed instructional strategies that can be used to address the educational needs of students with the disability are appropriate for students.Three specially designed instructional strategies that can be used to address the educational needs of students with the disability demonstrate best practices.
Family Intervention Strategies15.0%Not addressed.Three intervention strategies families can implement at home to promote communication skills, social stills, and literacy skills in children affected by the disability are insufficient.Three intervention strategies families can implement at home to promote communication skills, social stills, and literacy skills in children affected by the disability are overly simplistic.Three intervention strategies families can implement at home to promote communication skills, social stills, and literacy skills in children affected by the disability are logical.Three intervention strategies families can implement at home to promote communication skills, social stills, and literacy skills in children affected by the disability are exemplary.
Communication/Collaboration Strategies15.0%Not addressed.Three communication/collaboration strategies that can be employed by the state, school, service providers, and parents/guardians to implement intervention services to support student achievement and development are implausible.Three communication/collaboration strategies that can be employed by the state, school, service providers, and parents/guardians to implement intervention services to support student achievement and development are underdeveloped.Three communication/collaboration strategies that can be employed by the state, school, service providers, and parents/guardians to implement intervention services to support student achievement and development are reasonable.Three communication/collaboration strategies that can be employed by the state, school, service providers, and parents/guardians to implement intervention services to support student achievement and development are in-depth.
Organization Recommendations10.0%Not addressed.Organizations recommended to help families learn more about the disability and community services available to assist them, including contact information, are inappropriate for supporting students.Organizations recommended to help families learn more about the disability and community services available to assist them, including contact information, are somewhat inaccurate for supporting students.Organizations recommended to help families learn more about the disability and community services available to assist them, including contact information, are appropriate for supporting students.Organizations recommended to help families learn more about the disability and community services available to assist them, including contact information, are excellent for supporting students.
Aesthetic Quality10.0%Not addressed.Design detracts from purpose. Text and visuals are too simplistic, cluttered, or busy. Little to no creativity or inventiveness is present.Design is fairly clean, with some exceptions. Audience may not be readily apparent. Visuals do not fully support the message.Design is clean and audience is apparent. Purposeful integration of appropriate objects, charts, and/or graphs supports the message and enhance the presentation.Design is professional, visually appealing and clearly catered to the audience. Skillful handling of text and visuals creates a distinctive and effective presentation.
Format and Documentation of Sources (layout, citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)5.0%Not addressed.Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some key formatting and citation errors are present.Sources are documented, as appropriate to assignment and style, and format is mostly correct.Sources are completely and correctly documented, as appropriate to assignment and style. Format is free of error.
Mechanics of Writing (includes spelling, punctuation, and grammar)5.0%Not addressed.Presentation and speaker’s notes include surface errors that are pervasive enough that they impede communication of meaning. Inappropriate sentence construction is used.Presentation and speaker’s notes include frequent and repetitive mechanical errors that distract the reader. Sentence structure is lacking.Presentation and speaker’s notes include some mechanical errors, but they do not hinder comprehension. Effective sentence structures are used.Presentation and speaker’s notes are virtually free of mechanical errors. Sentence structures are engaging.
Total Weightage100%

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