SHORT TITLE OF PAPER 2 Title of Paper (The name of your disability) Begin your paper here. Double space the entire document. Be sure to indent the first line of each paragraph between five and seven spaces by pressing the Tab key one time on the keyboard. This section should include a detailed definition of the disorder and etiology. Happy writing! EVERY PAPER SHOULD HAVE AN INTRODUCTION AND CONCLUSION!!! Symptoms and Characteristics This section includes thorough information of the symptoms and characteristics associated with the disorder. The heading must be in bold font. Historical Aspects This section includes a detailed description of the historical aspects of the disability. How were people with this particular disability looked upon throughout history? How are they perceived today? The heading must be in bold font. Awareness Discussion This section provides a detailed discussion on educational implications. Where are children with this particular disability most likely to be educated? The discussion must include children B-8 years of age. What are the laws protecting children and guaranteeing them an education? The heading must be in bold font. Instruction This section provides a detailed discussion of the instructional practices that would be used in the classroom. What changes to materials or classroom would need to occur? What teaching strategies should the teacher use? The heading must be in bold font. SHORT TITLE OF PAPER 3 Educational Neuroscience This section provides a detailed discussion of the educational neuroscience perspective on the disability. Educational neuroscience looks at how our understanding of the human brain can affect the curricular, instructional and assessment decisions that teachers make every day. What research has given educators an opportunity to reflect on teaching strategies that can have an impact on their educational practices? **All papers have a conclusion. This section does not have a subheading.** References SHORT TITLE OF PAPER 4 This is a hanging indent. To keep the hanging indent format, simply delete this line of text using the backspace key, and replace the information with your reference entry. Cleckley, B. (1997). Strategies for promoting pluralism in education and the workplace. Westport, CT: Praeger Lunsford, A. A. (2009). The everyday writer (4th ed.). Boston, MA: Bedford/St. Martin‘s. A book with one author could be formatted in any of the following ways: In-Text Citation Sample 1 According to Lunsford (2009), new writing spaces created by technology require the writer to focus on the audience and on the writing purpose more than ever before. Sample 2 Writers today have many writing spaces created from new technologies that influence how writers approach a rhetorical situation (Lunsford, 2009). Sample 3 Lunsford (2009) stated, ―Today, perhaps more.

1. SHORT TITLE OF PAPER 2
Title of Paper (The name of your disability)
Begin your paper here. Double space the entire document. Be
sure to indent the first line
of each paragraph between five and seven spaces by pressing
the Tab key one time on the
keyboard. This section should include a detailed definition of
the disorder and etiology.
Happy writing! EVERY PAPER SHOULD HAVE AN
INTRODUCTION AND
CONCLUSION!!!
Symptoms and Characteristics
This section includes thorough information of the symptoms and
characteristics
associated with the disorder. The heading must be in bold font.
Historical Aspects
This section includes a detailed description of the historical
aspects of the disability. How
were people with this particular disability looked upon

2. throughout history? How are they
perceived today? The heading must be in bold font.
Awareness Discussion
This section provides a detailed discussion on educational
implications. Where are
children with this particular disability most likely to be
educated? The discussion must include
children B-8 years of age. What are the laws protecting children
and guaranteeing them an
education? The heading must be in bold font.
Instruction
This section provides a detailed discussion of the instructional
practices that would be
used in the classroom. What changes to materials or classroom
would need to occur? What
teaching strategies should the teacher use? The heading must be
in bold font.
SHORT TITLE OF PAPER 3
Educational Neuroscience

3. This section provides a detailed discussion of the educational
neuroscience perspective on the disability. Educational
neuroscience looks at
how our understanding of the human brain can affect the
curricular,
instructional and assessment decisions that teachers make every
day. What
research has given educators an opportunity to reflect on
teaching strategies
that can have an impact on their educational practices?
**All papers have a conclusion. This section does not have a
subheading.**
References

4. SHORT TITLE OF PAPER 4
This is a hanging indent. To keep the hanging indent format,
simply delete this line of text using
the backspace key, and replace the information with your
reference entry.
Cleckley, B. (1997). Strategies for promoting pluralism in
education and the workplace. Westport,
CT: Praeger
Lunsford, A. A. (2009). The everyday writer (4th ed.). Boston,
MA: Bedford/St. Martin‘s.
A book with one author could be formatted in any of the
following ways:
In-Text Citation
Sample 1 According to Lunsford (2009), new writing spaces
created by technology require the writer to focus on the
audience and on the writing purpose more than ever before.
Sample 2 Writers today have many writing spaces created from
new technologies that influence how writers
approach a rhetorical situation (Lunsford, 2009).
Sample 3 Lunsford (2009) stated, ―Today, perhaps more than
ever before, everyone can be a writer—every day" (p.
vi).
Note: Page or paragraph numbers are always included with the
in-text citation when direct quotations are used.

5. Reference Page Citation
Lunsford, A. A. (2009). The everyday writer (4th ed.). Boston,
MA: Bedford/St. Martin‘s.
A journal article could be formatted in any of the following
ways:
In-Text Citation
Sample 1 Walker and Schutte (2004) believed that the five areas
of team building were not inclusive of all the areas
needing attention.
Sample 2 Not everyone agrees with the five areas of team
building (Walker & Schutte, 2004).
Sample 3 According to Walker and Schutte (2004), ―Over time,
perceptions of effectiveness and actual
effectiveness can build on each other, because teams that are
confident of success tend to experience success, which
in turn sustains or increases perceptions of efficacy while also
building general cohesiveness" (p. 188).
Reference Page Citation
Walker, J. S., & Schutte, K. M. (2004). Practice and process in
wraparound teamwork. Journal of Emotional and
Behavioral Disorders, 12(3), 182-192.