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

1. Intellectual Disability
Discuss the meanings of intelligence and adaptive behavior with
a teacher of students with intellectual disability (ID). Include
discussion of the following questions:
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_F
amilies/Facts_for_Families_Pages/Children_with_an_Intellectua
l_Disability_23.aspx

2. 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.

3. 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

4. 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)

5. 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