Two page paper on personal philosophy of special education - 75903

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Ang223

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Personal Philosophy of Special Education   Each student will write a personal philosophy of special education that interrelates with pedagogical theory and states how beliefs will be translated into classroom practice. The philosophy statement should be approximately two pages (typed) in length.  Source citations and a reference list in the APA style are required. 

 

I. CONTENT & STRUCTURE

 

a.           Introduction (a strong thesis statement & a brief preview of what you will be saying).

b.          Explanation and connections of your core philosophy about

1.     Special Education

2.     The role of teacher(s) and/or related service providers for students with disabilities

3.     The role of intervention and special education

4.     How and where students learn best.

c.           Conclusion

d.          Rules of written English, accuracy, length, and APA style.

 

II. MAKING THE CONNECTION BETWEEN CORE EDUCATIONAL BELIEFS AND TEACHING STYLE & ESSENTIAL PROFESSIONAL GOALS

 

e.           Connection of philosophy to theory/research and application.

f.           Your strategies/methods for teaching students with disabilities.

g.           Your reasons, plans and methods for student assessment and intervention.

h.          Your strategies for creating a positive classroom environment.

i.            Your strategies for helping students develop as individuals.

 

APA Resource:

 

Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderlund, L., Brizee, A., Keck, R., Paiz, J.M. & Wagner, J. (2013, March 1). General format. Retrieved from http://owl.english.purdue.edu/owl/resource/560/01/

 

 

 

TASK ELEEMENT

Insufficient

1

Below Mastery

2

Emerging Mastery

3

Mastery

4

Exemplar

5

Purpose: Is the purpose or intention of this personal philosophy clearly conveyed?  Is the desired outcome effectively communicated?

§  Off-topic or too vague.

§  Marginally addresses the prompts; needs specific focus.

 

§  Addresses the prompts but needs more details on key areas

 

§  Author is clearly addresses the prompt.

 

§  Author is reflective and clearly addresses the prompt

 

Organization: Is the personal philosophy structured in a logical manner?  Is it structured appropriately for the intended audience?  Is anything out of place?

§  Body paragraphs lack coherence, direction, topic sentences.

§  No thesis present

§  Body paragraphs lack coherence, direction, topic sentences.

§  Introduction lacks thesis or is vague about the prompt

§  Introduction has a clear thesis that addresses the prompts.

§  Body paragraphs are imbalanced and need more development/ clear topic sentences.

§  Introduction has a clear thesis that addresses the prompts.

§  Body paragraphs have topic sentences that are logical and fully developed.

 

§  Introduction has a clear thesis that addresses the prompts.

§  Body paragraphs have topic sentences that are logical and fully developed.

 

Content: Is the entirety of the content pertinent?  Does the personal philosophy contain any “filler” or cliché statements?

§  Content is off-topic, vague, generic.

§  No clear examples stated

§  Content is somewhat weak and writer needs more focus on key points/areas for discussion.

 

§  Content offers some information about the writer.

§  Some cited examples present

§  Content offers significant information about the writer’s beliefs about special education.  Examples (cited accomplishments, talents, qualities, etc. are clearly supported by concrete examples.)

 

§  Content offers significant information about the writer.  Examples (cited accomplishments, talents, qualities, etc. are clearly supported by concrete examples.)

 

 

 

 

 

TASK ELEMENT

Insufficient

1

Below Mastery

2

Emerging Mastery

3

Mastery

4

Exemplar

5

Connection: Does the theoretical content connect to application for the classroom?  Does the personal philosophy concrete actions and planning steps for classroom implementation?

§  Connection is off-topic, vague, generic.

§  No clear examples stated

§  Connection is somewhat weak and writer needs more focus on key points/areas for discussion.

 

§  Connection offers some information about the writer and classroom next steps.

§  Some cited examples present

§  Connections offer significant information about the writer’s beliefs about special education and how these beliefs will be translated into practice.  Examples (cited accomplishments, talents, qualities, etc. are clearly supported by concrete examples.)

 

§  Connections offer significant information about the writer’s beliefs about special education and how these beliefs will be translated into practice inclusive of ongoing reflection.

§  Examples (cited accomplishments, talents, qualities, etc. are clearly supported by concrete examples.)

 

Individuality: Does the piece effectively distinguish the author?  Is the author memorable and remarkable for the right reasons?

§  Writing does not leave a dominant impression because the information is dull, vague, or lacking in examples.

§  No conclusion present

 

§  Writing offers some details but does not leave a strong impression.

§  Conclusion present

 

§  Writing offers strong details/examples but does not have a clear voice throughout the entire paper

§  Conclusion is informative but not memorable

§  Writing has a clear voice/presence through detailed focus on experience, activities, background, etc; topics show originality/insights/ personality.

§  Memorable conclusion

 

§  Writing has a distinct voice/presence through detailed focus on experience, activities, background, etc; topics show originality/insights/ personality.

§  Memorable conclusion

§  Clear distinction that translates theory and practice into individual insight and personal growth

 

Conventions: Is the piece grammatically sound?  Are there any misspellings and/or typos?  Are there errors in structure and/or punctuation?

§  Excessive grammatical errors distract from overall fluency of paper

§  Sentence structure does not flow

§  Multiple grammatical errors; however, the overall flow of  paper remains intact

§  Minor grammatical errors do not distract from overall fluency of paper

 

§  APA Style

§  Writing represents consistent command of spelling, capitalization, punctuation, grammar, usage, and syntax.  Errors do not distract from the overall fluency of paper

§  Words, phrases, and sentence structure enhance the overall effectiveness of the communication of ideas.  

§  APA Style

§  Writing represents consistent command of spelling, capitalization, punctuation, grammar, usage, and syntax. 

§  Words, phrases, and sentence structure enhance the overall effectiveness of the communication of ideas. 

§  No convention errors

 

 

 

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