Educating Learners with Disabilities

November 12, 2021

Grading Rubric: Scholarly Article

Educating Learners with Disabilities/Literacy in Adult Client Populations

As you develop your educational class, you must consider the types of learners that may be a part of your audience. It is possible that there may be learners with disabilities or adults with literacy issues in your class.

Disabilities may include (but not limited to):

· Hearing loss

· Low vision or blindness

· Learning disabilities, such as Attention-Deficit Hyperactivity Disorder, dyslexia, or dyscalculia

· Mobility disabilities

· Chronic health disorders, such as epilepsy, Crohn’s disease, arthritis, cancer, diabetes, migraine headaches, or multiple sclerosis

· Psychological or psychiatric disabilities, such as mood, anxiety and depressive disorders, or Post-Traumatic Stress Disorder (PTSD)

· Asperger’s disorder and other Autism spectrum disorders

· Traumatic Brain Injury

Literacy issues include (but not limited to):

· Low literacy

· Health illiteracy

· Functional illiteracy

For this assignment, you will select a scholarly article (published after 2014) based on educating learners with disabilities OR literacy in the adult client population. Once you’ve researched the article, describe which instructional method(s) would be most effective for the population discussed in your article. Support your answers with evidence from the article. Use proper APA citation to credit your source.

Grading Rubric

Grading Criteria	Possible Points	Points Earned
Selected a research, peer reviewed or scholarly article on educating learners with disabilities OR literacy in the adult client populations.	20
Incorporated at least one instructional method for the population and supported method with evidence from the article that would be most effective for the learner(s) with disability/literacy concerns. Explain and give an example of how you would use the instructional method for the disable or illiterate population you select.	60
APA: References, Citations; Proper Grammar, Spelling, Sentence Structure, Punctuation.	20
TOTAL	100

10/17SJ.LS/TS2021

Grading Rubrics

Critical Elements

Distinguished

(100%)

Proficient

(85%)

Basic

(70%)

Below Expectations

(50%)

Non-Performance

(0%)

Thesis Statement

Raises the strongest objection to the thesis presented in the assignment. The objection is strongly grounded in research and logical reasoning.

Raises a plausible objection to the thesis presented in the assignment. The objection is mostly grounded in research and logical reasoning.

Raises an objection to the thesis presented in the assignment. The objection is somewhat grounded in research and logical reasoning.

Attempts to raise an objection to the thesis presented in the assignment. The objection is minimally grounded in research and logical reasoning.

The objection to the thesis is either nonexistent or lacks the components described in the assignment instructions.

Counter Argument

Provides a strong, thorough rebuttal to the objection. The rebuttal effectively demonstrates that the thesis can withstand the objection and applies the principles of charity and accuracy.

Provides a rebuttal to the objection. The rebuttal mostly demonstrates that the thesis can withstand the objection and mostly applies the principles of charity and accuracy.

Provides a limited rebuttal to the objection. The rebuttal somewhat demonstrates that the thesis can withstand the objection and somewhat applies the principles of charity and accuracy.

Attempts to provide a rebuttal to the objection; however, the rebuttal minimally demonstrates that the thesis can withstand the objection and does not apply the principles of charity and accuracy.

The rebuttal is either nonexistent or lacks the components described in the assignment instructions.

Conclusion

– Provides clear and concise closing remarks that comprehensively summarize the essay. The remarks consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem.

Provides closing remarks that summarize the essay. The remarks mostly consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem. The closing remarks are somewhat unclear.

Provides closing remarks that minimally summarizes the essay. The remarks minimally consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problems. The closing remarks are unclear and/or vague.

Attempts to provide closing remarks that summarize the essay, however, the remarks do not consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem. The closing remarks are unclear and vague.

The closing remarks are either nonexistent or lack the components described in the assignment instructions.

Written Communication: Context of and Purpose for Writing

Demonstrates methodical application of organization and presentation of content. The purpose of the writing is evident and easy to understand. Summaries, quotes, and/or paraphrases fit naturally into the sentences and paragraphs. Paper flows smoothly.

Demonstrates sufficient application of organization and presentation of content. The purpose of the writing is, for the most part, clear and easy to understand. There are some problems with the blending of summaries, paraphrases, and quotes. Paper flows somewhat smoothly.

Demonstrates a limited understanding of organization and presentation of content in written work. The purpose of the writing is somewhat evident but may not be integrated throughout the assignment. There are many problems with the blending of summaries, paraphrases, and quotes. Paper does not flow smoothly in all sections.

Organization and presentation of content are extremely limited. The purpose of the writing is unclear. There is little or no blending of summaries, paraphrases, and quotes. Paper does not flow smoothly when read.