>SPE-350 Special Education Litigation and Law
Benchmark Assessment and Rubric
Targeted Essential Learning
Special education teachers must know legal liabilities and rights pertaining to student, parent, and teachers. Special education teachers recognize that special education practice is heavily regulated and are able to define relevant laws and policies that related to specific special education. (APTS 8, 9; INTASC 1; CEC 1, 9)
Assessment Tool Selected
Articulate relevant educational laws and ethics pertaining to student, parent, and teacher rights and responsibilities. (APTS 8.13)
Explain state and federal laws, rules, and regulations as they pertain to special education. (APTS 9.2)
Identify legal responsibilities of teachers (special and general) in accordance with special education laws, rules, and regulations. (APTS 9.2)
Define relevant laws and policies that relate to specific special education situations. (CEC 1.2)
Analyze influential historical events and human issues in special education from various points of view. (CEC 1.3)
Apply ethical/professional standards, follow legal parameters, and keep within limits of practice in the design and implementation of instruction, decision-making, and collaborative interactions with students, families, colleagues, and agencies. (CEC 9.1)
Relevancy of Task to Teacher Candidate
In the special education classroom setting, teachers must comply with laws and rights pertaining to the field of special education.
Assessment: Student Prompts/Teacher Directions
Discovering the Relationship Between the Law and Your School (Benchmark Assessment)
1) Use the GCU eLibrary to research information beyond what is provided in the course materials to explore the law and its application to special education issues covered in this course. Explore state departments of education Web sites to investigate the laws of your state and other states as well as their application to special education issues covered in this course.
2) Schedule an appointment with an attorney well-versed in school law or with a special education director to learn about the following issues:
a) How has the legal system evolved, as it applies to special education, over the past 20 years, and how has that affected the legal framework for special education today?
b) How does the legal framework differ for special needs students and regular students in private and public schools?
c) Who monitors the implementation and evaluation of IEPs in private and public schools?
d) In the legal expert’s opinion, are there any elements of special education law that need refinement? Explain.
3) Write an essay of 1,750-2,000 words in which you compare and contrast the findings of your research and the information obtained in the interview.
4) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.
5) Additionally, submit the assignment in TaskStream. Directions for submitting to TaskStream can be found on the College of Education’s page in the Student Success Center.
Scoring Tool/Guide (Rubric)
Discovering the Relationship Between the Law and Your School
2: Less Than Satisfactory
CEC: 9, 10
Central purpose or argument is not clearly identified. Analysis is vague or not
evident. Reader is confused or may be misinformed.
Information supports a central purpose or argument at times. Analysis is basic or general. Reader gains few insights.
All required content is discussed. Information provides reasonable support for a central purpose or argument and displays evidence of a basic analysis of a significant topic. Reader gains insights.
All required content is discussed and examples are provided to support or exemplify main ideas.
All required content is thoroughly discussed and examples are provided to support and exemplify main ideas.
Organization and Format (10%)
Essay Structure, 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 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 used as appropriate to purpose, discipline, and scope.
There is a sophisticated construction of the essay. Ideas universally progress and relate to each other. The writer has been careful to use paragraph and transition construction to guide the reader.
APA Format and Style Requirements
APA format and style are not evident.
Title page is present, but is missing APA elements. In-text citations, where necessary, are used but they are formatted inaccurately and not referenced.
All key elements of an APA title page are present. An abstract is present and formatted correctly. In-text citations and a reference section are present with few format errors. Mechanics of writing are reflective of APA style.
Plan elements are theoretically supported with accurate citations and references.
A broad understanding of APA format and style is evident in the use of level headings and lists, for example.
Mechanics, Language Use, and Audience Awareness (5%)
Mechanics of Writing (includes spelling, punctuation, grammar)
Surface errors are pervasive enough that they impede communication of meaning.
Frequent and repetitive mechanical errors distract the reader.
Some mechanical errors or typos are present, but are not overly distracting to the reader.
Prose is largely free of mechanical errors, although a few may be present.
Writer is clearly in control of standard, written American English.
Language Use and Audience Awareness (includes sentence construction, word choice, etc.)
Student uses noncollegiate, conversational tone, inappropriate word choice and/or sentence construction, and lack of variety in language use. Student appears to be unaware of audience. Use of primer prose indicates student either does not apply figures of speech or uses them inappropriately.
Language lacks clarity or includes the use of some conversational tone. Language choice (register) can be distracting or inconsistent with sentence structure. Some lack of control in using figures of speech appropriately is noted.
Language is clear and audience-appropriate. Sentences display varied structure with minor errors. Use of collegiate language is appropriate for the most part.
Uses a variety of sentence structures and collegiate-level vocabulary. Uses figures of speech and idioms to communicate clearly.
Language is precise and sentences display consistently strong, varied structure. Approach to use of language is unique, creative, and appropriate to purpose, discipline, and scope of topic.
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