APA referencing, Australian spelling. l am studying early childhood 0-8years old information has to link in that age group. please follow criteria correctly. l need this done ASAP

EDU30005 Understanding and Supporting Inclusion 1
Teaching Period 3, 2015
EDU30005 Understanding and Supporting Inclusion
Assessment 1: Essay Word limit: 2000 (+/- 10%) Weighting: 35%
Due date: 9am AEDT Monday 30 November 2015 (Week 5)
Assessment overview
This assessment task requires you to investigate and summarise factors that impact on the lives of
children with additional needs and their families. The purpose of this task is to enable you to
develop a deeper understanding of the complex socio-cultural factors and theoretical perspectives
around disability, diversity, additional needs and inclusion, which impact on the lives of children
and the people who care for them.
Assessment details
Respond to the following statement:
In your essay, you are required to reference material from Weeks 1 to 3 to support your
understanding of the perspectives that add to understandings of additional needs.
This task requires you to investigate and summarise. You will therefore be required to use
scholarly resources to support your views.
Submission details
Please submit your assignment through Turnitin. More detailed information is available in the
Assessment 1 folder in Blackboard.
Assessment criteria
1. Identification and analysis of factors that contribute to understandings of additional
needs.
2. Knowledge and understanding of the impact of additional needs on the child and their
family, including aspects of their schooling.
3. Evidence of reading to inform and support analysis.
4. Structure and presentation of ideas.
How do socio-cultural, health and behaviour perspectives contribute to understandings
of additional needs?
EDU30005 Understanding and Supporting Inclusion 2
Your work will be assessed using the following marking guide:
Criteria: No pass
0-49%
Pass
50-59%
Credit
60-69%
Distinction
70-79%
High distinction
80-100%
Identification
and analysis of
factors that
contribute to
understandings
of additional
needs
(30%)
Did not
meet
criterion.
Basic identification of
factors that contribute
to understandings of
additional needs is
included.
A range of factors has
been identified that
contribute to
understandings of
additional needs.
Identified factors are
considered from
different
perspectives.
Key factors have
been clearly
identified with
detailed links to
broader sociocultural,
healthrelated
and
behavioural
assumptions and
understandings of
additional needs.
Identified factors are
critically discussed
from different
perspectives.
A range of key factors
are critically
examined,
demonstrating an
awareness of the
broader socio-cultural,
health-related and
behavioural context
around additional
needs. Identified
factors are critically
analysed from
multiple perspectives.
Knowledge and
understanding
of the impact of
additional
needs on the
child and their
family,
including
aspects of their
schooling
(30%)
Did not
meet
criterion.
A basic
understanding of
the construction
of additional
needs on children,
families and
schooling are
sufficiently
explained and an
attempt has been
made to connect
with broader
principles of
inclusion and
diversity.
A sufficient
understanding of
the construction of
additional needs on
children, families
and schooling are
explored from
different
perspectives. There
are demonstrated
links with broader
principles of
inclusion and
diversity.
A detailed
understanding of the
construction of
additionalneeds on
children, families and
schooling are clearly
examined and
demonstrate a clear
recognition of
multiple
perspectives.
Multiple resources
have been drawn on
to offer insights into
connections between
principles of inclusion
and diversity.
A sophisticated
understanding of the
construction of
additionalneeds on
children, families and
schooling are
criticallydiscussed
andevaluated from
multiple
perspectives.
Comprehensive
research has been
used to support
original and insightful
perspectives on the
principles of inclusion
and diversity and the
connections to
broader theory.
Evidence of
reading to
inform and
support
analysis
(20%)
Did not
meet
criterion.
Basic reference to
relevant readings and
resources that discuss
the context of the
topic. Issues are
identified but with
limited discussion and
connection.
A range of readings
and resources have
been sourced that
discuss the context of
the topic. Issues are
successfully
incorporated into the
discussion.
Significant range of
relevant readings and
resources has been
sourced that discuss
the context of the
topic. Readings are
integrated and used to
enhance analysis and
offer insights into the
issues appropriate to
the topic.
Outstanding selection
of resources that
discuss the topic
within appropriate
theoretical
frameworks. The
selection of readings
contributes to a
thoughtful, detailed
and in-depth
discussion.
Structure and
presentation of
ideas.
(20%)
Did not
meet
criterion.
The mode of
communication is
generally coherent;
expression is generally
The work is clearly
expressed in an
appropriate style;
points are made with
The work is fluent and
demonstrates
confidence with the
material; it is accurate
Highly sophisticated,
fluent and persuasive
expression of ideas.
EDU30005 Understanding and Supporting Inclusion 3
clear; no persistent
errors in grammar,
punctuation or
spelling. References
are generally cited
appropriately using
the APA style.
clarity; care has been
taken to ensure
accuracy of
punctuation, spelling
and grammatical
structure. References
are successfully
incorporated into
discussion using an
appropriate blend of
quotation and
paraphrasing;
references are
presented accurately
using the APA style.
throughout; the
method and style of
presentation is
entirely appropriate,
as are vocabulary and
syntax. References are
integrated successfully
making accurate use
of APA style.
Great clarity and
maturity of
presentation. Little
ambiguity in the
expression of
information and ideas.
References embedded
expertly into the flow
of information and
ideas. Flawless use of
APA style for all forms
of referencing.