Understanding Persons with Intellectual Disability, Autism, and Mild to Moderate Disabilities

Introduction
An introduction introduces what the paper is going to be about. It should include a short statement of what the topic is and the importance to the educational setting. Your introduction should include a catchy thesis statement that makes the reader want to read your paper. The thesis statement sets up the whole paper in the order that the information will be presented. The following is a web address for writing a thesis statement: http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml
Definitions/Causes/Impact
Intellectual Disability
Start with a topic sentence that introduces the topic of the paragraph. Define intellectual disability, the causes, and the impact of the disability on the education of the student with intellectual disability.
Autism
Start with a topic sentence that introduces the topic of the paragraph. Define autism, and the causes, and the impact of the disability on the education of the student with intellectual disability.
Multiple Disabilities
Start with a topic sentence that introduces the topic of the paragraph. Define multiple disabilities, the causes, and the impact of the disability on the education of the student with intellectual disability.
Curriculum
Start with a topic sentence that introduces the topic of the paragraph. Identify areas of curriculum necessary for students with mild to moderate disabilities and explain why they are needed.
Conclusion
Wrap up your essay by relating it back to the thesis statement. You will want to leave your reader with a strong statement of closure.  Explain anything that has not been explained yet. Close with a bang. Here is the address of a site that you might want to check out for help with your conclusion: http://www.fas.harvard.edu/~wricntr/documents/Conclusions.html

References
American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author.
Author, A. A., Author, B. B., & Author, C. C. (2004).  Title of article. Title of Periodical, vol(issue), pages.
Author, A. A. (2005). Title of work. Location: Publisher.

Educating Special Needs Students
1
Unsatisfactory
0.00%     2
Less than Satisfactory
65.00%     3
Satisfactory
75.00%     4
Good
85.00%     5
Excellent
100.00%
80.0 %Content
50.0 % Educating Exceptional Children: Address intellectual disability, autism, and severe disabilities    Content fails to define intellectual disability, autism, and severe and multiple disabilities; the causes; and the impact on education.     Content inadequately defines intellectual disability, autism, and severe and multiple disabilities; the causes; and the impact on education.     Content adequately defines intellectual disability, autism, and severe and multiple disabilities; the causes; and the impact on education.     Content proficiently defines intellectual disability, autism, and severe and multiple disabilities; the causes; and the impact on education.     Content comprehensively defines intellectual disability, autism, and severe and multiple disabilities; the causes; and the impact on 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. 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 are insufficiently developed and/or vague; purpose is not clear.     Thesis and/or main claim are apparent and appropriate to purpose.    Thesis and/or main claim are clear, forecasting development of paper. It is descriptive, reflective of the arguments, and appropriate to the purpose.    Thesis and/or main claim are 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 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)    GCU template is not used appropriately, or documentation format is rarely followed correctly.    GCU template is used but some elements are missing or mistaken; lack of control with formatting is apparent.     GCU template is used. Formatting is correct, although some minor errors may be present.     GCU template is 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 reference 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 GCU style is usually correct     In-text citations and a reference page are complete. The documentation of cited sources is error-free.

Educating Special Needs Students
Write an essay of 1,000-1,250 words in which you address the following:
1.    Define intellectual disability, autism, and multiple disabilities, their causes, and the impact of the disabilities on the education of the student with intellectual disability.
2.    Identify areas of curriculum necessary for students with mild to moderate disabilities and explain why they are needed.
Prepare this assignment according to the GCU guidelines found in the GCU Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.

Understanding Persons with Intellectual Disability, Autism, and Mild to Moderate Disabilities

Introduction
An introduction introduces what the paper is going to be about. It should include a short statement of what the topic is and the importance to the educational setting. Your introduction should include a catchy thesis statement that makes the reader want to read your paper. The thesis statement sets up the whole paper in the order that the information will be presented. The following is a web address for writing a thesis statement: http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml
Definitions/Causes/Impact
Intellectual Disability
Start with a topic sentence that introduces the topic of the paragraph. Define intellectual disability, the causes, and the impact of the disability on the education of the student with intellectual disability.
Autism
Start with a topic sentence that introduces the topic of the paragraph. Define autism, and the causes, and the impact of the disability on the education of the student with intellectual disability.
Multiple Disabilities
Start with a topic sentence that introduces the topic of the paragraph. Define multiple disabilities, the causes, and the impact of the disability on the education of the student with intellectual disability.
Curriculum
Start with a topic sentence that introduces the topic of the paragraph. Identify areas of curriculum necessary for students with mild to moderate disabilities and explain why they are needed.
Conclusion
Wrap up your essay by relating it back to the thesis statement. You will want to leave your reader with a strong statement of closure.  Explain anything that has not been explained yet. Close with a bang. Here is the address of a site that you might want to check out for help with your conclusion: http://www.fas.harvard.edu/~wricntr/documents/Conclusions.html

References
American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author.
Author, A. A., Author, B. B., & Author, C. C. (2004).  Title of article. Title of Periodical, vol(issue), pages.
Author, A. A. (2005). Title of work. Location: Publisher.

Educating Special Needs Students
1
Unsatisfactory
0.00%     2
Less than Satisfactory
65.00%     3
Satisfactory
75.00%     4
Good
85.00%     5
Excellent
100.00%
80.0 %Content
50.0 % Educating Exceptional Children: Address intellectual disability, autism, and severe disabilities    Content fails to define intellectual disability, autism, and severe and multiple disabilities; the causes; and the impact on education.     Content inadequately defines intellectual disability, autism, and severe and multiple disabilities; the causes; and the impact on education.     Content adequately defines intellectual disability, autism, and severe and multiple disabilities; the causes; and the impact on education.     Content proficiently defines intellectual disability, autism, and severe and multiple disabilities; the causes; and the impact on education.     Content comprehensively defines intellectual disability, autism, and severe and multiple disabilities; the causes; and the impact on 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. 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 are insufficiently developed and/or vague; purpose is not clear.     Thesis and/or main claim are apparent and appropriate to purpose.    Thesis and/or main claim are clear, forecasting development of paper. It is descriptive, reflective of the arguments, and appropriate to the purpose.    Thesis and/or main claim are 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 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)    GCU template is not used appropriately, or documentation format is rarely followed correctly.    GCU template is used but some elements are missing or mistaken; lack of control with formatting is apparent.     GCU template is used. Formatting is correct, although some minor errors may be present.     GCU template is 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 reference 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 GCU style is usually correct     In-text citations and a reference page are complete. The documentation of cited sources is error-free.

Educating Special Needs Students
Write an essay of 1,000-1,250 words in which you address the following:
1.    Define intellectual disability, autism, and multiple disabilities, their causes, and the impact of the disabilities on the education of the student with intellectual disability.
2.    Identify areas of curriculum necessary for students with mild to moderate disabilities and explain why they are needed.
Prepare this assignment according to the GCU guidelines found in the GCU Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.

Understanding Persons with Intellectual Disability, Autism, and Mild to Moderate Disabilities

Introduction
An introduction introduces what the paper is going to be about. It should include a short statement of what the topic is and the importance to the educational setting. Your introduction should include a catchy thesis statement that makes the reader want to read your paper. The thesis statement sets up the whole paper in the order that the information will be presented. The following is a web address for writing a thesis statement: http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml
Definitions/Causes/Impact
Intellectual Disability
Start with a topic sentence that introduces the topic of the paragraph. Define intellectual disability, the causes, and the impact of the disability on the education of the student with intellectual disability.
Autism
Start with a topic sentence that introduces the topic of the paragraph. Define autism, and the causes, and the impact of the disability on the education of the student with intellectual disability.
Multiple Disabilities
Start with a topic sentence that introduces the topic of the paragraph. Define multiple disabilities, the causes, and the impact of the disability on the education of the student with intellectual disability.
Curriculum
Start with a topic sentence that introduces the topic of the paragraph. Identify areas of curriculum necessary for students with mild to moderate disabilities and explain why they are needed.
Conclusion
Wrap up your essay by relating it back to the thesis statement. You will want to leave your reader with a strong statement of closure.  Explain anything that has not been explained yet. Close with a bang. Here is the address of a site that you might want to check out for help with your conclusion: http://www.fas.harvard.edu/~wricntr/documents/Conclusions.html

References
American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author.
Author, A. A., Author, B. B., & Author, C. C. (2004).  Title of article. Title of Periodical, vol(issue), pages.
Author, A. A. (2005). Title of work. Location: Publisher.

Educating Special Needs Students
1
Unsatisfactory
0.00%     2
Less than Satisfactory
65.00%     3
Satisfactory
75.00%     4
Good
85.00%     5
Excellent
100.00%
80.0 %Content
50.0 % Educating Exceptional Children: Address intellectual disability, autism, and severe disabilities    Content fails to define intellectual disability, autism, and severe and multiple disabilities; the causes; and the impact on education.     Content inadequately defines intellectual disability, autism, and severe and multiple disabilities; the causes; and the impact on education.     Content adequately defines intellectual disability, autism, and severe and multiple disabilities; the causes; and the impact on education.     Content proficiently defines intellectual disability, autism, and severe and multiple disabilities; the causes; and the impact on education.     Content comprehensively defines intellectual disability, autism, and severe and multiple disabilities; the causes; and the impact on 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. 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 are insufficiently developed and/or vague; purpose is not clear.     Thesis and/or main claim are apparent and appropriate to purpose.    Thesis and/or main claim are clear, forecasting development of paper. It is descriptive, reflective of the arguments, and appropriate to the purpose.    Thesis and/or main claim are 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 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)    GCU template is not used appropriately, or documentation format is rarely followed correctly.    GCU template is used but some elements are missing or mistaken; lack of control with formatting is apparent.     GCU template is used. Formatting is correct, although some minor errors may be present.     GCU template is 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 reference 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 GCU style is usually correct     In-text citations and a reference page are complete. The documentation of cited sources is error-free.

Educating Special Needs Students
Write an essay of 1,000-1,250 words in which you address the following:
1.    Define intellectual disability, autism, and multiple disabilities, their causes, and the impact of the disabilities on the education of the student with intellectual disability.
2.    Identify areas of curriculum necessary for students with mild to moderate disabilities and explain why they are needed.
Prepare this assignment according to the GCU guidelines found in the GCU Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.