Intellectual Disability and Autism:
Part 1: Instructional Issues:. For both Intellectual Disability and Autism: describe or
identify one important instructional issue that may be necessary to address in orderfor you to successfully teach a student with that
disability in the general education setting. (The important instructional issues should not be identical forthe two disabilities).
Part 2: Instructional Issues Discussion: For each instructional implication you discuss in Part 1 above, list or discuss Potential
Resources (places, experiences, coursework, persons, etc.) that might be utilized to obtain the information or support needed to deal with
those instructional issues, and Potential Strategies (instruction, modifications, adaptations, etc.) that you might employ to addressthe
challenges presented by that instructional issue.
SPECIFIC CRITERIA
Understanding of special education and the key concepts involved
understanding ofthe task and its relationship to relevant areas oftheory research and practice.
clarity and accuracy in use
of key terms and concepts in special education.
Depth of analysis and/or critique in response to the task – depth of understanding of
key special education principles, concepts and issues explicitly raised during the course and in yourfollow up readings.
depth of analysis of specific disabilities and strategies, and reasons forthe inclusion of each resource
clarity and depth of impIications/recommendations Familiarity with and relevance of professional and/or research literature used to support response
-range
of research and professional literature on special education; resources are current and relevant Structure and organization of essay
appropriateness of overall structure of essay
clarity and coherence of organisation, including use of section headings and summaries
to enhance readability.
Presentation of response according to appropriate academic and linguistic conventions
clarity, consistency
and appropriateness of writing conventions
clarity and consistency in the format ofthe plan
clarity and appropriateness of
sentence structure, vocabular use, of s ellin , unctuation and word Ien th
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