Posted: March 12th, 2023

Intervention Strategies Digital Brochure

 

As educators, it is important to remember that parents/guardians may not have prior knowledge about learning disabilities, their risk factors, or early intervention strategies for exceptionalities in children of various ages. Additionally, parents/guardians may not understand how specific learning disabilities affect students in educational settings as well as everyday life. As educators, we can communicate and collaborate with parents/guardians to provide information and resources that help them understand learning disabilities, define the roles of the state, school, and the parents/guardians in accessing and providing intervention services, and navigate the acquisition of information and support agencies and services provided to students with disabilities.

Consider students in the grade level that is the focus of your field of study. Select a specific disability category (intellectual disability, specific learning disability, emotional behavior disorders, autism spectrum disorder, traumatic brain injury, or orthopedic impairment). Create a 250-500 word digital brochure that could be given to families and provide information about services and supports for individuals with disabilities.

The brochure should include the following:

• Short rationale explaining how you will use the brochure to communicate with parents/guardians and establish mutual expectations to help you work collaboratively to support child development and achievement.
• Short definition and explanation of the disability category including the developmental and individual differences typically associated with the disability category.
• Three developmentally appropriate, specially designed instructional strategies that can be used to address the educational needs of students with this disability.
• Three intervention strategies families can implement at home to promote communication skills, social skills, and literacy skills in their children affected by the chosen disability.
• Three communication/collaboration strategies that can be employed by the state, school, service providers, and parents/guardians to implement intervention services to support student achievement and development.
• Recommend local organizations families could use to learn more about the disability and community services that might be available to them. Provide contact information for the organizations and services.

Support the assignment with a minimum of three scholarly resources.

Intervention Strategies Digital Brochure – Rubric

Rationale for Collaboration 7.5 points

Criteria Description

Rationale for Collaboration

5. 5: Target 7.5 points

Rationale for how brochure content will be used to communicate with

parents/guardians and establish mutual expectations for collaboration using

ongoing communication to support child development and achievement is

thorough.

4. 4: Acceptable 6.53 points

Rationale for how brochure content will be used to communicate with

parents/guardians and establish mutual expectations for collaboration using

ongoing communication to support child development and achievement is

complete.

3. 3: Approaching 5.55 points

Rationale for how brochure content will be used to communicate with

parents/guardians and establish mutual expectations for collaboration using

ongoing communication to support child development and achievement is

inexplicit.

2. 2: Insufficient 5.18 points

Rationale for how brochure content will be used to communicate with

parents/guardians and establish mutual expectations for collaboration using

Disability Category 11.25 points

Criteria Description

Disability Category

5. 5: Target 11.25 points

Definition and explanation of disability category, including the development and

individual differences typically associated with the disability category, is

comprehensive.

4. 4: Acceptable 9.79 points

Collapse All

Definition and explanation of disability category, including the development and

individual differences typically associated with the disability category, is complete.

3. 3: Approaching 8.33 points

Definition and explanation of disability category, including the development and

individual differences typically associated with the disability category, is cursory.

2. 2: Insufficient 7.76 points

Definition and explanation of disability category, including the development and

individual differences typically associated with the disability category, is incomplete.

1. 1: No Submission 0 points

Specially Designed Instructional Strategies 11.25 points

Criteria Description

Specially Designed Instructional Strategies

5. 5: Target 11.25 points

Three specially designed instructional strategies that can be used to address the

educational needs of students with the disability demonstrate best practices.

4. 4: Acceptable 9.79 points

Three specially designed instructional strategies that can be used to address the

educational needs of students with the disability are appropriate for students.

3. 3: Approaching 8.33 points

Three specially designed instructional strategies that can be used to address the

educational needs of students with the disability do not demonstrate best practices.

2. 2: Insufficient 7.76 points

Three specially designed instructional strategies that can be used to address the

educational needs of students with the disability are inappropriate for students.

1. 1: No Submission 0 points

Not addressed.

Family Intervention Strategies 11.25 points

Criteria Description

Family Intervention Strategies

5. 5: Target 11.25 points

Three intervention strategies families can implement at home to promote

communication skills, social stills, and literacy skills in children affected by the

disability are exemplary.

4. 4: Acceptable 9.79 points

Three intervention strategies families can implement at home to promote

communication skills, social stills, and literacy skills in children affected by the

disability are logical.

3. 3: Approaching 8.33 points

Three intervention strategies families can implement at home to promote

communication skills, social stills, and literacy skills in children affected by the

disability are overly simplistic.

2. 2: Insufficient 7.76 points

Three intervention strategies families can implement at home to promote

communication skills, social stills, and literacy skills in children affected by the

disability are insufficient.

Communication/Collaboration Strategies 11.25 points

Criteria Description

Communication/Collaboration Strategies

5. 5: Target 11.25 points

Three communication/collaboration strategies that can be employed by the state,

school, service providers, and parents/guardians to implement intervention

services to support student achievement and development are in-depth.

4. 4: Acceptable 9.79 points

Three communication/collaboration strategies that can be employed by the state,

school, service providers, and parents/guardians to implement intervention

services to support student achievement and development are reasonable.

3. 3: Approaching 8.33 points

Three communication/collaboration strategies that can be employed by the state,

school, service providers, and parents/guardians to implement intervention

services to support student achievement and development are underdeveloped.

2. 2: Insufficient 7.76 points

Three communication/collaboration strategies that can be employed by the state,

school, service providers, and parents/guardians to implement intervention

services to support student achievement and development are implausible.

Organization Recommendations 7.5 points

Criteria Description

Organization Recommendations

5. 5: Target 7.5 points

Organizations recommended to help families learn more about the disability and

community services available to assist them, including contact information, are

excellent for supporting students.

4. 4: Acceptable 6.53 points

Organizations recommended to help families learn more about the disability and

community services available to assist them, including contact information, are

appropriate for supporting students.

3. 3: Approaching 5.55 points

Organizations recommended to help families learn more about the disability and

community services available to assist them, including contact information, are

somewhat inaccurate for supporting students.

2. 2: Insufficient 5.18 points

Organizations recommended to help families learn more about the disability and

community services available to assist them, including contact information, are

inappropriate for supporting students.

Aesthetic Quality

7.5 points

Criteria Description

Aesthetic Quality

5. 5: Target 7.5 points

Design is professional, visually appealing and clearly catered to the audience.

Skillful handling of text and visuals creates a distinctive and effective presentation.

4. 4: Acceptable 6.53 points

Design is clean and audience is apparent. Purposeful integration of appropriate

objects, charts, and/or graphs supports the message and enhance the presentation.

3. 3: Approaching 5.55 points

Design is fairly clean, with some exceptions. Audience may not be readily apparent.

Visuals do not fully support the message.

2. 2: Insufficient 5.18 points

Design detracts from purpose. Text and visuals are too simplistic, cluttered, or busy.

Little to no creativity or inventiveness is present.

1 1: No Submission 0 points

Format and Documentation of Sources 3.75 points

Criteria Description

Format and Documentation of Sources (layout, citations, footnotes, references,

bibliography, etc., as appropriate to assignment and style)

5. 5: Target 3.75 points

Sources are completely and correctly documented, as appropriate to assignment

and style. Format is free of error.

4. 4: Acceptable 3.26 points

Sources are documented, as appropriate to assignment and style, and format is

mostly correct.

3. 3: Approaching 2.78 points

Sources are documented, as appropriate to assignment and style, although some

key formatting and citation errors are present.

2. 2: Insufficient 2.59 points

Documentation of sources is inconsistent and/or incorrect, as appropriate to

assignment and style, with numerous formatting errors.

Mechanics of Writing 3.75 points

Criteria Description

Mechanics of Writing (includes spelling, punctuation, and grammar)

5. 5: Target 3.75 points

Presentation and speaker’s notes are virtually free of mechanical errors. Sentence

structures are engaging.

4. 4: Acceptable 3.26 points

Presentation and speaker’s notes include some mechanical errors, but they do not

hinder comprehension. Effective sentence structures are used.

3. 3: Approaching 2.78 points

Presentation and speaker’s notes include frequent and repetitive mechanical errors

that distract the reader. Sentence structure is lacking.

2. 2: Insufficient 2.59 points

Presentation and speaker’s notes include surface errors that are pervasive enough

that they impede communication of meaning. Inappropriate sentence construction

is used.

1. 1: No Submission 0 points

Total 75 points