Autism Information Briefs.
Autism Information Briefs.
- Finding Resources for Teaching Students (100 points)
- Go to the website peabody.vanderbilt.edu. Hover over “Resources”; then click IRIS Resource Locator. Under “topic,” click Disability. You will see several choices – modules, activities, information briefs, interviews, video vignettes. Explore those for a few minutes to see what is available. Then pick a topic of your choice under the “information briefs” category. Select the topic based on a problem you are needing to address in the classroom or that is just an area of interest to you (Examples: Autism, ADHD, Learning Disability, Traumatic Brain Injury, etc.). After reviewing the information brief, look for activities, modules, interviews and/or video vignettes that would be useful in helping you teach a student with that disability. Spend 45 minutes to an hour investigating the materials available on that topic.
ORDER CUSTOM, PLAGIARISM-FREE PAPER
Write a paper that contains the following components (be sure to label each component):
- A summary of information about the disability you chose that would be useful for a teacher to know. Point out specific characteristics of that particular disabled population and discuss how knowing this information can inform a regular classroom teacher on the proper instructional approaches to try.
- A description of an activity you found that might be useful to try in your classroom. Include detail about the strategy, what kind of student it would benefit, and your plan for integrating use of that activity or strategy into your instructional process and/or lesson plans.
- A summary of a module OR interview OR video vignettes that you watched (in part or whole). Include implications for your teaching when you encounter a student with that particular disability or needs.
- A paragraph related to the implications for modifying your instruction based on what you have learned about students with learning differences that are severe enough to be formally labeled as a disability.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
Autism Information Briefs.
