Teaching Students with Special Needs in the General Education Classrooms

Semester 2: January – May, 2020

Assignment 2 – Individual 50%

ASSIGNMENT 2- Individual
50%

Due Date: November 27, 2020.

The learners in the cases below are officially diagnosed as students with exceptionalities in the Jamaican general education classroom. Select
ONE case and use relevant research and the rubric provided to guide the completion of each task listed in sections A and B.

A.
i. Using TWO (2) examples from the case, provide a rationale substantiating the exceptionality identified (3 marks)
ii. Explain fully TWO (2) possible causes of the exceptionality. (4 marks)
iii. Describe THREE (3) characteristics of the same exceptionality that have NOT been identified in the case selected. (9 marks)
Use of Language and Organization (2 marks)
References (2 marks)

(20 marks)

B.
Choose a subject, secondary grade and topic of your choice to construct a differentiated lesson plan to address the needs of the student with
the exceptionality identified in the case. Create a learners’/class profile which captures the important needs of the student that must be
addressed, then use the profile to inform the creation of a differentiated lesson plan. The Plan should clearly explore at least two strategies to
meet these suggested needs and differentiation should be reflected in the TWO components {Content- what is to be taught; Process- methods
of instruction; Product- assessment and Environment-settings or conditions}.
(30 marks)
 CASES

Case 1: Gemini is eleven years old and in the 7th grade. She is very inattentive and often appears disinterested in the lessons. However, when given class
assignments she will complete it accurately within minutes, way ahead of her peers. If she makes the slightest mistake, she erases the entire page and does
the entire activity again. After completing her work she walks around the room telling others what to do or doing elaborate designs in her book. Gemini
does not socialize well with her peers as she tends to be bossy. Often when she is asked to write about a picture, she produces a detailed fully developed
story while the other students write a few sentences describing the picture. She can manipulate figures mentally and unlike the other students she does not
depend on multiple examples or manipulatives to complete her math problems. During lunch or break time she goes over to the grade nine classrooms
and spends most of her time talking with the teachers at their desks. She is said to be a gifted and talented child.

Case 2: Irah is age fourteen and is in foster care due to his mother’s inability to control him at home. He has emotional/behavioural disorder, and as such,
has had a history of being in trouble in his class. He has had support from the Child Guidance Clinic which appeared to be successful as he is aware that
his behaviour can at times be inappropriate.  He really wants to do well at school and he produces good work when he is interested in the subject.  
Whenever he encounters challenges academically, he often has bouts of bad temper and would become either aggressive or non-responsive.  When he
becomes aggressive he finds it difficult to control his language which often leads to fights. He picks squabbles with others and would carry on arguing
until the other person gives up or when he is removed from the situation.
 Rubric

Criteria Good Satisfactory Unsatisfactory Scores

Part A (20 marks)

Rationale for the
Exceptionality
Cited Def. = 1 (.5 if without
source)
2 Examples = 1 + 1
The rationale thoroughly explores a
cited definition for the
exceptionality and at least TWO (2)
key examples from the case that
fully substantiate the claim.
3 marks
The rationale explores a cited definition for the
exceptionality and at least ONE (1) key example
from the case that substantiates the claim.
2-1 mark
The rationale explores an example from the case but no
cited definition for the exceptionality to substantiate the
claim.
.5 mark

Causes of the
Exceptionality
2 Causes = 2 + 2
(.5 of the 2 for source)
Additional Characteristics
of the Identified
Exceptionality
3 Characteristics = 3 + 3 + 3
TWO (2) causes of the Causes of the exceptionality are satisfactorily Causes of the exceptionality are inadequately explained
exceptionality are fully explained explained and are supported with limited relevant with no support from relevant research
and supported with relevant research. 2 marks 1 mark
research. 4-3 marks
Clear and detailed descriptions of Clear and detailed descriptions of TWO (2) Clear and detailed descriptions of ONE (1) additional
THREE (3) ADDITIONAL additional characteristics of the exceptionality are characteristics of the exceptionality are presented with
characteristics of the exceptionality presented. Supporting sources and minimal. limited or no supporting sources.
are presented using supporting
sources. 9-7 marks 6-4 marks 3-1 marks

Work is well organized; ideas are Work is organized; ideas are presented in a fairly Work is not well organized; ideas are not presented in a
Language/Organization presented in a structured manner. structured manner. Less than five (5) grammatical structured manner. Grammatical errors are above five
Consistent use of correct grammar. errors. 1 mark (5). .5 marks
1+1 2 marks
References At least two (2) references are One (1) reference is correctly cited according to the One or more references are cited but not according to
1+1 correctly cited according to the APA APA style. . the APA style. .5mark
style 2 marks 1 mark
(According to APA guidelines)
These should be cited in the
characteristic section of this
paper.

Total
Part B (30 marks) Score

Differentiation
Learners’ Profile = 4
2 D/Components = 3 + 3
Strategies
2 key strategies named = 1 + 1
How used is practical in
classroom context = 2+2
Properly dev. and current = 1+1
Lesson plan is guided by Learners’ Profile
and sufficiently addresses the needs of the
student with exceptionality. It includes
TWO components for differentiation
appropriately linked to the L/Profile.
10-8 marks
Strategies used were practical to the student
in the Jamaican context; properly developed
and in keeping with the current trends and
developments
8-6 marks
Lesson plan is guided by Learners’ Profile and satisfactorily
addresses the needs of the student with exceptionality. It
includes TWO components for differentiation partially linked
to the L/Profile.
7-5 marks
Strategies used were useful to the student but not properly
developed; practical to the Jamaican context
5-4 marks
Lesson plan is partially guided by Learners’ Profile but has not
addressed the needs of the student with exceptionality. It includes
ONE component for differentiation with limited connection to the
L/Profile.
4-1 marks
Strategies reflected little thought to the needs of the students;
impractical to the Jamaican context
3-1 marks

Use of knowledge
How well students demonstrate
skills in differentiating the lesson
by the selected components. (Is it
evident that they know how to
differentiate to meet the needs)
= 1.5x1.5
Clear knowledge demonstrated in using the
components regarding differentiation as
each was effectively done.
3 marks
Some knowledge is demonstrated in using the one or more
components, however, there are issues with clarity and
effectiveness.
2 marks
Very little knowledge of the components demonstrated are there are
issues with clarity and effectiveness.
1-.5 marks

Overall lesson plan Objectives are well written reflecting Objectives do not meet required standards Objectives are inappropriate. written
Audience = .5 Audience, Behaviour, Condition and Degree Lacks one of the elements of the lesson plan Lacks 2 or more elements of the lesson plan
Behaviour = .5 (ABCD). Sequencing does not provide smooth transitioning from one Lesson disjointed and lacks evidence of smooth transition.
Condition = .5 Lesson reflects ALL four elements and is activity to the next.
Degree = .5 appropriately sequenced.
Content = 1 Evidence of practical transitioning.
Objectives = .5 2-1 marks
Methodology =.5 6-5 marks 4-3 marks
Evaluation = .5
Flow/Sequencing = 1.5
 Consistent use of correct grammar. There Work is organized and presented in a fairly structured manner. Work is not well organized and ideas are not presented in a
Language are one (1) to two (2) errors that are There are three (3) to five (5) grammatical errors. structured manner. Grammatical errors are above five (5).
minimal and do not detract from the overall
presentation. 2 mark 1-.5 marks
3 marks
Total Total
Out of 30 marks Score