Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Your response should be four (4) pages in length; refer to the “Assignment Format” page for specific format requirements.
Many children with special needs spend at least part of the school day in special education classrooms, where they receive special instruction, sometimes quite didactic, adapted to their unique needs (Hendrick & and Weissman, 2007). The open-endedness and process orientation of art can serve as a reprieve from the highly focused tasks often used in special education. Imagine that you are in an early childhood education setting, and you are the lead art teacher. Using this information and support and guidance from Lesson 3, determine how you would create a curriculum in art that accommodates diverse learners.
Part 1: Explain why it is important to have a curriculum in art that accommodates diverse learners.
Part 2: Provide an example of an activity for children with each of the following:
You may use the ideas in the textbook as springboards, but do not copy them. Come up with ideas of your own that show you understand the needs of the child with that particular challenge or impairment.
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Rubric Name: Assignment 4 Rubric
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. Criteria
Exemplary
Satisfactory
Unsatisfactory
Unacceptable
Accomodating Diverse Learners in Art
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20 points
The student provides a clear explanation of the importance to accommodate diverse learners through the art curriculum.
15 points
The student provides a mostly clear explanation of the importance to accommodate diverse learners through the art curriculum.
10 points
The student provides a weak or unclear explanation of the importance to accommodate diverse learners through the art curriculum.
0 points
The student does not provide an explanation of the importance to accommodate diverse learners through the art curriculum.
/ 20
/ 20
*
Criterion score has been overridden
Activity for Emotional and Intellectual Challenges
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15 points
The student provides a clear example of an activity for children with emotional and intellectual challenges.
10 points
The student provides a mostly clear example of an activity for children with emotional and intellectual challenges.
5 points
The student provides a weak or unclear example of an activity for children with emotional and intellectual challenges.
0 points
The student does not provide an example of an activity for children with emotional and intellectual challenges.
/ 15
/ 15
*
Criterion score has been overridden
Activity for Visual Impairments
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15 points
The student provides a clear example of an activity for children with visual impairments.
10 points
The student provides a mostly clear example of an activity for children with visual impairments.
5 points
The student provides a weak or unclear example of an activity for children with visual impairments.
0 points
The student does not provide an example of an activity for children with visual impairments.
/ 15
/ 15
*
Criterion score has been overridden
Activity for Hearing Impairments
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15 points
The student provides a clear example of an activity for children with hearing impairments.
10 points
The student provides a mostly clear example of an activity for children with hearing impairments.
5 points
The student provides a weak or unclear example of an activity for children with hearing impairments.
0 points
The student does not provide an example of an activity for children with hearing impairments.
/ 15
/ 15
*
Criterion score has been overridden
Activity for Orthopedic Impairments
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15 points
The student provides a clear example of an activity for children with orthopedic impairments.
10 points
The student provides a mostly clear example of an activity for children with orthopedic impairments.
5 points
The student provides a weak or unclear example of an activity for children with orthopedic impairments.
0 points
The student does not provide an example of an activity for children with orthopedic impairments.
/ 15
/ 15
*
Criterion score has been overridden
Mechanics – Grammar, Punctuation, Spelling
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5 points
Student makes no errors in grammar, punctuation, or spelling that distract the reader from the content.
4 points
Student makes 1-2 errors in grammar, punctuation, or spelling that distract the reader from the content.
2 points
Student makes 3-4 errors in grammar, punctuation, or spelling that distract the reader from the content.
0 points
Student makes more than 4 errors in grammar, punctuation, or spelling that distract the reader from the content.
/ 5
/ 5
*
Criterion score has been overridden
Writing Style – Organization, Transitions, Tone
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5 points
The assignment is written with excellent organization, thoughtful transitions, and the appropriate tone.
4 points
This writing assignment is adequately organized, but has some errors in the transitions or the tone.
2 points
This writing assignment is poorly organized, or it contains ineffective transitions and/or inappropriate tone.
0 points
This writing assignment displays little to no organization or transitions, and/or does not use the appropriate tone.
/ 5
/ 5
*
Criterion score has been overridden
APA Format – Margins, Font, Spacing, Headings and cover page.
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5 points
The margins, font, spacing, headings, and cover page are all formatted properly.
4 points
There are 1-2 errors in the formatting of the margins, font, spacing, headings, or cover page.
2 points
There are 3-4 errors in the formatting of the margins, font, spacing, headings, or cover page.
0 points
There are more than 4 errors in the formatting of the margins, font, spacing, headings, or cover page.
/ 5
/ 5
*
Criterion score has been overridden
APA Format – Citations and References
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5 points
All sources used for quotes and facts are credible and cited, and the references and in-text citations are all properly formatted. Each reference has an in-text citation and in-text citation has a reference.
4 points
All sources used for quotes and facts are credible and cited, but slight errors are present in the format of the in-text citations or references. Or there may be one in-text citation or reference missing.
2 points
Some sources used for quotes and facts are either not credible or there are significant errors in the in-text citations and/or references. Or there are multiple missing in-text citations or references.
0 points
The sources used for quotes and facts are not credible and/or not cited. The in-text citations and/or references are not present.
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