Lifelong Learning

Write an essay of 800-850 words in which you discuss the following:
1. Diagnosis of developmental disabilities, early intervention priorities, educational programs, services for the young exceptional learner, and transitional programs and procedures for young students with disabilities
2. Strengths and weaknesses in the assessments and interventions used in early childhood special education and suggestions for improvements
3. Transitional programs for young students with special needs and outcomes expected from these programs
Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.
This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment
Here is the rubric for this assignment.

Content
50.0 % Lifelong Learning: Address lifelong learning issues affecting disabled students Content fails to discuss focus areas: diagnosis of developmental disabilities, early intervention, educational programs, services for young learners, transitional programs, strengths and weaknesses in assessments and interventions, suggestions for improvement, and expected outcomes. Content inadequately discusses two of the following focus areas: diagnosis of developmental disabilities, early intervention, educational programs, services for young learners, transitional programs, strengths and weaknesses in assessments and interventions, suggestions for improvement, and expected outcomes. Content adequately discusses four of the following focus areas: diagnosis of developmental disabilities, early intervention, educational programs, services for young learners, transitional programs, strengths and weaknesses in assessments and interventions, suggestions for improvement, and expected outcomes. Content proficiently discusses six of the following focus areas: diagnosis of developmental disabilities, early intervention, educational programs, services for young learners, transitional programs, strengths and weaknesses in assessments and interventions, suggestions for improvement, and expected outcomes. Content comprehensively discusses all eight focus areas: diagnosis of developmental disabilities, early intervention, educational programs, services for young learners, transitional programs, strengths and weaknesses in assessments and interventions, offers suggestions for improvement, and expected outcomes.

30.0 % Content Comprehension Content is incomplete and omits most of the requirements stated in the assignment criteria. Major points are irrelevant to the assignment. No outside sources are used to support major points. Content is incomplete or omits some requirements stated in the assignment criteria. Major points are not clear or persuasive. No outside sources are used to support major points. Content is not comprehensive or persuasive. Major points are addressed but are not well-supported by outside sources. Research is inadequate in either relevance, quality of outside sources, or timeliness. Irrelevant academic sources are cited. Content is comprehensive and accurate; definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment’s criteria. At least two relevant academic sources are cited. Content is comprehensive, accurate, and persuasive; definitions are clearly stated. Major points are stated clearly and are well supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment’s criteria. Three or more relevant academic sources are cited.

17.0 %Organization and Effectiveness
6.0 % Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear, forecasting development of paper. It is descriptive, reflective of the arguments, and appropriate to the purpose. Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
6.0 % Paragraph Development and Transitions Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are as appropriate to purpose. There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice, sentence structure, and/or word choice are present. Some mechanical errors or typos are present but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language. Prose is largely free of mechanical errors, although a few may be present. Uses a variety of sentence structures and effective figures of speech. Writer is clearly in command of standard, written, academic English.
3.0 %Format
1.0 % Paper Format (1-inch margins, 12-point font, double spaced, Times New Roman, Arial, or Courier) GCU template is not used appropriately, or documentation format is rarely followed correctly. GCU template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. GCU template is used. Formatting is correct, although some minor errors may be present. GCU template is fully used. There are virtually no errors in formatting style. All format elements are correct.
2.0 % Research Citations (In-text citations for paraphrasing and direct quotes, reference page listing, and formatting as appropriate to assignment) No reference page included. No citations are used. Reference page is present. Citations are inconsistently used. Reference page lists sources used in paper. Sources are appropriately documented, although some errors may be present. Reference page is inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct. In-text citations and a reference page are complete. The documentation of cited sources is error-free.

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