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University of Rochester Warner School of Education
ED451 Whole School Reform and Inclusive Practice Research Paper Inclusion (2014 standards)
 
Candidate: Evaluator:
Semester and Year (required): Course #:
Date:
Description:
 
Inclusion cannot occur in a vacuum; it is a part of comprehensive school reform. There are several policies and practices beyond those that we discussed in class that facilitate and promote inclusion. This assignment provides candidates with the opportunity to examine a specific topic related to school reform in the context of inclusive education. Candidates will:
  • Select a specific topic related to school reform that facilitates and promotes inclusive education (CEC 4, 6).
  • Demonstrate depth and breadth of theoretical and applied content knowledge and trends in special / inclusive education (CEC 1, 4, 6).
  • Incorporate understanding of and respect for similarities and differences in students, including exceptionalities, and the implications for learning in the context of inclusion and school reform (CEC 1).
  • Demonstrate knowledge of how cultural and linguistic differences are addressed in topics related to school reform, inclusion, students with disability labels, and their families (CEC 1).
  • Demonstrate knowledge and understanding of the relationship among school reform, individual learning differences, and inclusive education, including access to the general education curriculum (CEC 1).
Each student will choose a topic related to a promising school reform element or practice that facilitates or supports inclusive education, prepare a paper on that topic, and share the findings with the class in a 10-minute presentation/poster session. The paper must be 10-12 pages in length (excluding references) in APA style and must include at least 10 references.

Complete Guidelines:https://www.warner.rochester.edu/files/assessment/inclusion/Inclusion451WSRguidelines.pdf
 
Based on the Research Paper submitted and using the following rubric, evaluate the extent to which the candidate provided evidence of meeting the assignment criteria and the specific CEC standards incorporated into the rubric:
 
1.     Insufficient: The criteria described are not met. In order to obtain a passing grade in this assignment, the candidate must redo all or part of the assignment as directed by the course professor.
2.     Emergent/needs improvement: There is only partial evidence that the criteria described are addressed. Minor revisions in the assignment are called for / more evidence is needed to address the shortcomings identified and should be completed before determining proficiency and the candidate can “pass” this assignment.
3.     Basic proficiency: There is evidence that the candidate demonstrated the criteria described at the minimally acceptable level. The Research Paper assignment can be used as evidence that the candidate demonstrates an understanding of specific topics related to school reform that facilitates and promotes inclusive education
4.     Outstanding performance: The Research Paper assignment fully meets the criteria described and provides an outstanding example that the candidate is able to thoroughly and comprehensively conduct a scholarly investigation of topics related to the relationship between school reform and inclusive education.

Reform Paper Rubric 
INC451 1 Content 
(1)Unacceptable / Insufficient
Candidate has a vague focus, provides insufficient information on the topic a poor overview of sources
(2) Needs Improvement / Emerging
Candidate shifts focus of the focus is unclear, provides basic information on the topic and a limited overview of sources
(3) Basic Proficiency
Candidate mostly maintains focus, provides sufficient information on the topic and a cohesive overview of sources cited
(4) Outstanding Performance
Candidate maintains consistent focus, provides in-depth information on the chosen topic and a cohesive overview and critical analysis of sources cited
INC451 2 Relationship to school reform and inclusion (CEC 6) 
(1)Unacceptable / Insufficient
Candidate does not establish a relationship between the topic and inclusion and does not engage in a discussion of philosophies, theory, or laws and practices connected to inclusive practice and school reform
(2) Needs Improvement / Emerging
Candidate minimally establishes a relationship between the topic and inclusion and discusses philosophies, theory, laws and policies related to inclusive / special education, but makes minimal connection to schools, school systems, and school reform
(3) Basic Proficiency
Candidate establishes a relationship between topic and inclusion and demonstrates some understanding of how philosophies, theories, laws and policies related to inclusive / special education and their relationships to schools, school systems, and school reform
(4) Outstanding Performance
Candidate firmly establishes a relationship between topic and inclusion and clearly articulates the relationships of inclusive / special education philosophies, theories, laws and policies to schools, school systems, and school reform
INC451 3 Implications of school reform and inclusion to student learning (CEC 1) 
(1)Unacceptable / Insufficient
Candidate does not address how chosen school reform topic informs and addresses understandings of student characteristics, including exceptional conditions, language, culture, and background, and the implications for access to the general education curriculum, inclusive practice, and student learning and outcomes
(2) Needs Improvement / Emerging
Candidate provides a minimal, vague discussion of how chosen school reform topic informs and addresses understandings of student characteristics, including exceptional conditions, language, culture, and background, and the implications for access to the general education curriculum, inclusive practice, and student learning and outcomes
(3) Basic Proficiency
Candidate broadly and generally articulates how chosen school reform topic informs and addresses understandings of student characteristics, including exceptional conditions, language, culture, and background, and the implications for access to the general education curriculum, inclusive practice, and student learning and outcomes
(4) Outstanding Performance
Candidate thoroughly and specifically articulates how chosen school reform topic informs and addresses understandings of student characteristics, including exceptional conditions, language, culture, and background, and the implications for access to the general education curriculum, inclusive practice, and student learning and outcomes
INC451 4 Sources and Citations 
(1)Unacceptable / Insufficient
Fewer than 5 sources used; citations not in proper APA format
(2) Needs Improvement / Emerging
5-7 sources used; many errors in proper APA format
(3) Basic Proficiency
8-10 sources used; some errors in proper APA format
(4) Outstanding Performance
At least 10 sources used; all citations in proper APA format
INC451 5 Mechanics and Usage (CEC 6) 
(1)Unacceptable / Insufficient
More than 12 errors in mechanics and/or usage
(2) Needs Improvement / Emerging
8–12 errors in mechanics and/or usage
(3) Basic Proficiency
5–7 errors in mechanics and/or usage
(4) Outstanding Performance
0–4 errors in mechanics and/or usage
 
Notes: