Angela Harrison

Technology for Inclusion of Students with Exceptionalities

ESPE 7700 Spring 2015- K. D. Simmons, Ph.D

Essay II
Two criteria to include in a rubric for the assessment of a multimedia project and, the
function of a basic graphic organizer and its usefulness as described using the NQeT model
are important components in the development of a rubric.
The two criterias that are important when developing a rubric for students using technology for
me, would be originality and subject knowledge for what is being presented. Demonstrating the
ability to show ones own personality is important when presenting a specific subject, as well as,
knowledge of what is being presented and how that knowledge was attained.
Being original is important when designing or presenting a specific lesson especially with
multimedia projects. Students not only show their knowledge about what they have researched
but, are also able to explain from their understanding of what theyve learned using their own
individual personalities and how they applied it to the content of the project or lesson. Doing
something the same way that has been done over the years can be quite boring and become
something that no one wants to hear, read about or listen to; so, being creative and coming up
with something original is very important when trying to getting students to think outside the
box, while building critical thinking skills when they develop their presentations. According to
the College of New Jersey, rubrics are developed to assist faculty in rating qualities of learning
outcomes. When provided to students before and during learning, it assist with better
understanding of what is expected, rubrics also assist students to more successfully interpret and

anticipate expected levels of performance. I agree that providing students with what is expected
and how it will be graded leaves nothing to the imagination.
The subject matter is also as important. If the student is unclear about what he/she is talking
about it will be difficult to capture and keep the interest of the audience. Determining what you
are going to talk about, why you chose that subject, where you will get the information from and
how you are going to present the topic are all very important. Most students choose a particular
subject just because it looks interesting or they like it (e, g., sports, music, cars, etc.) and after
they have chosen the topic it becomes difficult in determining what specifically will be discussed
because the topic is so broad. Students should be encouraged to pin-point what in particular they
like, and why they want to present that lesson, and if using multimedia will be attainable for that
particular subject. It will often make it easier for the student to narrow down the search and have
a better focus on what specifically will be discussed, instead of having a discussion or
presentation that is vague, staggered, and often unclear to the audience. The time spent
researching, gathering, documenting, filming, or videoing the information is all very time
consuming, so students should look for specifics and concentrate on what will capture and keep
their audiences attention along with educating them on the subject. Providing a rubrics will also
help eliminate unnecessary information that is just time consuming and irrelevant to the topic at
hand. Students can always refer back to their rubrics to see what is expected and eliminate the
things that are just going to get the audience confused and mixed up. It can also serve as a guide
to what they have missed and how they can implement the information without causing a major
change in their formatting.
Graphic organizers are also great ways to give the students a guide as to what is needed and what
to concentrate on when presenting, especially for our students with exceptionalities because

most times they are already struggling to understand what is expected and how they will
complete the assignment.
What are the best evidence-based practices in special education content area instruction for
students at the secondary level, I asked? Well, according to information taken from Kyrie
Dragoo, NICHCY, August 2011. Spatial Organizers, concept diagrams, concept comparison
routines, and other graphic organizers were used to teach students diverse content in 14 of the
studies reviewed. Spatial organizers were found to be an effective strategy to help secondary
school-aged students learn content area knowledge. This information was a good source of
reference because it shows that students with graphic organizers or visual guides did significantly
better than the ones that did not have the use of some type of organizer or guideline.
Using the NTeQ model while developing the rubric will assist the students as well as the teacher
in showing what students are learning and at what level they are learning the information. If a
specific topic is taught, and all students learned it at the same rate or pace, then they are all on
Tier I, if the next level of teaching/learning is not grasped then you look at the students that are
missing the information and put them in small groups, which in this case would be Tier II. The
very next level would be for the lower level of teaching students and of course the ones that
continue to struggle with one-on-one instruction which would be Tier III and, would possibly be
pre- referred if the student wasnt presently receiving special services. The very top level of the
pyramid shows what some students will learn, meaning your higher functioning students, leaving
your lower functioning students in Tier III. Now, the Tier teaching would apply to all particular
levels of learning, however, some students would be able to grasp even the most difficult task if
differentiated instruction were to take place. Some teachers have a misconception about Tier
teaching and its effects. You can use the NTeQ model to show the effectiveness of each area of

learning and what needs to be done to show student progress. Hence, would eliminate the
confusion about Tiers, learning and teaching.
A rubric is a great tool for students to see how they learn and what works for them. It gives them
a visual of what is expected, when it is expected and what grade will be given for their efforts. It
leaves nothing to the imagination and can give deadlines, points, time frames, and anything the
teacher deems important for that particular subject.
Working with the NTeQ model also gives specifics in a very simple format. There is no guess
work when it comes to what the students are learning and how they are learning it. Differentiated
instruction is a necessity when it comes to servicing our students with special needs. It is also
great for the students that are moving slower than most. Using the NTeQ model also helps with
how the information is taught, and at what point did the student loose comprehension. That
information can be assessed in the review process of the NTeQ model if utilized effectively and;
informative, formative, and summative assessments can all be achieved. This information can
also assist with RTI, special education accommodations, services, and related services when
developing or writing IEPs for up-coming school years. It will also give parents a good visual of
what level the child is learning on and how the child is learning the information best. Multimedia
also plays an important role in giving parents visuals using videos, charts and a rubric when
explaining what is expected of their child and when the expected level of mastery is to be
achieved. This is great information to discuss during IEP meetings because it doesnt confuse
the parent with a lot of data about state test scores, I.Q. scores, BASC-2 scores, etcthat they
typically do not understand anyway.

Overall, rubrics are great tools to use on a regular basis with all subjects and with all students.
Technology has rolled in like a brush fire, why not incorporate it in all lessons to let the students
know what their expectations and responsibilities are and, hold them accountable for making
sure they become college and career ready along with the educators; after all this is the 21st
Centurylets make 21st Century progress using 21st Century Skills.