The Case Study is a well-written 8-10 page paper, using correct APA style. You m

The Case Study is a well-written 8-10 page paper, using correct APA style. You must identify an adult with a high incidence disability and interview this person regarding their personal life story. The interview should be comprehensive in nature, focusing on the complete individual and how his/her disability impacts his/her life (struggles, challenges, and successes) in the areas of:
Education,
Daily living,
Employment,
Social/Emotional functioning,
Family,
Community activities (include influence of culture when appropriate).
The candidate must note any critical incidents, including the onset and/or the identification and evaluation process. The candidate must also include his/her own reflection on the information gathered. Consider and discuss what helped and what could have been improved in either identification, service provision, or other unmet needs.
The candidate will research the disability and reference at least 3 peer-reviewed journal articles and our textbook and give a realistic picture of the strengths and limitations of the “typical” person with the diagnosis and then make comparisons of similarities and differences between the interview participant and research information.
Additional Guidelines for Case Study Paper:
APA style and rules for citations and references
Provide history of what the disability is.
Provide what the typical characteristics/assessments are associated with the disability.
Provide prevalence and etiology information associated with the disability.
Instructional implications associated with the disability.
References (minimum of 3 articles found in peer-reviewed journals no more than 5-8 years old).
Please note that this is a Key Assignment for M.Ed. Students: Portfolio Components must be placed into all M.Ed. Candidate’s Professional portfolio on TK20 for a final evaluation at the end of their program of study. If you are not a M.Ed. candidate, it is still recommended that you keep copies of all course assignments in a personal portfolio.
This assignment is due by 11:59 pm on December 12, 2021. Please see the following rubric as a guide for what the paper needs to include. I suggest using the sections as subtitles in your paper to organize your writing.
Item
Target
Acceptable
Unacceptable
Identification (5 points)
4-5 points:
Candidate gives the name of disability or condition and tells howand approximately at what age the disability was first diagnosed and the diagnostic label(s) assigned. Candidate gives detailed background history into the reason for suspected disability prior to diagnosis. Person’s abilities and challenges at the time of the diagnosis are thoroughly discussed.
2-3 points:
Candidate gives the name of disability or condition and tells how and approximately at what age the disability was first diagnosed or the diagnostic label(s) assigned. Candidate gives some background history into the reason for suspected disability prior to diagnosis. Some information on person’s abilities and challenges at the time of the diagnosis is given.
0-1 points:
Candidate gives the name of disability or condition and tells how and approximately at what age the disability was first diagnosed or the diagnostic label(s) assigned. Limited background history into the reason for suspected disability prior to diagnosis is given. Little information on person’s abilities and challenges at the time of the diagnosis is given.
Research information on disability condition/ characteristics
(10 points)
7-10 points:
Candidate cites and discusses at least three references, from peer-reviewed journals and text, through parenthetical documentation of research findings with regards to the diagnostic label(s) assigned the person. Information gives a realistic picture of the condition as to typical cognitive, physical, and interpersonal strengths and limitations.
3-6 points:
Candidate cites and discusses two references, from peer-reviewed journals and text, through parenthetical documentation of research findings with regards to the diagnostic label (s) assigned the person. Information gives a realistic picture of the condition as to typical cognitive, physical, and interpersonal strengths and limitations.
0-2 points:
Candidate cites and discusses only one (or fewer) peer-reviewed journal reference and text through parenthetical documentation of research findings with regards to the diagnostic label (s) assigned the person. Little information is given on the condition as to typical cognitive, physical, and interpersonal strengths and limitations. The candidate fails to use peer-reviewed sources of information.
Similarities & differences between adult and readings (10 points)
7-10 points:
Candidate analyzes the research information and compares the participant with the “typical” person with a similar diagnosis. Candidate gives thorough description of similarities and differences between person and research information.
3-6 points:
Candidate analyzes the research information and compares the participant with the “typical” person with a similar diagnosis. Candidate gives a few descriptions of similarities and differences between person and research information.
0-2 points:
Candidate analyzes the research information and compares the participant with the “typical” person with a similar diagnosis. Candidate gives few descriptions of similarities and differences between person and research information, or fails to make any comparisons between the person and the research.
Adult outcomes (10 points)
7-10 points:
Candidate thoroughly discusses the current outcomes of the participant. Detailed description of the level of performance is accurate and complete, including information regarding employment, social inclusion, postsecondary education, family, and living situation. Detailed description of current strengths and needs of the person is given. Candidate discusses the retrospective impact of (1) disability on previous school and community functioning, and (2) school and community supports on current life situation, using examples from the participant.
3-6 points:
Candidate discusses the current outcomes of the participant. Description of the present level of performance is accurate and complete, including information regarding employment, social inclusion, postsecondary education, family, and living situation. Description of strengths and needs of the person are given. Candidate discusses the retrospective impact of (1) disability on previous school and community functioning, and (2) school and community supports on current life situation, without supporting discussion points with examples from the participant.
0-2 points:
Candidate gives limited information about the current outcomes of participant. Limited description of strengths and needs of the person is given. Candidate gives some information about the retrospective impact of (1) disability on previous school and community functioning, and (2) school and community supports on current life situation, without supporting discussion points with examples from the participant.
Critical reflection on what helped/
could have been done (10 points)
7-10 points:
Candidate provides thoughtful reflections on both what was useful or helpful in the participant’s education and what could have lead to better outcomes.
3-6 points:
Candidate provides reflection on information described.
0-2 points:
Candidate describes information, but does not provide reflections.
Writing mechanics
(5 points)
4-5 points:
Paper is 8-10 pages long and includes references to research findings from text, peer-reviewed journals, and internet sources.
Uses correct spelling, grammar, and follows APA guidelines throughout paper and in citing references in text and at end.
2-3 points:
Paper is 8-10 pages long and includes references to research findings from text, peer-reviewed journals, and internet sources. Uses mostly correct spelling, grammar, and follows APA style throughout paper and in citing references in text and at end with few errors.
0-1 points:
Paper is 8-10 pages long and includes references to research findings.
Paper contains spelling, grammar, and APA guidelines errors.

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