5.0 %Layout No submission. The layout is cluttered, confusing, and does not use spacing, headings and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text and small point size of fonts, inappropriate contrasting colors, poor use of headings, subheadings, indentations, or bold formatting. No notes that script the presentation are included. The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy-to-read, but in a few places the use of fonts, italics, bold, long paragraphs, color or busy background detracts and does not enhance readability. Minimal notes are present to script the presentation. The layout background and text complement each other and enables the content to be easily read. The fonts are easy-to-read and point size varies appropriately for headings and text. Notes are present to script and facilitate the presentation.

25.0 %Collaboration and Activities No submission. Presentation fails to address using collaborative learning groups and project-based activities to help students with and without exceptionalities practice self-determination and self-advocacy skills. Presentation inefficiently addresses using collaborative learning groups and project-based activities to help students with and without exceptionalities practice self-determination and self-advocacy skills. Presentation clearly and appropriately addresses using collaborative learning groups and project-based activities to help students with and without exceptionalities practice self-determination and self-advocacy skills. Presentation thoroughly and professionally addresses using collaborative learning groups and project-based activities to help students with and without exceptionalities practice self-determination and self-advocacy skills.

30.0 %Learning Environments No submission. Presentation fails to address organizing, developing, and sustaining learning environments that encourage active participation in individual and group activities, supporting positive intracultural and intercultural experiences for individuals with and without exceptionalities. Presentation inadequately addresses organizing, developing, and sustaining learning environments that encourage active participation in individual and group activities, supporting positive intracultural and intercultural experiences for individuals with and without exceptionalities. Presentation adequately addresses organizing, developing, and sustaining learning environments that encourage active participation in individual and group activities, supporting positive intracultural and intercultural experiences for individuals with and without exceptionalities. Presentation comprehensively addresses organizing, developing, and sustaining learning environments that encourage active participation in individual and group activities, supporting positive intracultural and intercultural experiences for individuals with and without exceptionalities.

1 No Evidence 0.00% 2 Nominal Evidence 69.00% 3 Unacceptable Evidence 74.00% 4 Acceptable Evidence 87.00% 5 Target Evidence 100.00% 100.0 %CRITERIA 30.0 %Social Skills and Behaviors No submission. Presentation fails to identify appropriate expectations for the personal and social behaviors, supporting and promoting social skills needed for students with exceptionalities in various settings. Presentation weakly identifies appropriate expectations for the personal and social behaviors, supporting and promoting social skills needed for students with exceptionalities in various settings. Presentation sufficiently identifies appropriate expectations for the personal and social behaviors, supporting and promoting social skills needed for students with exceptionalities in various settings. Presentation carefully and realistically identifies appropriate expectations for the personal and social behaviors, supporting and promoting social skills needed for students with exceptionalities in various settings.

15.0 %ORGANIZATION and FORMAT 5.0 %Proposition Development and Purpose No submission. Paper lacks any evident overall purpose, ideas or organizing claim. Purpose and/or main development ideas are insufficiently developed and/or vague; purpose is not clear. Purpose and/or main development ideas are apparent and appropriate to purpose. Perspective and/or main development ideas are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear. 15.0 %ORGANIZATION and FORMAT 5.0 %Mechanics No submission. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistent language and/or word choice are present. Sentence structure is lacking.

85.0 %CONTENT 25.0 %Student Background Incorporation No submission. Essay fails to describe ways to incorporate student abilities, interests, and cultural and linguistic backgrounds into the learning environments. Essay describes unsatisfactory ways to incorporate your student's abilities, interests, and cultural and linguistic backgrounds into the learning environments. Essay describes acceptable ways to incorporate student abilities, interests, and cultural and linguistic backgrounds into the learning environments. Essay describes specific, appropriate ways to incorporate student abilities, interests, and cultural and linguistic backgrounds into the learning environments.

25.0 %Learning Environment Impact No submission. Essay fails to address how cultural and other differences affect the ability to create a learning environment that encompasses individual differences. Essay inadequately addresses how cultural, linguistic, and other differences affect the ability to create a learning environment that encompasses individual differences Essay effectively addresses how cultural and other differences affect the ability to create a learning environment that encompasses individual differences, with details and examples. Essay comprehensively addresses how cultural and other differences affect the ability to create a learning environment that encompasses individual differences, with insightful and relevant details and examples.

This assignments uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 1 No Evidence 0.00% 2 Nominal Evidence 69.00% 3 Unacceptable Evidence 74.00% 4 Acceptable Evidence 87.00% 5 Target Evidence 100.00% 85.0 %CONTENT 35.0 %Cultural, Linguistic, and Gender Differences No submission. Content does not provide frame of references about cultural, linguistic, and gender differences or how differences affect the learning environment Content provides minimal frame of reference about cultural, linguistic, or gender differences. There is a lack of supporting detail. Content provides an adequate frame of references about cultural, linguistic, and gender differences. Supporting detail is provided, though effect in the learning environment remains vague and generalized. Content provides a frame of references about cultural, linguistic, and gender differences. Rich supporting detail and insightful explanation of effect in the learning environment are provided.