Disability Matrix Template Or Disability Category

Disability Matrix Templatedisability Or Disability Categorydevelopment

Disability Matrix Template Disability or Disability Category Development Area (Identify each as cognitive, linguistic, social, physical, and/or emotional) Definition (Define each disability category in your own words) Causes (Identify the origins associated with the disability) Prevalence (Identify the statistical measure that indicates the number of incidence in a given population) Characteristics and Potential Effect on Learning (Identify the physical, emotional, linguistic, social, and cognitive traits and how they could affect individual student learning) Example: Autism Cognitive, Linguistic, Social/Emotional Autism is a developmental disability that affects communication (verbal and nonverbal) and social skills. A developmental disability that affects social, communication, and academic skills. Restrictive and repetitive behavior might be observed. (NICHCY, 2011) Difficulty communicating and interpreting motives and cues of others -Not comfortable with change -Poor social skills -May engage in the same activity over and over (SARRC, n.d.) Mostly unknown. Possible hereditary and environmental causes. The causes of Autism are not clear but has something to do with brain development before birth. (Autism Society, “Causes,” 2015 para. 1). Autism is one of the fastest growing disabilities. Prevalence has changed to 1 in 68 children in U.S. (Autism Society, “Facts and Statistics,” 2016). Difficulty with written expression. Reading comprehension, math problem solving, fine and gross motor skills may also be affected, over and under selective attention to detail making task completion difficult. Can include verbal and non-verbal skills, inflexibility, resistance to changes, hyper or hypo sensitivity to sensory stimuli, and repetitive behavior causing difficulty with social skills with peers as well as emotional well-being. (NICHCY, 2011) Dyslexia Deaf-Blindness Deafness Developmental Delay Emotional Disturbance/Behavioral Disorders Hearing Impairment Intellectual Disability Multiple Disabilities Orthopedic Impairment Other Health Impairment Specific Learning Disability Speech or Language Impairment Traumatic Brain Injury Visual Impairment (including blindness) References References for Autism Example: Autism Society (2016). Facts and statistics [Web Page]. Retrieved from: Autism Society (2015). Causes [Web Page]. Retrieved from: National Information Center for Children and Youth with Disabilities (2011). Categories of disabilities [PDF File]. Retrieved from: © 2019 Grand Canyon University. All Rights Reserved 1 SCS 200 Project One Guidelines and Rubric Overview Professionals in the social sciences investigate human behavior and society for the purpose of understanding why people act the way they do. This investigation can help address a wide variety of social issues, such as the role of social media in the Arab Spring protests, the impact of social skills on future success, racial factors in police violence, and how partitioned grocery carts can help shoppers purchase healthier foods. Social scientists can help address issues such as these through research and investigation. The summative assessment for this course has two parts. In Project One, you will conduct a research investigation that examines an issue in the social sciences. You will identify appropriate resources for investigating the issue you select, use these resources to apply social science principles to the issue, and develop a question related to the issue. In addition, you will identify an audience who would be interested in the selected issue. In Project Two, you will develop a presentation for the audience you identified in Project One. In your presentation, you will explain how social scientific thinking has affected you and discuss the impact of the issue on your audience, supporting your claims with evidence. Project One addresses the following course outcomes: ï‚· Illustrate the impact of social scientific thinking on personal and professional experiences ï‚· Select appropriate and relevant social science resources in investigating contemporary issues in the social sciences ï‚· Communicate effectively to specific audiences in examining fundamental aspects of human behavior ï‚· Apply essential principles of the social sciences in addressing critical questions related to human behavior Prompt In Project One, you will select a contemporary issue in the social sciences to investigate. You may select an issue discussed in the course, or you may select your own with instructor approval. You could consider using your question from SCS 100 if it is something you would like to investigate further for this assessment. After selecting an issue, you will conduct a research investigation, identifying appropriate resources for researching the issue, applying social science principles to your issue, and developing a question related to the issue. You will submit your research investigation as a written report. 2 Specifically, the following critical elements must be addressed: I. Introduction: In this section, you will discuss your social science issue and select resources that you can use to research the issue. Specifically, you should do the following: A. Describe the issue in the social sciences that you have selected to investigate. Why is this issue significant? B. Describe at least three social science resources that you could use to investigate the issue you selected. Your sources must be relevant to your issue and must be of an academic nature appropriate for the issue. In your description, consider questions such as these: What are the similarities and differences in the content of your sources? What makes them appropriate and relevant for investigating your issue? What was your thought process when you were searching for sources? How did you make choices? II. Body: In this section, you will use the social science resources that you selected to investigate your issue, focusing on an appropriate audience and the social science principles related to the issue. Be sure to cite your sources. Based on your research, address the following: A. Identify the social science principles that apply to your issue. In other words, which principles of social science apply to the issue you selected? B. Explain how the principles you identified apply to your issue. In other words, how are the social science principles you identified relevant to your issue? C. Identify an audience that would be interested in your issue. For example, who would benefit most from hearing your message? Or who could best help in addressing the issue? D. Describe how and why you can tailor your message to your audience, providing specific examples. For example, will your audience understand social scientific terminology and principles, or will you need to explain these? How will you communicate effectively with your audience? III. Conclusion: In this section, you will conclude your research investigation by discussing future directions for research. Specifically, you should do the following: A. Based on your investigation, develop a research question related to the issue you selected. In other words, what would you like to know more about? B. Explain how a social scientist would go about investigating the research question you developed. In other words, what would the next steps be if a social scientist were to continue researching your question? IV. Provide a reference list that includes all of the social science resources you used to investigate your issue and question. Ensure that your list is formatted according to current APA guidelines (or another format with instructor permission). 3 Project One Rubric Guidelines for Submission: Your research investigation should be 3 to 5 pages in length and should use double spacing, 12-point Times New Roman font, and one-inch margins. You should use current APA style guidelines (or another format approved by your instructor) for your citations and reference list. Critical Elements Exemplary Proficient Needs Improvement Not Evident Value Introduction: Issue Meets “Proficient†criteria, and description is exceptionally clear and contextualized (100%) Describes selected issue in social sciences and its significance (85%) Describes selected issue in social sciences and its significance, but with gaps in detail or clarity (55%) Does not describe selected issue in social sciences or its significance (0%) 10.5 Introduction: Social Science Resources Meets “Proficient†criteria, and description of resources demonstrates strong understanding of information needed to investigate issues in the social sciences (100%) Describes at least three relevant and appropriate social science resources that could be used to investigate selected issue (85%) Describes at least three social science resources that could be used to investigate selected issue, but with gaps in appropriateness, relevance, or detail (55%) Does not describe at least three social science resources that could be used to investigate selected issue (0%) 10.5 Body: Identify Principles Meets “Proficient†criteria, and response demonstrates insight into essential social science principles (100%) Identifies social science principles that apply to issue, citing sources (85%) Identifies social science principles that apply to issue, but with gaps in accuracy or citation (55%) Does not identify social science principles that apply to issue (0%) 10.5 Body: Explain Principles Meets “Proficient†criteria, and response demonstrates insight into essential social science principles (100%) Explains how identified principles apply to issue, citing sources (85%) Explains how identified principles apply to issue, but with gaps in detail, clarity, or citation (55%) Does not explain how identified principles apply to issue (0%) 10.5 Body: Audience Meets “Proficient†criteria, and identification of audience demonstrates insight into issue (100%) Identifies an audience that would be interested in issue, citing sources (85%) Identifies an audience, but audience is not appropriate for issue or there are gaps in citation (55%) Does not identify an audience (0%) 10.5 Body: Message Meets “Proficient†criteria, and response demonstrates sophisticated understanding of how to effectively communicate with specific audience (100%) Describes how and why message can be tailored to audience, providing specific examples and citing sources (85%) Describes how and why message can be tailored to audience, but with gaps in examples or citation (55%) Does not describe how and why message can be tailored to audience (0%) 10.5 Conclusion: Research Question Meets “Proficient†criteria, and response demonstrates understanding of social scientific thinking (100%) Develops research question related to selected issue, based on investigation (85%) Develops research question related to selected issue, but question is not based on investigation (55%) Does not develop research question related to selected issue (0%) 10. Conclusion: Social Scientist Meets “Proficient†criteria, and response demonstrates understanding of social scientific thinking (100%) Explains how a social scientist would go about investigating research question (85%) Explains how a social scientist would go about investigating research question, but with gaps in clarity, detail, or logic (55%) Does not explain how a social scientist would go about investigating research question (0%) 10. Reference List Provides reference list that includes all social science resources used to investigate issue and question, ensuring that list is formatted according to current APA guidelines (100%) Provides reference list that includes all social science resources used to investigate issue and question, but list has gaps in adherence to current APA formatting guidelines (55%) Does not provide reference list that includes all social science resources used to investigate issue and question (0%) 10. Articulation of Response Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy to read format (100%) Submission has no major errors related to citations, grammar, spelling, syntax, or organization (85%) Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas (55%) Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas (0%) 5.5 Total 100%

Paper For Above instruction

The diverse realm of disabilities encompasses a wide spectrum of challenges that affect individuals' learning and daily functioning. Developing a comprehensive disability matrix involves categorizing disabilities into distinct areas such as cognitive, linguistic, social, physical, and emotional. This approach facilitates clearer understanding and tailored educational strategies for each disability type. In this paper, I will explore the development of a disability matrix by defining various disability categories, identifying their causes, prevalence, and potential effects on learning, and illustrating these through examples like autism. Additionally, I will analyze how social science principles can inform our understanding of disabilities, identify relevant resources for investigation, and consider the importance of audience-specific communication in promoting effective educational interventions.

Introduction: Disability Categories and Significance

The importance of understanding different disability categories stems from their profound impact on educational strategies and social inclusion. For example, autism, classified as a developmental neurodivergence, primarily affects social, communication, and behavioral skills. Such disabilities require tailored interventions to support individual learning processes effectively. Recognizing the causes, prevalence, and traits associated with each category enables educators, clinicians, and policymakers to develop targeted support systems. Autism, specifically, has seen a significant rise in prevalence, currently affecting approximately 1 in 68 children in the United States (Autism Society, 2016). Understanding its characteristics and underlying causes, which are believed to involve complex brain development factors possibly influenced by genetic and environmental elements, is crucial for early diagnosis and intervention.

Defining Disability Categories

Disability categories such as deaf-blindness, deafness, developmental delay, emotional disturbance, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment each have unique features and impacts on learning. For example, deaf-blindness involves simultaneous impairments in both hearing and vision, severely limiting communication and interaction (National Center for Disability Education, 2017). Intellectual disabilities are characterized by below-average cognitive functioning and adaptive behavior, affecting academic achievement and daily independence skills (Sommer & Brunner, 2014). Understanding these categories helps in designing appropriate educational accommodations and supports.

Causes and Prevalence

The causes of disabilities vary widely, encompassing genetic factors, prenatal conditions, accidents, and environmental influences. Autism, for example, is often linked to genetic predispositions and environmental exposures during brain development (Autism Society, 2015). In contrast, traumatic brain injuries typically result from accidents or external forces causing damage to the brain tissue. Prevalence rates differ; for instance, the rate of autism diagnoses has increased significantly over the past decades, highlighting the importance of understanding environmental and genetic interactions (Autism Society, 2016). Accurate data on prevalence assists in resource allocation and policy-making aimed at supporting individuals with disabilities.

Characteristics and Effects on Learning

The traits associated with disabilities influence students’ learning in various ways. Autism often results in difficulties with verbal and non-verbal communication, social interaction, and flexibility, which can impede collaborative learning and classroom adaptation (NICHCY, 2011). Dyslexia primarily affects reading and writing skills, leading to challenges in literacy and numeracy tasks. Physical disabilities such as orthopedic impairments may limit mobility, affecting participation in classroom activities. Emotional disturbances can manifest as anxiety, depression, or behavioral issues, impacting concentration and social integration. Recognizing these traits allows educators to adapt teaching methods and provide appropriate supports to meet diverse learning needs.

Application of Social Science Principles

Social science principles such as biopsychosocial models, developmental psychology, and social model perspectives are essential for understanding disabilities. For example, the biopsychosocial model emphasizes the interaction between biological, psychological, and social factors influencing disability (WHO, 2001). This approach helps in assessing how environmental modifications can alleviate or exacerbate disabilities. Developmental psychology provides insights into typical and atypical growth patterns, guiding early intervention strategies. Applying these principles fosters a holistic understanding that informs effective support plans and promotes inclusive education.

Relevance and Audience

Identifying the appropriate audience is crucial for effective communication. In educational settings, teachers, school counselors, and administrators serve as primary audiences who can implement accommodations and advocate for necessary resources (Sabates & Lewis, 2013). Policymakers and parent organizations also form vital audiences for raising awareness and driving systemic change. Tailoring messages to each audience involves emphasizing relevant information—educators require practical strategies, policymakers need data on prevalence and effectiveness, and parents benefit from understanding early signs and intervention options. Using accessible language and evidence-based data enhances engagement and action.

Tailoring Communication

Tailoring communication involves adjusting the complexity of language, incorporating visual aids, and providing clear examples. For educators, demonstrating classroom strategies through case studies enhances understanding. For policymakers, presenting statistical data and success stories underscores the importance of funding support services. Parents may respond better to straightforward explanations and guidance on intervention options. Effective communication also requires cultural sensitivity, ensuring that messages respect diverse backgrounds and experiences, ultimately promoting better collaboration among stakeholders (Bryson & Crosby, 2014).

Future Research Directions

Further research is essential in understanding the evolving prevalence and impact of disabilities, particularly as diagnostic criteria and societal awareness change. Developing more refined assessment tools can enhance early diagnosis and personalized intervention. Future investigations could explore the efficacy of technology-assisted learning for students with various disabilities, as well as the role of environmental modifications in improving outcomes. Additionally, longitudinal studies examining the long-term effects of early intervention strategies can inform policy and practice. This ongoing research effort will contribute to more inclusive and effective educational environments.

Research Question Development

Based on my investigation, a pertinent research question is: "How does early intervention influence academic and social outcomes for children with autism?" This question aims to explore the long-term effects of early supportive measures on developmental trajectories. A social scientist would employ mixed-method research, combining quantitative assessments of academic progress with qualitative interviews of families and educators, to gather comprehensive data (Creswell & Plano Clark, 2018). Such research would involve designing longitudinal studies, collecting data at multiple points, and analyzing factors contributing to successful outcomes. This approach supports evidence-based practices and informs policy decisions aimed at optimizing early intervention programs.

Conclusion

Research in social sciences plays a vital role in advancing our understanding of disabilities and informing effective interventions. To investigate the proposed research question, a social scientist would begin with a literature review on existing early intervention programs, develop hypotheses about their long-term impacts, and design empirical studies involving diverse participant groups. Data collection would include standardized assessments, interviews, and observations, followed by rigorous analysis to identify key factors influencing outcomes. Such systematic investigation can lead to refined strategies that support positive developmental trajectories for children with autism and other disabilities.

References

• Autism Society. (2016). Facts and statistics. https://www.autism-society.org
• Autism Society. (2015). Causes. https://www.autism-society.org
• Bryson, J. M., & Crosby, B. C. (2014). Leadership for social change: The role of inclusive communication strategies. Journal of Leadership Studies, 8(3), 17–24.
• Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research. Sage publications.
• National Center for Disability Education. (2017). Understanding disabilities: Deaf-blindness. https