Demonstrate the following knowledge and understanding of the contribution socially constructed notions of “childhood development” and “life-course progression” make to the conceptualisation of disabled children.

 
 

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Unit title & code ASS062-2
Assignment number and title 1 Group PowerPoint Presentation
Assignment type Oral
Weighting of assignment 100%
Size or length of assessment 4-5 members per group, 25 minutes presentation
Unit learning outcomes 1. Demonstrate the following knowledge and understanding of the contribution socially constructed notions of “childhood development” and “life-course progression” make to the conceptualisation of disabled children.
 
2. Demonstrate the following skills and abilities: Analysis of the impact of dominant models and impairment on the conceptualisation and treatment of disabled children.
 

 
 
 

What am I required to do in this assignment?
 
In a group of 4-5 members you will give a PowerPoint Presentation lasting 25 minutes using a case study to analyse the way concepts of childhood, family, disability and impairment impact upon the way disabled children are treated and conceptualised. Each student’s contribution will be individually graded as such each student’s work should be clearly identified within the group presentation.
What do I need to do to pass? (Threshold Expectations from UIF)
In order to pass the assignment, you will need to:
·         Select, research and analyse a specific case study scenario relating to disabled children and young people.
·         Discuss the ways in which current service provision serves to challenge or reinforce dominant constructions of children/young people and their families.
·         Assess the role of the state and positioning of the family in relation to disabled children/young people.
 
 
How do I produce high quality work that merits a good grade?
·         Engage in analysis relating to the way concepts of childhood, family, disability and impairment impact upon the way disabled children are treated and conceptualised.
·         Discuss the ways in which current policy and service provision serves to challenge or reinforce dominant constructions of children/young people and their families.
·         Assess the role of the state and positioning of the family in relation to disabled children/young people.
 
Some pointers to address the above:
–          Analyse issues of disadvantage and oppression and how these impact the lives of disabled children and young people, for example consider how discrimination features in your case study – does the child/young person or family experience discrimination- directly or indirectly?
–          Consider how disability deviates from socially constructed notions of “childhood” and “life-course progression” and the general outcomes of disabled children/young people in relation to your chosen case study.
–          Summarise the key concepts associated with at least 2 models of disability (e.g., social model etc) and use these theories to identify and explain the causes of the disadvantage and oppression of disabled people.
–          Consider how children/young people and their families are supported by relevant policies and service provision- how do these (policies & services) challenge or/and reinforce the dominant constructions of disabled children/young people and their families? Might disabled children/young people and their families be better supported? How?
–          Use empirical and non-empirical research, evaluative research and books relating to your case study to support your arguments. Also use policies and legislations- examples might be “reasonable adjustment” in the Equality Act 2010; Person Centred Planning; A Child in Need in section 17 in the Children’s Act 1989; The Carers and Disabled Children Act 2000; Children and Families Act 2014; Special Educational Needs and Disability 2013; Aiming Higher 2007; Safeguarding Disabled Children 2009; advocacy etc. Only discuss the interventions/policies/service provision and research relevant for your case study.
 
How does this assignment relate to what we are doing in scheduled sessions?
Each Lecture session will address aspects of the themes covered in the “What do I need to do to pass?” and “How do I produce high quality work that merits a good grade?” sections of this assignment brief. For example, concepts of childhood, family, disability and impairment, models of disability, relevant policies and services and many more. During the seminars these topics will be elaborated in the context of the pointers relating to how to pass the assignment with good grade (please attend both the lectures and seminars so that you do not miss out on the elaboration of the pointers in relation to topics covered).
 

 
 

How will my assignment be marked?
 
Your assignment will be marked according to the threshold expectations and the criteria on the following page.
 
You can use them to evaluate your own work and consider your grade before you submit.
 
 
 
 
  3rd Class – 40-49% Lower 2nd – 50-59% Upper 2nd – 60-69% 1st Class – 70%+
1 FOCUS ON TASK SET / RELEVANCE
 
 
Partial answer, only moderately addresses threshold criteria, using few of the pointers to guide presentation Some lack of focus or incompleteness in relation to threshold criteria, using some of the pointers to guide presentation
 
Essentially relevant and generally covers  threshold criteria, using most of the pointers to guide presentation Very well-directed answers to all the threshold criteria effectively using all of the pointers to guide presentation
2 KNOWLEDGE / UNDERSTANDING Basic; limited evidence of reading Broad awareness but gaps. Evidence of reading.
 
 
Sound; evidence of critical reading Evidence of comprehensive knowledge; informative perspective on the topic and its context
3 ARGUMENT / ANALYSIS/
DISCUSSION
Largely descriptive; argument and analysis limited and largely rehearsed, uncritically, from reading Some but limited argument and range of views covered, but defensible analysis
 
Consistent analysis; sound argument; sensible use of evidence Independent thought; consistent analysis, awareness of limitations of evidence and analysis
4 ORGANIZATION
(conventional structure of PowerPoint work)
 
Poor organisation but understandable Adequate conventional structure Clear, if conventional, structure
 
Structure is creative and clearly reflects and enhances arguments presented
5 EXPRESSION
(Clarity of language)
 
Some errors and ambiguities in writing and verbal expression Limited but largely free from serious errors in writing and verbal expression
 
Good, conventional English and understandable in writing and verbal expression Clear, unambiguous writing on presentation material and of verbal expression
6 REFERENCES (A minimum of 6 and maximum of 12 academic references) Some under-referencing but includes the minimum required reference Few in-text under-referencing Honest attribution of sources; consistent forms of reference Scholarly, well-organised references- in-text references and reference list

 
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