A Rights-Based Approach to Special Education Assignment Brief 2026 | Progressive College
| University | Progressive College (PC) |
| Subject | A Rights-Based Approach to Special Education |
Certificate in Special Education – Special Purpose Award
Module Two – Assessment Brief
Module Name: A rights‑based approach to Special Education
A rights‑based approach to Special Education module is assessed in two parts (Total: 100% marks). There is no written examination in this module.
Assessment 1 – Portfolio of Work
| Module: | A rights‑based approach to Special Education |
|---|---|
| Technique: | Portfolio of Work |
| Weighting | 70% |
| Format: | The learner will continue to populate their individual programme portfolio of work. Learners will be provided with headings to further develop their portfolio based on their learning from the module. Below represents the minimum expected inclusions;
|
Assessment 2 – Written Assignment
| Module: | A rights‑based approach to Special Education |
|---|---|
| Technique: | Written Assignment |
| Weighting | 30% |
| Format: | Learners will complete a written assignment which explores the concept of a rights‑based approach to special education. This approach emphasises the rights and entitlements of individuals with disabilities, focusing on their inclusion, participation, and equal opportunities in education. Learners will critically analyse the principles and implications of this approach, examine its benefits and challenges, and propose recommendations for its effective implementation.
|
Word Count Penalty
A learner failing to comply with the word‑count limits for an assessment, will incur a 10% penalty applied to the marks awarded for the piece of work being assessed.
Late Submission
- Learners who submit Assessment work late will normally incur a penalty which will be applied to the marks awarded for the piece of work being assessed.
- A late submission is defined as a piece of assessment submitted within five calendar days of the assigned submission date. Assessments will be accepted as late submissions up to and including 5 calendar days after the submission deadline.
- Learners must submit the assignment for each subject by the due date indicated on the Moodle Calendar or Assessment brief where appropriate.
- Where no extension has been granted and the assessment is submitted late, 10% of the mark for the assessment will be deducted for work submitted up to and including 5 calendar days late.
- A zero grade will be allocated to any assessment submitted later than 5 calendar days after the submission date.
Please consult the Reading Lists for this module on the VLE. Learners may also refer to other literature.
- When completing this assessment, learners should be cognisant of the learning outcomes and seek to demonstrate attainment of these through reflection on the module content and fulfilment of the requirements of the assessment task.
- Learners will be assessed on their ability to attain the learning outcomes of the module. Successful attainment of the learning outcomes is the standard required for a pass. Higher marks will be awarded where a learner demonstrates that they have exceeded the learning outcomes, depending on how far they have been exceeded, to what degree, in how many areas and how consistently.
- The module is assessed in an integrated way that requires the learners to draw on all aspects of the module content and demonstrate their ability to apply this to practice. The assessment requirements include a range of evidence to demonstrate the learner’s attainment of the module learning outcomes. The assessments for this module, when combined with assessments from other modules, should provide the learners with a useful resource to support their ongoing development and professional career.
- Consult the essential and recommended reading lists on the VLE in addition to other literature to inform this assessment.
Learning Outcomes
On completion of this module learners will have been enabled to:
- Assess the benefits of a strengths‑based, person first approach, and appropriate use of language in the promotion of dignity and respect for the individual with diverse abilities.
- Evaluate the impact a disability, condition, or need can have on learning to assist the SNA in the development of inclusive practice.
- Identify and select strategies, aids, and techniques, to support the development of an inclusive environment.
- Understand the complexity of transitions and their direct and indirect impact on the ability of the student to engage in the learning process.
Submission Guidelines
The assessment should be typed and fully referenced and is to be submitted via your individual Assessment Link. Please follow the instructions provided for uploading an assessment. Please use the correct naming convention and ensure that, when saving your completed assessment, you include the assessment ID as the first characters and also your learner number. You are advised strongly to retain a copy of the assessment submitted. Please see the Learner Handbook and Quality Assurance Manual for details of penalties for late submission and for details on adhering to specified word limits. Please note that it is the Learner’s responsibility to ensure that assessments are successfully uploaded and submitted by the specified deadline. You are advised to check and ensure that this is the case. Please include the Assessment cover page with your assessment; it can be found on MOODLE. If you do not submit an assessment or upload an incorrect document, you will receive a mark of zero and be required to repeat this assessment. This will result in a delay in the issuing of results and may affect your programme completion date and graduation. It is also expected that all work submitted must be researched and written by the learner whose name appears on the document. Please see the Learner Handbook for further information.
Marking Guidelines and Marking Scheme
The parts of the assessment are marked based on the criteria outlined on this Assessment Brief and are awarded numeric scores as outlined below.
Marking Standards
| Outcome | Percentage | |
|
First Class Honours |
90%+
Outstanding |
Learning outcomes are achieved significantly and consistently above pass standard in most respects and an outstanding understanding of a broad range of concepts and principles underpinning all learning outcomes are demonstrated.
Outstanding ability to critically evaluate and analyse evidence at a high level and to systematically apply theoretical concepts and principles in new contexts.
Sophisticated recognition of uncertainty, ambiguity and limits of knowledge in relation to issue(s) under consideration.
Advanced level of analysis, reflection and critical evaluation, leading to originality in the proposition of new hypotheses and the development of sound conclusions.
Imaginative and original thought contributing to a well thought through personal stance.
Outstanding, consistent use of specialist vocabulary.
Outstanding structure with articulate and concise development of arguments.
Outstanding use of English.
Extremely wide range of sources used to develop sophisticated debates and discussions
Consistent and accurate application of Harvard referencing conventions
|
| 80-89%
Excellent |
Learning outcomes are achieved significantly and consistently above pass standard in most respects and an excellent understanding of a broad range of concepts and principles underpinning most of the learning outcomes is demonstrated.
Excellent level of critical awareness of a wide range of current issues, methodologies and techniques, debates and/or new insights
High level of analysis, reflection and critical evaluation, leading to originality in the proposition of new hypotheses and the development of sound conclusions.
Ability to debate a wide range of relevant issues and identify areas that need further examination.
Ability to demonstrate self-direction, autonomy and originality in tackling and solving complex problems.
Highly articulate and concise structure with excellent use of Standard English.
Effective use of a range of appropriate sources to develop arguments. |
|
| 70-79%
Very Good |
Consistent and accurate application of Harvard referencing conventions
Learning outcomes are achieved significantly beyond a pass standard in most respects and a very good understanding of a broad range of concepts and principles underpinning many of the learning outcomes is demonstrated.
Very good level of critical awareness of a wide range of current issues, methodologies and techniques, debates and/or new insights
Very good recognition of uncertainty, ambiguity and limits of knowledge in relation to issue(s) under consideration.
Very good level of analysis, reflection and critical evaluation leading to some evidence of originality in the proposition of new hypotheses and the development of sound conclusions.
Able to debate a range of relevant issues to a very good standard and consistently identify areas that need further examination. |
|
Self-direction, autonomy and originality in tackling and solving problems are apparent throughout the piece.
Articulate and concise structure with very good use of Standard English.
Broad range of appropriate sources used effectively to develop debates and discussions.
Used consistent and accurate application of Harvard referencing conventions. |
||
| Second Class
Honours Grade 1 |
60-69%
Good |
Learning outcomes are achieved to above pass standard in many respects and with a good understanding of a broad range of concepts and principles underpinning some of the learning outcomes.
Good level of critical awareness of a range of current issues, methodologies and techniques, debates and/or new insights.
Good ability to recognise uncertainty, ambiguity and limits of knowledge in relation to issue(s) under consideration.
Good level of analysis, reflection and critical evaluation leading to the proposition of new hypotheses and the development of sound conclusions
Good ability to debate relevant issues and identify key areas that need further examination.
Self-direction and autonomy in tackling and solving problems appears frequently throughout the piece.
Articulate and clear structure with good use of Standard English
A range of appropriate sources used effectively to develop debates and discussions.
Generally accurate application of Harvard Referencing conventions. |
| Second Class
Honours Grade 2 |
50-59%
|
Learning outcomes are achieved to above pass standard in some respects and with a fair understanding of a range of concepts and principles underpinning some of the learning outcomes.
A fair understanding of the examination question and the broad concepts and principles in most areas |
|
Fair |
Satisfactory evidence of critical awareness of current issues/methodologies/techniques/debates and/or new insights.
Satisfactory recognition of uncertainty, ambiguity and limits of knowledge in relation to issue(s) under consideration
Satisfactory evidence of analysis, reflection and some evaluation leading to the development of conclusions but not always demonstrated consistently.
A fair ability to debate relevant issues and identify some of the key areas that need further examination.
Fair evidence of self-direction and autonomy but additional guidance required in some areas.
The ability to present work with a generally clear structure and competent use of Standard English
Used generally accurate application of Harvard Referencing conventions.
|
|
| Pass | 40-49%
Pass – Acceptable
|
All the minimum learning outcomes are achieved to a satisfactory level.
An acceptable understanding of a range of concepts and principles is demonstrated.
Some evidence of critical awareness of key current issues, methodologies and techniques, debates and/or new insights
Some recognition of uncertainty, ambiguity and limits of knowledge in relation to issue(s) under consideration
Some evidence of analysis, reflection and critical evaluation leading to the development of conclusions but not always demonstrated consistently and with a tendency towards a more descriptive approach.
Some evidence of debating relevant issues and identification of some of the key areas that need further examination but this could have been extended further and more consistently
Some evidence of self-direction and autonomy in tackling and solving problems but additional guidance required in some areas.
Limited evidence of wider reading |
|
Generally clear structure with competent use of Standard English.
A limited range of appropriate sources used to develop debates and discussions.
Generally accurate application of Harvard referencing conventions. |
||
| Fail | 35-39%
Fail – Limited |
Learning outcomes partially achieved and some only superficially.
Limited evidence of critical awareness of key current issues, methodologies and techniques, debates and/or new insights with only limited recognition of uncertainty, ambiguity and limits of knowledge in relation to issue(s) under consideration
Limited analysis, reflection and critical evaluation in some areas, sometimes leading to a descriptive approach.
Limited evidence of self-direction and autonomy in tackling and solving problems, but reliant on guidance in many areas and demonstrating narrow use of reading.
Generally clear structure.
Some errors in the use of Standard English. Limited range of sources used to develop debates and discussions.
Errors in the application of Harvard referencing conventions. |
| Fail | 0-34%
Fail – Unsatisfactory |
Unsatisfactory but demonstrating potential with further work
Coverage of assessment criteria but significant gaps in understanding of key concepts in areas with only superficial coverage of others in relation to issue(s) under consideration
Failure to address many or all of the assessment criteria and/or demonstrating inadequate understanding of basic concepts and principles in relation to issue(s) under consideration.
Largely, descriptive approach with limited evidence of analysis, reflection and critical evaluation.
Poor structure possibly exacerbated by significant errors in the use of Standard English.
|
| Very small range of sources used, possibly limited to key texts.
Numerous errors in application of the Harvard referencing conventions.
|
Struggling With Your A Rights-Based Approach to Special Education Assignment?
Many Progressive College learners find the A Rights-Based Approach to Special Education assessments challenging because they require critical evaluation of inclusive practice, application of strengths-based approaches, analysis of specific disabilities, and strong use of Harvard referencing across both the portfolio (70%) and written assignment (30%). But there is no need to worry, as Ireland Assignments provides reliable Special Education Assignment Help aligned with Progressive College academic guidelines. You can also review our education assignment examples for reassurance. Hire today progressive college assignment helper and receive a 100% custom, human-written special education assignment, tailored to your module learning outcomes.
