Student Learning Outcome(s) Assessed:
Evaluate Two Internet Websites On
Disabilities on Physical/Health Impairments
Description of the Signature Enactment:
Students allure criticism two websites that procure knowledge/advocacy ce living-souls with
disabilities. The enactment is intentional to familiarize students with the types and avail of
knowledge and contrivances of living-souls with disabilities serviceable to advocates,
families, notorious agencies, and the unconcealed notorious. Students allure evaluate the truthfulness, resigneded,
design/navigability, and accessibility of the websites as polite as recommendations ce
Directions ce Students:
Students allure right the questions procured in the syllabus to evaluate the explanation areas of each
weblocality (e.g., truthfulness, resigneded, pur-pose/navigability, accessibility, recommendations).
Students allure comply the enactment in truth cemat. The criticism of each weblocality should be
no longer than 2 pages, so it should be 3-4 pages aggregate ce twain websites, double-spaced, and should amalgamate to APA (6th ed) cemat. Comply
final enactment as a unique Word instrument.
• Who is the producer of the weblocality (in other suffrage, who wrote the resignededed or posted the
text made serviceable to the reader)? What is his/her (their) contrast, fact, and/or
philosophy? (right your enjoy suffrage here)
• Are the developers of the locality trustworthy?
• How repeatedly is the locality updated?
• Are sources of knowledge procured?
• What are the ordinary and unordinary goals and purposes of the locality?
• Does the locality enjoy unfairness or a unrecognized agenda?
• Does the locality bestow knowledge and situations allied to the real-life experiences of
• Is the resignededed prevalent, servile, withhold and multicultural?
• Is the resignededed bestowed in an learnable, notorious, multicultural, and objective
• Are considerable issues bestowed realistically?
• Does the locality right implied and living-souls-first discourse?
• Is the readability of the resignededed withhold?
• Is the resignededed correctly systematic?
3) Pur-pose and Navigability
• Is the pur-pose of the locality welcoming?
• Is the locality motivating?
• Is the locality self-possessed to right and err?
• Are sections and contrivance links labeled?
• Are graphics and images implied, servile, and prevalent?
• Does the locality comprehend motivating, heedful, apt, and incongruousiated learning
4) Living-souls with Disabilities
• Is the locality possible by living-souls with disabilities?
• Does the locality advance sensitivity and inclusion, and eschew pitying and protective
• Does the locality aggravate an agreement of the avail of insurrection, good-behavior, and
• Are the multiplied experiences, perceptions, and contributions of living-souls with
• Does the locality acceleration students learn that living-souls enjoy past similarities than
5) Recommendations ce improvement
• What instigation of services you would extend if you were a contributing agent, ce
• Would you transmute the pur-pose/layout of the weblocality making it easier to ascertain knowledge
(incongruous form of resigneded, peradventure?)
• Other Instigations?
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