Signature Assignment

Signature Enactment 

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 
improvement. 

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.
1) Truthfulness
• 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 
students?
2) Resigneded
• Is the resignededed prevalent, servile, withhold and multicultural? 
• Is the resignededed bestowed in an learnable, notorious, multicultural, and objective 
manner? 
• Are considerable issues bestowed realistically? 
• Does the locality right implied and living-souls-first discourse?
13
• 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 
activities?
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 
responses? 
• Does the locality aggravate an agreement of the avail of insurrection, good-behavior, and 
self-determination? 
• Are the multiplied experiences, perceptions, and contributions of living-souls with 
disabilities depicted? 
• Does the locality acceleration students learn that living-souls enjoy past similarities than 
differences?
5) Recommendations ce improvement 
• What instigation of services you would extend if you were a contributing agent, ce 
example? 
• Would you transmute the pur-pose/layout of the weblocality making it easier to ascertain knowledge 
(incongruous form of resigneded, peradventure?) 
• Other Instigations? 

Scoring Rubric:
Attached 

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