Web Quest: How Are Handicapped Individuals Treated in Society?

By Mitzu Lightburn

Special Education, IS 184

Introduction:

I developed this Web Quest because I work with emotionally handicapped students in the middle school. In our conversation, I found that many of our students do not realize that they are sometimes treated differently because of their handicapping condition. This Web Quest seeks to help students identify various handicaps and public policies addressing these handicaps.

Task:

1) Students will identify at least three handicaps.

2) Students will describe various ways they were treated differently.

3) Students will locate information about ways the government helps students with handicaps.

4) Students will identify a public policy created to address a specific handicap.

5) Students will formulate their opinion about the policy using supporting documentation from various websites.

6) Students will create their own public policy addressing the specific website.

Process:

1) Students will break into groups of two to discuss various handicaps and how they were treated.

2) Groups will present information with to the class.

3) Students will use web resources to identify at least three handicaps.

4) Students will use web resources to locate and identify a specific public policy relating to handicap.

5) Students will collect and organize data to support their opinion.

6) Students will use a word processor to formulate and develop an original public policy.

7) Students will prevent their policy to the class.

Resources: Helpful Websites

Research a public policy

www.policy.com

Create a public policy

www.maxwell.syr.edu/plegal

Find terms

www.encyclopedia.com

Search engine

www.google.com

Americans with Disabilities Document Center

http://askjan.org/links/adalinks.htm

Department of Justice ADA Homepage

http://www.usdoj.gov/crt/ada/adahom1.htm

Americans with Disabilities Act

http://www.eeoc.gov/laws/ada.html

Americans with Disabilities Act and Education

http://www.ed.gov/offices/OCR/ocrada.html

Children with Disabilities Website

http://www.childrenwithdisabilities.ncjrs.org/

MLA Citation Standards

http://www.uvm.edu/~ncrane/estyles/mla.html

Evaluation: Rubric

Rubric	Below Standards	Meet Standards	Above Standards
Information	2 or less sources of information.	4 or 3 sources of information.	More than 4 sources of information.
Presentation	Information is not Presented Fluently. Background is gray and there are few or no graphic elements.	Information is Presented Fluently but needs more Sources of Information. There are few graphic elements.	Information is presented Fluently with Sources of Information. Appealing graphic elements are included.
Writing Conventions, Grammar And Usage	Many typographical errors. Many grammatical errors.	There are some typographical errors. Some grammatical errors.	Very few typographical errors. Very few grammatical errors.

Conclusion:

Students will gain knowledge and write a policy brief about students with Handicaps. Students will be able to identify how the law helps them. Students will be able to write a research paper with proper citations.

New York Learning Standards:

.

E3c- Prepare and deliver individual presentation.

E2a- Produce a report of information

E1c- Read and comprehend informational materials

E1d- Demonstrate familiarity with a variety of public documents

E1e- Demonstrate familiarity with a variety of functional documents

E3b- Participate in group meetings

E4a- Demonstrate an understanding of the rules of the English language in written and oral work