Quality of Self-Assessment Checklists

Title Assessment

Promoting Cultural Diversity and Cultural Assessment. Self-Assessment Checklist for Personnel Providing Services and Supports to Children with Disabilities & Special Health Needs and their Families

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Personal Motivation

Emerging societies have often struggled with the problem of disabilities with immediate family members having to take care of the challenged. Often, challenged individuals suffer from prejudice and discrimination. In response, the cultural diversity and cultural assessment plan hope to restore the existing differences and promote special health needs within the families. The assessment integrates directions that inspire a moral motivation plan, occasionally requesting a moderate degree of the survey performance. The assessment further provides the following considerations; physical environment, materials and resources, communication styles, as well as values and attitudes. By integrating these clusters of questions, it is possible to inspire a more legitimized argument whose validity is based on the attitudes generated.

Aspects of diversity awareness

Each of the categories fully complies with the directions. The directions ignite three inspiring debates, things one does frequently, things one does occasionally, and things rarely or never done completely. This sets a precedence of the controversial viewpoints for a greater, moderate, and minimal degree. In response to the challenged students, the assessment inspires a coherent moral concern on the quality of help provided to them. Furthermore, the directions motivate the self-assessment program by providing alternatives in case the moral threshold has not been met as desired. 

Discuss at least three diversity concepts.

The research is guided by different diversity concepts, which inspire positive moral growth. The moral growth inspires responses to the children with disabilities based on their daily special needs, for instance, keeping them well fed, protected, and clean. As such, practitioners or family members need to understand the three diversity-related concepts inspired by the self-assessment checklists. 


Physically challenged students require to feel integrated back in society, while not feeling excluded based on their current conditions. The first category close examined the physical environment, material, and resources that evaluated how an individual would treat physically challenged individuals (Viberg & Grönlund, 2015). The guide is further evaluated on integration proficiency, with some questions examining treatment options, ability to avail resources, as well inspire some degree of cohesion.


This diversity concept is one of the most widely used. Communication styles further integrate familiar colloquialism applied for children assessments, treatment, and interventions (Cann, Zapata, & Davis, 2009). The questions also evaluate language proficiency while examining the conflict resolution patterns, communicating conflict resolution patterns, and further providing information on acceptable behavior customs, and expectations that are unique to that specific condition. 

Respect and Attitudes

Handling challenged children requires a degree of tolerance, which further guides respect and attitudes. The assessments advocates for guidance frameworks such as mission statements, policies and procedures, as well as the promotion of a reliable culture, further providing services and home setting. The evaluation formula also integrates resources such as visual aids, gestures, and physical prompts that inspire interaction. 

Diversity awareness

The assessment designer heavily considered the above three aspects in developing an interaction framework. By integrating therapy, communication, family attitude, and individual interaction, it is possible to recognize the essence of medical treatments, as well the positive wellbeing, which guides concerns of the emotional disability. Additionally, disabled children are entitled to learning as well, and as such, the template should have considered tailor-made teaching and learning framework. Disabled children, despite the extent of their challenge, need to feel the integration, communication, and attitude framework complies with their immediate interests. In such a compliance plan, the aspects of cultural diversity should narrow down towards assisting troubled children to achieve formal education.  

Three diversity concepts

Under the Knowledge Checklists, there are diversity concepts considered, each appreciating the personnel providing services and supporting the troubled children to learn one or more items within the knowledge hierarchy. The concerns for the assessment is to learn from the challenges hence come up with a feedback plan that will be guiding challenged children to understand the resource for treatment, intervention, and health education. Under the improved checklists, the following diversity concepts are applicable. 

Basic Cognitive development 

This diversity-related performance focuses fully on cognitive development and aiding the challenged students to have reasoning skills useful for future survival. The internet and the curriculum have several resources and templates useful for the learning development framework (Shawer, 2010). The basic cognitive development does not integrate examinable skills; however, each child is rated best on personal performance paradigm.

Integrating Resources

Resources are useful, with the most recommendation from the government focusing on models of defeating a specific medical challenge. Furthermore, integrating resources focuses to encourage the child to have better cognitive development skills. Resources hope at sponsoring strengths while defeating limitations. Therapy sessions are also useful in developing cross-cultural skills.

Guided Performance

This diversity-related concept fully focuses on aiding the challenged children towards a journey of improving cognitive and resource-based accomplishments. The troubled child is further evaluated through psychiatrist tools such as DSM  that help in rating the knowledge strategy. Guided performance hopes at improving personal goals development, performance, and calibration of the physical education, as well as self-perceptions (Kolovelonis & Goudas, 2018) 

Interesting Questions

The new hybrid features self-assessment checklists, with each of the directions examining the moral and professional integration of the relatedness and the learning process. Earlier, communication was considered paramount for extra English proficiency. The approach further integrated material usages such as visual aids, physical prompts, and gestures. In addition, the values and attitudes assessments were useful towards evaluating the guides’ ability to intervene, recognize, and respect the interactions with individuals. The placed decisions further related to the professional and moral viewpoints, which examined the ability of the child to learn within society. The religious and folklore aspects were introduced to help in understanding emotional well-being. 

Overall impression

The tool is useful in examining the community on what could be desired morally and professionally towards improving diversity awareness. If appropriately rated, the assessment achieves over 80% of competency and over 90% in efficiency. The ultimate decisions made are based on cultural diversity, with the ability of the troubled child to feel integrated into society despite the setback. The tool remains crucial since it explores one’s ability for communication styles detailing English proficiency. 

Change the Survey

This survey would be properly improved if first, it had a digital copy. Although a digital copy is not important towards examining proficiency, it would improve to self-evaluate any time, while introducing better tools such as rating and even using Artificial Intelligence to aid the guide towards knowledge shortage skills. In particular, to improve the survey the following questions can be related

  • Are there possibilities of integrating computer technologies towards learning?
  • When guiding children towards learning, does Artificial Intelligence improve the learning process? 
  • Does the AI learning process respect the foundation of values and attitudes, communication, and the environment? 

Logic questionnaire items

By integrating these questionnaire items, the Self-Assessment program proposed will improve the values attitudes and communication towards knowledge-based assessment. The goal of every parent is to see his or her children become healthy and have the ability to learn and use knowledge for personal survival or even a career and desirable future life. Although most of these goals are limited while considering the diversity of psychical challenges, much in a way, there are professional guidance programs that would help cognitive skills. The hybrid remains responsive towards resolving questionnaire challenges.


Kolovelonis, A., & Goudas, M. (2018). The relation of physical self-perceptions of competence, goal orientation, and optimism with students’ performance calibration in physical education. Learning And Individual Differences61, 77-86. doi: 10.1016/j.lindif.2017.11.013

Cann, A., Zapata, C., & Davis, H. (2009). Positive and Negative Styles of Humor in Communication: Evidence for the Importance of Considering Both Styles. Communication Quarterly57(4), 452-468. doi: 10.1080/01463370903313398

Shawer, S. (2010). Communicative-based curriculum innovations between theory and practice: implications for EFL curriculum development and student cognitive and affective change. The Curriculum Journal21(3), 333-359. doi: 10.1080/09585176.2010.506802Viberg, O., & Grönlund, Å. (2015). Understanding students’ learning practices: challenges for design and integration of mobile technology into distance education. Learning, Media And Technology42(3), 357-377. doi: 10.1080/17439884.2016.1088869

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