Course Description
Supervised full-time field experience in teaching individuals with mild disabilities.
Athena Title
Student Teaching in Special Ed
Equivalent Courses
Not open to students with credit in EDSE 5460E
Non-Traditional Format
Field-based student teaching in schools.
Prerequisite
Permission of department
Semester Course Offered
Offered every year.
Grading System
A - F (Traditional)
Course Objectives
COURSE COMPETENCIES: The following topics that provide structure for this course are identified by the Council for Exceptional Children as critical content knowledge and skills for pre- service special education teachers. Development of professional characteristics: 1. Foster respectful and beneficial relationships between families and professionals. (CC7: S2) 2. Use verbal, nonverbal, and written language effectively. (CC7:S8) 3. Uphold high standards of competence and integrity and exercise sound judgement in the practice of the profession. (CC8: S3) 4. Engage in professional activities that benefit individuals with exceptional learning needs, their families, and colleagues. (CC8: S4) 5. Conduct professional activities in compliance with applicable laws and policies. (CC8:S5) 6. Practice within the CEC Code of Ethics and other standards and policies of the profession. (CC8: S6) (GC8: S2) 7. Consumer and professional organizations, publications, and journals relevant to individuals with disabilities. (GC8:S1) Gaining an understanding of the characteristics of individuals with disabilities. 8. Similarities and differences among individuals with exceptional learning needs. (CC2:K2) 9. Effects an exceptional condition(s) can have on an individual’s life. (CC2:K4) 10. Characteristics and effects of the cultural and environmental milieu of the child and the family. (CC2:K5) 11. Effects of various medications on individuals with exceptional learning needs. (CC2: K6) 12. Access information on exceptional conditions. (CC2: S1) 13. Gather relevant background information. (CC3: S3) 14. Interpret information from formal and informal assessments. (CC3: S6) Gaining an understanding of effective management and organization of the teaching environment. 15. Basic classroom management theories and strategies for individuals with exceptional learning needs. (CC5: K1) 16. Research-based best practices for effective management of teaching and learning. (CC5: K2) 17. Design learning environments that encourage active participation in individual and group activities. (CC5: S4) 18. Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs. (CC6: K2) 19. Use a variety of effective behavior management strategies. (CC6: S1) 20. Modify learning environment to manage behaviors. (CC6: S3) 21. Use verbal, nonverbal, and written language effectively. 22. Importance of the teacher serving as a model for individuals with exceptional learning needs. (CC8: K3) Understanding the instructional process and planning and evaluating instruction. 23. Educational implications of characteristics of various exceptionalities. (GC6:S6) 24. Effects of various medications on individuals with exceptional learning needs. 25. Access information on exceptional conditions. 26. Gather relevant background information. 27. Interpret information from formal and informal assessments and collaborate with families and others in the assessment process relating to the development of the IEP. (CC3:S6) (GC3:S2) (CC3:S1) (CC3:S5) 28. Use performance data and information from all stakeholders to make or suggest modifications in learning environments. (CC3:S8) 29. Develop or modify individualized assessment strategies. (CC3: S9) 30. Evaluate instruction and monitor progress of individuals with exceptional learning needs and create and maintain records. (CC3: S11) (CC3:S2) 31. Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences. (CC4: S1) (CC6:S8) (CC8:S2) 32. Choose and use technologies in the instructional process. (CC4: S3) 33. Prepare lesson plans. (CC4:S4) 34. Use task analysis. (CC4:S6) 35. Select, adapt, and use instructional strategies and materials according to characteristics of the learner. (CC4:S7) 36. Sequence, implement, and evaluate individual learning objectives. (CC4:S8) 37. Make responsive adjustments to instruction based on continual observations. (CC4: S16) Developing competencies relating to reflection and self- evaluation of the effects of professional choices and actions. 38. Conducts self-evaluation of instruction. (CC4:S15) 39. Basic classroom management theories and strategies for individuals with exceptional learning needs. 40. Ways to create learning environments that allow students to retain and appreciate their own and each other’s respective language and cultural heritage. (CC5:K4) 41. Design and manage effective daily routines. (CC5: S5) 42. Uses a variety of effective behavior management strategies. 43. Uses verbal, non-verbal, and written language effectively. 44. Importance of the teacher serving as a model for individuals with exceptional learning needs. 45. Upholds high standards of competence and integrity and exercise sound judgment in the practice of the profession. Implementing effective strategies relating to management and organization of teaching environment. 46. Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences. (GC4:S5) 47. Select, adapt, and use instructional strategies and materials according to characteristics of the learner. (GC4:S1; GC4:S9; GC4:S11; GC4:S13) 48. Integrate student-initiated learning experiences into ongoing instruction. (GC4:S8) 49. Use effective instructional strategies to assist individuals with disabilities* to detect and correct errors in oral and written language. (GC4:S10) 50. Sequence, implement, and evaluate individual learning objectives. 51. Use instructional time wisely. (CC4: S11) 52. Teach individuals to use problem solving and other cognitive strategies to meet their needs. (CC4:S12) (GC6:S4) 53. Establish and maintain rapport with learners. (CC4: S14) (GC4:S2); 54. Make responsive adjustments to instruction based on continual observations. 55. Design learning environments for individuals with disabilities* that provide feedback from peers and adults. (GC5:S4) 56. Prepare and organize materials to implement daily lesson plans. (CC5:S3) 57. Design learning environments that encourage active participation in individual and group activities. 58. Monitor intragroup behavior changes across subjects and activities. (GC5:S1) 59. Use a variety of effective behavior management strategies. (GC3:S1; GC4:S4; GC4:S6; GC5:S2;) 60. Modify the learning environment to manage behaviors. 61. Use a variety of nonaversive techniques for the purpose of controlling targeted behavior and maintaining attention of individuals with disabilities*. (GC6:S1) 62. Delineate and apply appropriate management procedures when presented with spontaneous management problems. (GC6:S7) 63. Facilitate development and implementation of rules and appropriate consequences in the educational environment. (GC6:S8) 64. Use specific behavioral management and counseling techniques in managing students and providing training for their parents. (GC7: S1) 65. Select target behaviors to be changed and identify the critical variables affecting the target behavior. (GC6: S3)
Topical Outline
Demonstrate professionalism in the school setting (punctuality, attendance, dependability, confidentiality, collaboration, etc.), effective management techniques, thoughtful and thorough planning, accurate and varied assessment techniques, professional parent-teacher relations, maintain a portfolio, create an integrated unit.
Syllabus
Public CV