Course Description
School-based experiences relevant to the needs of students with disabilities. Planning for and teaching students with disabilities, developing IEPs, designing a general education collaborative project, and participating in meetings involving decision-making processes for students with disabilities. This is the second course in a series of four field experiences.
Athena Title
Pract in Special Education II
Non-Traditional Format
Field-based practicum.
Prerequisite
Permission of major
Semester Course Offered
Offered fall, spring and summer
Grading System
A - F (Traditional)
Course Objectives
Planning, implementing, and evaluating instruction for multiple groups of learners: 1. Access information on various cognitive, communication, physical, cultural, social, and emotional conditions of individuals with exceptional learning needs. (CC2: S1) 2. Create and maintain records. (CC3: S2) 3. Gather background information regarding academic, medical, and family history. (CC3: S3) 4. Use various types of assessment procedures appropriately. (CC3: S5) 5. Interpret information from formal and informal assessment instruments and procedures. (CC3: S6) 6. Report assessment results to individuals with exceptional learning needs, parents, administrators, and other professionals using appropriate communication skills. (CC3: S7) 7. Use performance data and information from teachers, other professionals, individuals with exceptionalities, and parents to make or suggest appropriate modifications in learning environments. (CC3: S8) 8. Use assessment information in making instructional decisions and planning individual programs that result in appropriate placement and intervention for all individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds. (CC3: S10) 9. Evaluate the results of instruction. (CC3: S11) 10. Evaluate supports needed for integration into various program placements. (CC3: S12) 11. Develop comprehensive, longitudinal individualized programs. (CC4: S2) 12. Use strategies for facilitating maintenance and generalization of skills across learning environments. (CC4: S10) 13. Design a learning environment that encourages active participation by learners in a variety of individual and group learning activities. (CC5: S4) 14. Design, structure, and manage daily routines, effectively including transition time, for students, other staff, and the instructional setting. (CC5: S5) 15. Implement the least intensive intervention consistent with the needs of the individuals with exceptionalities. (CC6: S2) 16. Modify the learning environment (schedule and physical arrangement) to manage inappropriate behaviors. (CC6: S3) Developing an understanding of collaborative partnerships: 17. Articulate personal philosophy of special education including its relationship to/with general education. (CC1: S1) 18. Conduct instructional and other professional activities consistent with the requirements of the law, rules, and regulations, and local district policies and procedures. 19. Collaborate with families and other professionals involved in the assessment of individuals with exceptional learning needs. (CC3: S1) 20. Understand the demands of various learning environments such as individualized instruction in general education classes. (CC4: K2) 21. Use strategies and techniques for facilitating the functional integration of individuals with exceptional learning needs in various settings. (CC5: S2) 22. Identify realistic expectations for personal and social behavior in various settings. (CC6: S4) 23. Understand factors that promote effective communication and collaboration with individuals, parents, and school and community personnel in a culturally responsive program. (CC7: K1) 24. Understand typical concerns of parents of individuals with exceptional learning needs and appropriate strategies to help parents deal with these concerns. (CC7: K2) 25. Collaborate with regular classroom teachers and other school and community personnel about the characteristics and needs of individuals with specific exceptional learning needs. (CC7: S6) Participating in decision-making processes: 26. Involve the individual and family in setting instructional goals and charting progress. (CC4: S5) 27. Development of individual student programs working in collaboration with team members. (CC7: K3) 28. Communicate with regular teachers, administrators, and other school personnel about the characteristics and needs of individuals with specific exceptional learning needs. (CC7: S6) 29. Demonstrate commitment to developing the highest educational and quality-of-life potential of individuals with exceptional learning needs. (CC8: S1) 30. Demonstrate positive regard for the culture, religion, gender, and sexual orientation of individual students. (CC8: S2) 31. Promote and maintain a high level of competence and integrity in the practice of the profession. (CC8: S3) 32. Demonstrate proficiency in oral and written communication. (CC7: S8) 33. Engage in professional activities that may benefit individuals with exceptional learning needs, their families, and/or colleagues. (CC8: S4) 34. Comply with local, state, provincial, and federal monitoring and evaluation requirements. (CC8: S5) Gaining an understanding of the characteristics of individuals with and without disabilities: 35. Understand similarities and differences among the cognitive, physical, cultural, social, and emotional needs of individuals with and without exceptional learning needs. (CC2: K1) 36. Identify differential characteristics of individuals with exceptionalities, including levels of severity and multiple exceptionalities. (CC2: K2) 37. Understand and identify educational implications of characteristics of various exceptionalities. 38. Access information on various cognitive, communication, physical, cultural, social, and emotional conditions of individuals with exceptional learning needs. (CC2: S1) Understanding the instructional process and planning and evaluating instruction: 39. Understand differing learning styles of individuals with exceptional learning needs and how to adapt teaching to these styles. (CC4: K1) 40. Identify instructional and remedial methods, techniques, and curriculum materials. (CC4: K3) 41. Use techniques for modifying instructional methods and materials. (CC4: K3) 42. Interpret and use assessment data for instructional planning. 43. Develop and/or select instructional content, materials, resources, and strategies that respond to cultural, linguistic, and gender differences. (CC4: S1) 44. Prepare appropriate lesson plans. (CC4: S4) 45. Select, adapt, and use instructional strategies and materials according to the characteristics of the learner. (CC4: S7) 46. Sequence, implement, and evaluate individual learning objectives. (CC4: S8) 47. Use instructional time properly. (CC4: S11) 48. Teach individuals with exceptional learning need to use thinking, problem-solving, and other cognitive strategies to meet their individual needs. (CC4: S12) 49. Establish and maintain rapport with learners. (CC4: S14) 50. Use verbal and nonverbal communication techniques. (CC4:S8) 51. Conduct self-evaluation of instruction. (CC4: S15) Effective management and organization of the teaching environment: 52. Create a safe, positive, and supportive learning environment in which diversities are valued. (CC5: S1) 53. Prepare and organize materials to implement daily lesson plans. (CC5: S3) 54. Incorporate evaluation, planning, and management procedures that match learner needs with the instructional environment. 55. Demonstrate a variety of effective behavior management techniques appropriate to the needs of individuals with exceptional learning needs. (CC6: S1) 56. Demonstrate procedures to increase the individual's self-awareness, self-control, self-reliance, and self-esteem. (CC6: S6) Develop professional communication and collaborative skills: 57. Use collaborative strategies in working with individuals with exceptional learning needs, parents, and school and community personnel in various learning environments. 58. Communicate and consult with individuals, parents, teachers, and other school and community personnel. (CC7: S3) 59. Exercise objective professional judgment in the practice of the profession.
Topical Outline
1. Evaluation and planning 2. Collaboration 3. Decision making and IEP's 4. Instructional processes and evaluation of instruction 5. Classroom management 6. Professional communication
Syllabus
Public CV