Course Description
Supervised field experience related to teaching individuals with disabilities.
Athena Title
Practicum in Special Education
Equivalent Courses
Not open to students with credit in EDSE 7440E, EDSE 7440S, EDSE 7450
Non-Traditional Format
Field based practicum.
Prerequisite
Permission of department
Semester Course Offered
Offered every year.
Grading System
A - F (Traditional)
Course Objectives
Specific objectives to be developed as a result of this course include: Gaining an understanding of the characteristics of individuals with and without disabilities: 1. Understand similarities and differences among the cognitive, physical, cultural, social, and emotional needs of individuals with and without exceptional learning needs. 2. Identify differential characteristics of individuals with exceptionalities, including levels of severity and multiple exceptionalities. 3. Understand and identify educational implications of characteristics of various exceptionalities. (CC2: K3) 4. 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: 5. Understand differing learning styles of individuals with exceptional learning needs and how to adapt teaching to these styles. 6. Identify instructional and remedial methods, techniques, and curriculum materials. 7. Use techniques for modifying instructional methods and materials. 8. Interpret and use assessment data for instructional planning. (CC3: S6) 9. Develop and/or select instructional content, materials, resources, and strategies that respond to cultural, linguistic, and gender differences. (CC4: S2) 10. Prepare appropriate lesson plans. (CC4: S5) 11. Select, adapt, and use instructional strategies and materials according to the characteristics of the learner. (CC4: S7) 12. Sequence, implement, and evaluate individual learning objectives. (CC4: S9) 13. Use instructional time properly. (CC4: S11) 14. Teach individuals with exceptional learning needs to use thinking, problem solving, and other cognitive strategies to meet their individual needs. (CC4: S12) 15. Establish and maintain rapport with learners. (CC4: S14) 16. Use verbal and nonverbal communication techniques. (CC7: S8) 17. Conduct self-evaluation of instruction. (CC4: S15) Effective management and organization of the teaching environment: 18. Create a safe, positive, and supportive learning environment in which diversities are valued. (CC5: S1) 19. Prepare and organize materials to implement daily lesson plans. (CC5: S3) 20. Incorporate evaluation, planning, and management procedures that match learner needs with the instructional environment. (CC5:S4) 21. Demonstrate a variety of effective behavior management techniques appropriate to the needs of individuals with exceptional learning needs. (CC6:S1) 22. Demonstrate procedures to increase the individual’s self- awareness, self-control, self-reliance, and self- esteem. (CC6:S6) Develop professional communication and collaborative skills: 23. Use collaborative strategies in working with individuals with exceptional learning needs, parents, and school and community personnel in various learning environments. (CC7: S5) 24. Communicate and consult with individuals, parents, teachers, and other school and community personnel. (CC7: S3,S6,S7) 25. Exercise objective professional judgment in the practice of the profession. (CC8: S3)
Topical Outline
Specific activities addressing objectives: Observations: Practicum students will observe special education teachers in instructional situations. Practicum students will be asked to attend to the physical arrangement for instruction, the lesson content and form, the student behaviors demonstrating lesson engagement and learning, and management and communication techniques used by the teacher. Practicum students will gain an understanding of the present levels of functioning for a variety of student groups and observe how instruction is tailored to the unique needs of individual students. Practicum students will directly report what they observe and will reflection upon the practices demonstrated. Practicum students will be expected to complete 5 observations using the forms provided. Student Profiles: Practicum students will gather information relevant to the present levels of functioning of students with mild disabilities. In order to effectively teach students, information relevant to the individual’s academic and social abilities should be gathered so that appropriate educational decisions can be made. By gathering information about students’ skills in reading, math, written language, social-emotional and other areas, students’ strengths and areas of concerns can be identified. This information will be used for planning appropriate instruction and evaluation. Forms are provided and practicum students are expected to complete 5 profiles during the practicum experience. Instructional Planning and Practice: Practicum students will be expected to develop appropriate lesson plans and teach students with mild disabilities during this experience. Lesson plan forms must specify the instructional objective(s), evaluation procedures, teaching procedures, pre-requisite skills, and materials needed to implement the lesson plan. Lesson plans will be developed in conjunction with the classroom teacher so that the content reflects instructionally appropriate material. Student profiles will assist the UGA student in planning and preparing for instruction. The week before instruction begins, the practicum student will be expected to complete the lesson form and review the information with the supervisor and cooperating teacher. Changes will be made as needed. Practicum students are expected to complete lesson plans for every lesson they teach and must complete a minimum of 10 during the semester. More lesson plans may be developed as needed. Teaching Observations: Practicum students will be observed five times during the practicum experience. The practicum supervisor will use the instructional observation form previously used by the students to observe instruction. Observational visits will be scheduled; additional visits may be scheduled as needed. Teacher Evaluations: The cooperating teacher will evaluate the practicum student twice during the semester to provide feedback on the student’s professional development. Obtaining feedback from the cooperating teacher is an integral part of the practicum experience. Preservice teachers are expected to display professional behavior at all times. With support from the cooperating teacher, attention to professional development is encouraged and evaluated. The practicum student is strongly encouraged to discuss his/her progress with the cooperating teacher and obtain feedback throughout the practicum experience. Evaluation forms are provided in the syllabus. Journal Entries: Practicum students will be expected to complete journal entries describing their experiences at their practicum sites. Journal entries will be used to identify school policies and procedures, management and behavioral styles, and professional/collaborative interactions. Journal entries must be typed and should reflect school practices as well as personal reflection. Thoughtful responses to topical areas and a thorough discussion of each area is expected. Part 1: School Policies: a. At what time are teachers expected to arrive at school? b. What are procedures for fire and tornado drills? c. List dates and activities for school functions scheduled for this semester. You may want to obtain a copy of the school calendar, most schools will have a school calendar. d. What is the policy concerning the photocopy machines? What materials are available for your use? (e.g., Ellison cut outs, educational journals, video equipment, etc.) When using equipment and materials, be sure to follow guidelines established for teachers in your school. e. What is the policy for giving medicine to students in your school? You are not to administer medication to students at any time! f. What special duties must your cooperating teacher perform? (e.g., playground duty, cafeteria duty, committee work, etc.) g. What policy is in place concerning access to student records? (e.g., cumulative folders, IEPs, psychological reports, etc.) Part 2: Management and Behavioral Styles: a. What are the school rules and expectations? b. What are the classroom rules and expectations? c. How are rules upheld and are there incentives and/or punishments for following or not following the rules? d. Describe the classroom management system. e. Describe verbal and nonverbal communication techniques the teacher uses to help students follow the classroom rules. f. Is the school/classroom atmosphere conducive to learning? Explain your answer. Part 3: Professional/Collaborative Interactions: For this section, you should describe and reflect upon professional interactions that you participate in or observe. Think about the opportunities teachers have to discuss and work with one another. Consider how teachers communicate with paraprofessionals and parents. How are parents encouraged to participate in their children’s educational program? You should conclude this section with some suggestions for assisting professionals with their efforts to collaborate with parents and other professionals.
Syllabus
Public CV