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EDSP 429

EDSP 429: Field Application of Special Education in the Secondary Classroom

Prerequisites: Acceptance into the Teacher Education Program on pre-professional field experience status

Credit Hours: (6)

Provides clinical experience in a secondary field placement appropriate to candidates in a preprofessional teacher preparation program. This semester-long field experience is integrated with course work scheduled simultaneously with this experience. Candidates work in 6-12th grade classrooms with a qualified cooperating teacher and under the supervision of a university faculty member. Candidates are immersed in making important theory to practice connections and will apply skills and knowledge in assessment, program planning, and instructional methodology for diverse learners. They gain and enhance their professional skills and dispositions related to communication and collaboration, ethical practice, and cultural competence.


Detailed Description of Content of Course


This is a structured and supervised clinical experience provided in conjunction with the specialized study and course work for licensure in special education general and adapted curriculum. The semester begins with the candidate completing observations of both the cooperating teacher and the students, learning about the school culture, and assisting teachers as needed with day-to-day classroom tasks. As the semester progresses, the candidate is given additional instructional responsibilities with students in multiple classrooms—individually and in small and large groups. 

 

Seminars are scheduled to enhance the professional development of students enrolled in this early field experience and include the following topics:

•Classroom management

•Teaching diverse learners

•Collaborating, co-planning and co-teaching

•Strategies for supporting all learners

•Application of content pedagogy in the classroom setting

•Communicating with families

•Using instructional and assistive technology

•Professional growth, reflection, and evaluation

Detailed Description of Conduct of Course


Early field placements are made in appropriate 6-12th grade classrooms with diverse learners including students with disabilities. Approved cooperating professionals and university supervisors provide structured and sequenced clinical experiences in conjunction with course work. The placement period is a full semester, 20-25 hours per week.  Seminars directed by university supervisor faculty are included. 

Goals and Objectives of the Course

Goals, objectives, and assignments address the Virginia Department of Education regulations for preparing educators and the Council for Exceptional Children (CEC) Initial Preparation Standards and Specialty Set Knowledge and Skill Items. Specialty sets included in this course cover competencies for the Individualized General Curriculum and Individualized Independence Curriculum.

 

At the completion of the field experience the candidate will:

1.Apply an understanding of the foundations of special education and engage in professional and ethical practice as demonstrated by following the CEC’s Ethical Principles and Professional Practice Standards for Special Educators.

2.Select, administer, analyze, interpret, and apply best practices in formal and informal assessment for instructional purposes.  

3.Apply classroom and behavior management techniques and individual interventions.

4.Demonstrate skills in consultation, case management, collaboration, including coordination of service delivery with related service providers, general educators, and other professionals.

5.Demonstrate knowledge of the eligibility process and legal and regulatory requirements for IEP development and implementation. 

6.Demonstrate an understanding of effective reading and writing curricula based on individual student needs and the Virginia Standards of Learning. 

7.Design effective lesson plans with guidance and support that include appropriate supports and accommodations using evidence-based practices for students with diverse needs. Implement and reflect on instructional and professional decisions and actions.

8.Demonstrate an understanding of effective math curricula based on individual student needs and the Virginia Standards of Learning. 

9.Implement individualized educational planning and group instruction in multiple life domains, including but not limited to academic, social, and self-determination skills, for students with disabilities who are accessing the general and/or adapted education curricula across 6-12 grade levels.

10.Recognize the importance and role of families in the development of children and school success and demonstrate effective communication between schools and families and ways of increasing family involvement in student learning and successful student transitions. 

11.Practice diverse approaches to classroom organization and set-up based upon culturally responsive behavioral, cognitive, affective, social, and ecological theory and practice.

12.Use assistive and instructional technology appropriately and effectively based on individual student needs.  

Assessment Measures

Assessment of teaching in the early field experience is both formative and summative and is collaboratively completed by the by the classroom teacher and university faculty. Evaluation is based upon the INTASC Standards for Beginning Teachers which are embedded in the Teacher Candidate Evaluation forms. Candidates are assessed on:

•CAEP Performance Assessment: Lesson Plan Assessment

CAEP Performance Assessment: Observation Rubric

•CAEP Performance Assessment: Professional Characteristics and Dispositions form

•CAEP Performance Assessment: Teacher Candidate Evaluation form

 

Candidates must complete:

•An official log of internship hours based on daily activity records.

•Field Assignments from pedagogy courses 

Other Course Information


Students are scheduled for this experience in a cohort group to permit opportunities for   professional socialization.  This also facilitates program assessment and monitoring of student progress.


Review and Approval

11/14/02    Course Proposed    Elizabeth Altieri
10/05         Revised                 Rachel Janney
2/10           Revised                 Kenna Colley & Liz Altieri

01/2011