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 COLLEGE OF EDUCATION
VALDOSTA STATE UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS
FALL SEMESTER, 1999
SPEC 4070
SYSTEMATIC INSTRUCTION CLINICAL TEACHING LAB I
2 SEMESTER HOURS

 REQUIRED TEXTBOOK(S)

To be determined

COURSE DESCRIPTION

Prerequisites: SPEC 3010. Co-requisite: SPEC 4051.

The university supervised placement of students in programs for individuals requiring extensive and pervasive supports throughout the life cycle. Students will apply content acquired in SPEC 4051 and will plan instruction for these individuals

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES

The following College of Education Conceptual Framework Principles will be addressed in this course:

Principle 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Principle 2: The teacher understands how children learn and develop and provides learning opportunities that support their intellectual, communication, academic, social, motor, vocational and/or adaptive development.

Principle 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Principle 4: The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

Principle 5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Principle 6: The teacher uses knowledge of effective verbal, nonverbal, and medial communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Principle 7: The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Principle 8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Principle 9: The teacher is a reflective practitioner who continually evaluates, using qualitative and quantitative resources, the effects of his or her choices and actions on others (students, families, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Principle 10: The teacher fosters relationships with school colleagues, families, businesses, and agencies in the larger community to support students' learning and well-being.

EDUCATIONAL OUTCOMES

1. An understanding of central concepts, tools of inquiry, and structures of the fields of special education and the ability to implement intervention strategies that make these aspects meaningful for consumers.
2. An understanding of how persons learn and develop and the ability to provide learning opportunities that support their intellectual, communication, academic, social, motor, vocational, and/or adaptive development.
3. An understanding of how persons differ in their approaches to learning and how to create intervention opportunities that are adapted to diverse consumers.
4. Knowledge and use of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction within their professional activities.
5. The use of formal and informal assessment strategies to diagnose and ensure the provision of appropriate services for consumers.

COURSE OBJECTIVES

At the conclusion of this course, students will:

1. assess student learning needs through processes of authentic assessment, use of task analyses, and curriculum based assessment procedures (Principles 1, 2, 8; Outcomes 1, 2, 5)

2. complete ecological inventories of a minimum of 4 environments addressing community, vocational, leisure/recreation, and domestic skills (Principle 1, 7; Outcomes 2, 5)

3. facilitate one person-centered planning session for an individual and develop an IEP and/or transition plan for that student utilizing the information obtained (Principles 1, 2, 4, 5, 6, 10; Outcomes 1, 2, 4, 5)

4. sequence student learning objectives for instructional planning purposes (Principle 1; Outcome 1)

5. implement daily lesson plans using a variety of teaching methods and evaluate the effectiveness of his/her instruction (maintain data and a visual representation of student progress on identified objectives) (Principle 9; Outcome 3)

6. select and/or develop appropriate materials for teaching specific tasks and plan for the use of these materials (Principle 3, 4, 7; Outcome 2, 3)

7. effectively manage the behavior of individual students and/or students in a group by implementing a least intrusive treatment program (Principle 2, 3; Outcomes 2, 3)

8. select appropriate reinforcers for students and document the effectiveness thereof (Principle 3; Outcome 3)

9. abide by copyright laws in all materials preparation (Principle 10; Outcome 3)

10. create positive learning environments for students (Principle 2, 3, 4; Outcomes 2, 3)

11. describe, develop, and evaluate instructional materials and methods for learners with severe disabilities. (Principle 2, 3, 4; Outcomes 2, 3)

12. demonstrate research validated procedures for instruction and appropriate use of methods of systematic instruction (Principle 1, 2, 3, 4, 5; Outcomes 1, 2, 3, 4, 5)

COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS

Professional performance in written and oral expression will be expected in all activities. Errors in that performance will be penalized and result in lowered grades.

1. Students will complete performance assessments (Objective 1)

2. Students will complete four ecological inventories (Objective 2)

3. Students will develop IEP's for students based on assessment results (Objective 3)

4. Students will sequence IEP and daily objectives for students (Objectives 4, 5, 6, 7, 8, 9, 10)

COURSE EVALUATION

1. Performance Assessments 25% of grade

2. Ecological Inventories 25% of grade

3. IEP's 25% of grade

5. Sequencing of objectives 25% of grade

Performance assessment instruments will be provided to students describing specific requirements for each of the course activities.

Final Grading Scale

90% - 100% A

80% - 89% B

70% - 79% C

60% - 69% D

Below 60% F

ATTENDANCE POLICY

The university attendance policy will be strictly adhered to in this course.

INSTRUCTOR

Name

Office Number

Office Hours & Telephone Number

SPECIAL NEEDS STATEMENT (ADA ADDRESSED):

Students requiring classroom accommodations or modifications because of a documented disability should discuss this need with the professor at the beginning of the quarter. Students not registered with the Special Services Program should contact the Special Services office in Nevins Hall, Room 1115. The phone number is 245-2498.

DIVERSITY STATEMENT

The Department of Special Education and Communication Disorders maintains a strong and sustained commitment to value the diverse and unique nature of the learner and to include all students in the high expectation for success.

DEPARTMENTAL PLAGIARISM POLICY

The Department of Special Education and Communication Disorders has a policy statement on plagiarism and a document identifying the characteristics of plagiarized work and the penalties for such actions. The penalty for plagiarism in undergraduate course work is a zero (0) on the assignment for the first offense, for the second offense the consequence is a letter grade of "F" for the course, for the third offense a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure. For graduate work, a letter grade of "F" for the course will be given for the first offense and a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure will occur for the second offense.

APA STYLE

The Department of Special Education and Communication Disorders has officially endorsed the style of the American Psychological Association (APA) for the completion of all written assignments unless otherwise stated. Procedures for APA style are found in:

American Psychology Association. (1994). Publication Manual of the American Psychological Association (4th ed.). Washington, DC: Author.

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