DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS
SPEC 4140
CLINICAL TEACHING
1 SEMESTER HOUR CREDIT

REQUIRED TEXT

No text is required for SPEC 4140

COURSE DESCRIPTION

Prerequisite: SPEC 3010. Co-requisite: SPEC 4110.

A university supervised experience for the application of the content of SPEC 4110 with students of school age. The university student will be placed by the department for a minimum of four hours per week in a school setting where individuals with mild disabilities are receiving services.

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES

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

Principle 2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal 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 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 the effects of his/her choices and actions on others (students, parents, 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, parents, and agencies in the larger community to support students' learning and well-being.

EDUCATIONAL OUTCOMES

1. An understanding of the 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.

3. An understanding of how persons differ in their approaches to learning and how to create intervention opportunities that are adapted to diverse consumers.

COURSE OBJECTIVES

Upon successful completion of this course the student will:

1. Identify a target student/s who without intermittent and minimal support beyond that available in a regular classroom may fail to make satisfactory progress in behavioral or academic expectations for age/grade. (Principle 2, 3; Outcome 3)

2. Collect comprehensive and appropriate domain data based on ecological expectations in order to design, implement and evaluate a program of instructional supports for a target student/s.(Principle 2, 3, 4, 5, 7, 8; Outcome 1, 3)

3. Identify and implement facilitating collaborative behaviors with others who directly effect the target student/s progress. (Principle 9, 10; Outcome 1, 3)

4. Establish an instructional environment/s that facilitates cooperative group activities for effective peer and adult feedback on performance of the target student/s

5. Engage in self-evaluative activities and correlate that self-evaluation to that provided by site and university supervisors. (Principle 9; Outcome 1, 3)

6. demonstrate ethical use of copywrited materials in all activies and requirements based on current publishing guidelines.(Principle 10; Outcome 1)

COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS

The student will:

1. devote a minimum of sixty-four (64) contact hours in a school setting with students. Clinical students will schedule their time in the school to maximize their time in providing supportive and/or direct instruction for the identified at risk student (Objectives 1, 2, 3)

2. identify a student/s with mild learning and/or behavior problems within the regular class setting and gather appropriately comprehensive data that will support quality educational decisions. Students working within a special education setting will be assigned a student for whom they will be responsible. Direct instruction in that class and follow through to the regular class will be the activity of choice. (Objectives 1, 2, 3)

3. design an IEP for at least one student (Objectives 2, 3)

4. plan a data based instructional program that takes into account those goals and activities that originate with student preferences and ideas and articulate it with the ongoing instructional program of the classroom. As part of that instructional program you must design and implement a behavior change project the goal of which must include student goal setting that can be included as part of your portfolio. (Objectives 2, 3)

5. provide direct instruction to that child based on the planned program and make that instruction available to the University supervisor for observation. (Objectives 1, 2, 3, 4)

6. develop a collaborative relationship with all other educational pre-service and inservice individuals serving that child and the child's peers. (Objectives 3, 4)

7. create a portfolio of all activities following the guidelines provided in the pre-clinical seminars (Objectives 1, 2, 3, 4)

8. develop and provide to supervisors a reflective log of the experiences. (Objective 4)

9. facilitate and implement the use of supportive technology for all appropriate activities. (Objective 2)

10. There will be at least three seminars that all special education and early childhood education students must attend, one prior to the beginning of the practicum, one at the end and others as scheduled during the practicum time. These will be scheduled and announced.

EVALUATION

Each student will receive a combination of satisfactory/unsatisfactory and percentage grades for specific components of the requirements noted above. If a student receives an unsatisfactory in either of the identified components the entire course will be considered a failing experience. Those components are:

A. Number of contact hours.

B. Professional behavior and rating by site or university supervisors

All other percentages will be averaged and that average will be assigned as the final grade in the experience. Those components are:

A. Data Collection

B. IEP development

C. Lesson Planning

D. Instructional implementation

E. Collaborative activities

F. Documentation of activities

ATTENDANCE POLICY

The attendance policy for this experience is considerably more demanding that for on campus course work. Each student is expected to be on time every time that a session is scheduled at the teaching site. Any absence must be documented by a telephone call to the site prior to the time the student is scheduled to be there. Additionally, the student is required to inform the university supervisor. Professional behavior is expected as you prepare to enter teaching. This class is a key element in that preparation.

INSTRUCTOR

Richard F. Uhlir, Ed.D. Office: 176 Education Center

Professor of Special Education Telephone: 333-5932

Office Hours: Posted

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. The entire Departmental Policy, which includes examples and non-examples of plagiarism, is available on the Departmental Home Page.

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.

COURSE OUTLINE AND SCHEDULE OF ACTIVITIES

Collaborative Clinical Teaching with Students with Mild Disabilities

Week 1 Observe and collect data

Assist teacher and develop IEP

Week 2 Plan instructional program and joint planning with ECE practicum student.

IEP to be submitted for approval

With one child, identify a behavior that you have targeted for change and then determine a method of recording the occurrence of that behavior. Provide a brief report describing the student's target behavior and the method of recording the occurrence (or non-occurrence) of the behavior. Where appropriate the skill should focus on self management skills for the student.

Investigate available technoloy support for the intervention program you will implement.

Weeks 3-5 Provide direct individual and group instruction including available technological support activities and document their use.

Implement the behavior change program after appropriate baseline data have been collected and graphed. Share this information with your supervisor.

At least two direct instruction sessions with the target student should have been observed by the end of these weeks

Week 6 All collaborative lessons should have been completed and observed by Oct. 9

Complete behavior intervention program and write up results for portfolio.

Direct and Group instruction continues and begin

post instructional data and create summary reports

Oct. 12-16 Post instructional data gathering if necessary