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COLLEGE OF EDUCATION
VALDOSTA STATE UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS
FALL SEMESTER, 1998
SPEC 4170
SYSTEMATIC INSTRUCTION CLINICAL TEACHING LAB II
2 SEMESTER HOURS

 REQUIRED TEXTBOOK(S)

No text required.

COURSE DESCRIPTION

Prerequisites: SPEC 3010. Co-requisite: SPEC 4052The 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 SPEC 4052 and will plan or deliver and evaluate 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

At the conclusion of this course students will demonstrate the ability to:

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. demonstrate effective teaching skills (placement will be for four hours weekly in a

program for students with severe disabilities) (Principle 2 & 3; Outcome 2 & 3 )

2. communicate with families and other service providers regarding instructional

implementation (Principle 6; Outcome 1)

3. implement IEP's for targeted students (Principle 2 & 3; Outcome 2)

4. monitor student progress as related to IEP objectives (Principle 2, 8; Outcome 5)
5. design age-appropriate instruction based on adaptive skills of students (Principle 2, 3, 4; Outcome 1, 2, 3)
6. teach culturally responsive functional life skills relating to independence in community, personal living, and employment (Principle 3, 5, 6, 7, 9; Outcome 2, 3, 4)
7. integrate selected related services into the instructional day (Principle 3; Outcome 3)
8. manage routines and transitions effectively for all persons in the instructional setting (Principle 5, 6, 7, 9, 10; Outcome 3)
9. use appropriate physical management techniques and use and maintain orthotic, prosthetic, and adaptive equipment effectively (Principle 2, 3, 9; Outcome 3)
10. adhere to copyright laws when preparing classroom materials (Principle 10; Outcome 4)

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 implement effective instruction (Objective 1)

2. Students will demonstrate competence in communicating with families and other service providers (Objective 2)

3. Students will implement IEP's for students based on assessment results (Objective 3, 5, 6, 7, 8, 9)

4. Students will monitor student progress (Objective 4)
5. Students will appropriately prepare and organize materials to implement lessons (Objective 10)

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

COURSE EVALUATION

1. Observation of instruction 50% of grade

2. Documentation of communication competence 15% of grade

3. Implementation of IEP's 10% of grade

5. Monitoring of progress 25% of grade

Final Grading Scale

90% - 100% A

80% - 89% B

70% - 79% C

60% - 69% D

Below 60% F

ATTENDANCE POLICY

The university 20% absence policy regarding attendance will be strictly adhered to during this course.

INSTRUCTORS

Instructor: Susan Worth

Office: ed. Center Room 169

Office Hours will be posted on office door and may change weekly

Department Telephone Number: 333-5932

E-mail: sworth@valdosta.edu

Instructor: Patti Campbell

Office: University Park North

Office Hours are posted on office door and are subject to change

Phone Number: 259-5152

E-mail: pccampbe@valdosta.edu

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.

SYSTEMATIC INSTRUCTION LAB II TEACHING SCHEDULE: (modified to complete the last half of Fall, 1998, class times were doubled)

Thursday, October 15, 9:30-11:00 a.m. meet in EC Room 272 of the Education Center for Seminar - "Preparing for Teaching Lab".

COMPLETED PORTFOLIOS DUE MONDAY, DECEMBER 14, AT 9:00 A.M.

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