DEPARTMENT OF SPECIL EDUCATIONAND COMMUNICATION DISORDERS
SPEC 5020
STUDENT TEACHING SEMINAR
1 CREDIT HOUR

REQUIRED TEXTBOOK

No text required

COURSE DESCRIPTION:

Prerequisite: Consent of the departmental Student Teaching Committee. Co-requisite: SPEC 5010

A forum for discussion and exchange of ideas relating to the responsibilities of professional ethical practices. Topics include direct intervention issues, advocacy, collaboration, diversity, and any others that arise during student teaching. May be taken multiple times. Two hours are required for certification/licensure recommendation.

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES FOR GRADUATE PROGRAMS

Principle 1. Graduates are committed to their roles as helping professionals.

Principle 2. Graduates are capable of excellence in their professional practice.

Principle 3. Graduates think systematically about their practice, use research and
technology and contribute to the knowledge base.

Principle 4. Graduates are members of learning communities.

EDUCATIONAL OUTCOMES

1. The ability to create environments that encourage positive social interaction, self-motivation, and active engagement in learning through an understanding of individual and group motivation and behavior.

2. The ability to plan intervention based upon knowledge of empirical research, individual consumers, and the community.

3. Competence in self-evaluation of the effects of his/her choices and actions on others (consumers, family members, and other professionals in the learning and community) and a commitment to actively seek out opportunities to grow professionally.

4. The fostering of relationships with professional colleagues, families, businesses and agencies in the larger community to support consumers’ progress and well-being.

COURSE OBJECTIVES

Upon completion of this course, students will:

1. identify and use instructional methods and curricula that are appropriate and effective in meeting the individuals needs of students (Principle 2; Outcomes 1and 2)
2. create safe and effective learning environments (Principle 1; Outcome 1)
3. maintain confidentiality of information and discuss statutory confidentiality requirements (Principle 4; Outcomes 3 and 4)
4. refrain from aversive techniques and apply only those disciplinary methods and behavioral procedures which they have been instructed to use and which do not undermine the dignity of the individual or the basic human rights of persons with diverse needs (Principle 4; Outcomes 1, 2, and 3)
5. develop effective communication with parents, avoiding technical terminology (Principle 4; Outcome 4)
6. recognize and respect cultural diversities which exist in some families (Principle 4; Outcomes 3 and 4)
7. recognize that the relationship of home and community environmental conditions affects the behavior and outlook of students with diverse needs (Principle 1; Outcome 3)
8. represent themselves professionally in an ethical and legal manner in regard to their training and experience (Principle 4; Outcomes 3 and 4)
9. seek assistance in instances where personal problems threaten to interfere with the successful completion of the student teaching experience (Principle 4; Outcomes 3 and 4)
10. advance their knowledge and skills in order to maintain a high level of competence and response to the changing needs of persons with diverse needs (Principle 3; Outcome 3)
11. participate in the objective and systematic evaluation of themselves for the purpose of continuous improvement of professional performance (Principle 3; Outcome 3)
12. participate responsibly in professional organizations (Principle 4; Outcomes 3 and 4)
13. initiate, support, and/or participate in research related to the education of persons with diverse needs (Principle 3; Outcomes 3 and 4)
14. strive to develop positive attitudes among other professionals toward persons with diverse needs (Principle 4; Outcomes 3 and 4)
15. maintain effective interpersonal relations with colleagues and other professionals (Principle 4; Outcomes 3 and 4)

COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS

1. Attend class sessions and actively participate in class discussions/activities. (Objectives: 1, 2, 3, 4, 7, 8, 11, 14, 15)
2. Appropriately share information regarding needed areas of review or discussion based on student teaching placement. (Objectives: 9, 11, 12, 15)
3. Complete all assigned readings. (Objectives: 3, 10, 12)
4. Present a topic from a journal article. Discuss the findings and meaning of the article, respond to questions, and provide insight into the topic. (Objectives: 5, 6, 10, 13)

COURSE EVALUATION

The grading standard is based largely upon the clinical judgment of the instructor(s). Students are expected to bring knowledge to class and participate actively in the discussions.

ATTENDANCE POLICY

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

SPECIAL NEEDS STATEMENT

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 226-A. 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 of plagiarism in undergraduate course work ins 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 administrative structure will occur for the second offense. The entire Departmental Policy, which include examples and non-examples of plagiarism, is available on the Departmental Homepage.

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 (4^th ed.). Washington, DC: Author.

TENTATIVE COURSE TOPICS

Direct intervention issues

Advocacy and self-determination

Collaboration

Diversity

Classroom management

Effective teaching

Adult services

Professionalism

Confidentiality

Self-evaluation of instruction

Peer supports and friendship strategies

IEP's