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    4. 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.

    5. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques, including technology, to foster active inquiry, collaboration, and supportive interaction in the classroom.

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

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

    8. 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.

    9. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.

    COURSE OBJECTIVES

    (Numbers in parentheses following each objective refer to the College of Education Framework Principles.)

    Upon completion of this course, the student will be able to:

    1. Assess personal and professional attitudes toward students with special needs. (9)

    2. Nurture an attitude that acknowledges a teacherÕs responsibility to all students. (2, 3)

    3. Establish and clarify a philosophy toward teaching students with special needs in vocational education. (3)

    4. Recognize the scope of vocational special needs programs. (1)

    5. Relate identification characteristics and assessment with occupational special needs programs. (1, 5, 8)

    6. Discuss the importance of interagency cooperation to meet individual career goals. (10)

    7. Apply class/laboratory experiences to employment settings. (1, 6, 7, 10)

    8. Complete an observation of either a local agency or local school vocational special needs program. (8, 10)

    REQUIREMENTS

    1. There will be two examinations in the course. Materials for the exams will come from the textbook, handouts, lectures, group activities, and class discussions.

    2. Each student will critique three articles on current issues involving students with exceptionalities.

    3. Each student will prepare a one-page philosophy paper.

    4. Each student will prepare and present a 15-minute mini-lesson on an approved exceptionality.

    5. Each student will observe a setting that provides services to persons with disabilities (local agencies or local school programs). Observations should be completed over several separate settings. A summary of observed events will be developed and shared with the class.

    EVALUATION

    Activity

    Possible Points

    Earned Points

    1. Mid-term examination

    150

    __________

    2. Final examination

    150

    __________

    3. Article critiques

    75

    __________

    4. Philosophy paper

    125

    __________

    5. Mini-lesson

    200

    __________

    6. Special needs program evaluation

    300

    __________

    TOTAL POSSIBLE POINTS

    1000

    __________

 

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Submitted by: Chief Compiler: Date:
Valdosta State University
1500 N. Patterson St.
Valdosta, GA  31698-0102		 Susan R. Worth
sworth@valdosta.edu
Phone: 912-333-5932
Fax: 912-333-7167		 February 1, 1999

Section I Checklist | Form A: Faculty | Section II Checklist | Section III Checklist

Appendix:
Course Syllabi | Faculty Vitae | Practicum Handbook | Student Teaching Handbook | Guidelines for Mentors
Program/Advising Forms | Undergraduate Catalog | Graduate Catalog | Student Enrollment

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