SOUTHEASTERN LOUISIANA UNIVERSITY
SPECIAL EDUCATION 465/565
MAINSTREAMING PRACTICUM
CREDIT:3 Semester Hours
PREREQUISITES
: SPED 363 or permission of Department HeadCOURSE DESCRIPTION:
A practicum in teaching special education students integrated into the regular classroom. Experience in cooperative planning and coordination and teaching with the regular classroom teacher.
In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in today’s world and to prepare students for the future, the College of Education and Human Development (COEHD) has identified four critical components of The Effective Educator: standards-based instruction (SBI), knowledge of the learner (KL), best pedagogical practices (PP), and content knowledge (CK).
COURSE OBJECTIVES:
All necessary objectives have been addressed in courses prior to enrollment in the practicum.
LEARNER OUTCOMES:
By the conclusion of this course, the student will be able to:
1. Create and maintain records. (CC:3,S2) PP, SBI
2. Use performance data and information from teachers, other professionals, individuals with exceptionalities, and parents to make or suggest appropriate modification in learning environments. (CC:3,S7) PP, KL, SBI
3. Develop individualized assessment strategies for instruction. (CC:3,S8) PP, KL, SBI
4. Use assessment information in making instructional decisions and planning individual programs that result in appropriate placement and intervention for all individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds. (CC:3,S9) KL, PP, SBI
5. Interpret and use assessment data for instruction. (CC:4,S1) KL, PP, SBI
6. Develop and/or select instructional content, materials, resources, and strategies that respond to cultural, linguistic, and gender differences. (CC:4,S2) KL, PP, SBI, CK
7. Choose and use appropriate technologies to accomplish instructional objectives and to integrate them appropriately into the instructional process. (CC:4,S4) KL, PP, SBI, CK
8. Prepare appropriate lesson plans. (CC:4,S5) PP, CK, KL, SBI
9. Select, adapt, and use instructional strategies and materials according to characteristics of the learner. (CC:4,S8) KL, PP, SBI
10. Use strategies for facilitating maintenance and generalization of skills across learning environments. (CC:4,S11) PP, KL, SBI
11. Use instructional time properly. (CC:4,S12) SBI, PP
12. Establish and maintain rapport with learners. (CC:4,S15) PP, KL
13. Conduct self-evaluation of instruction. (CC:4,S17) SBI, PP
14. Prepare and organize materials to implement daily lesson plans. (CC:5,S3) KL, CK, PP, SBI
15. Incorporate evaluation, planning, and management procedures that match learner needs with the instructional environment. (CC:5,S4) SBI, CK, PP, KL
16. Design a learning environment that encourages active participation by learners in a variety of individual and group learning activities. (CC:5,S5) PP, KL
17. Design, structure, and manage daily routines effectively, including transition time, for students, other staff, and the instructional setting. (CC:5,S6) KL, PP, SBI
18. Direct the activities of a classroom para-professional, aide, volunteer, or peer tutor. (CC:5,S7) PP
19. Demonstrate a variety of effective behavior management techniques appropriate to the needs of individuals with exceptional learning needs. (CC:6,S1) KL, PP
20. Modify the learning environment (schedule and physical arrangement) to manage inappropriate behaviors. (CC:6,S3) PP, KL
21. Identify realistic expectations for personal and social behavior in various settings. (CC:6,S4) KL, PP
22. Integrate social skills into the curriculum. (CC:6,S5) PP, KL
23. Use effective teaching procedures in social skills instruction. (CC:6,S6) PP, KL, SBI
24. Demonstrate procedures to increase the individual's self-awareness, self-control, self-reliance, and self-esteem. (CC:6,S7) KL, PP
25. Use collaborative strategies in working with individuals with exceptional learning needs, parents, and school and community personnel in various learning environments. (CC:7,S1) PP, KL
26. Communicate and consult with individuals, parents, teachers, and other school and community personnel. (CC:7,S2) PP, KL
27. Plan and conduct collaborative conferences with families or primary caregivers. (CC:7,S5) PP, KL
28. Collaborate with regular classroom teachers and other school and community personnel in integrating individuals with exceptional learning needs into various learning environments. (CC:7,S6) PP, KL
29. Demonstrate commitment to developing the highest educational and quality-of-life potential of individuals with exceptional learning needs. (CC:8,S1) PP
30. Demonstrate positive regard for the culture, religion, gender, and sexual orientation of individual students. (CC:8,S2) PP
31. Promote and maintain a high level of competence and integrity in the practice of the profession. (CC:8,S3) PP
32. Exercise objective professional judgment in the practice of the profession. (CC:8,S4) PP, CK
33. Demonstrate proficiency in oral and written communication. (CC:8,S5) CK, PP
34. Engage in professional activities that may benefit individuals with exceptional learning needs, their families, and/or colleagues. (CC:8,S6) PP, CK, KL
35. Comply with local, state, provincial, and federal monitoring and evaluation requirements. (CC:8,S7) PP, CK, KL, SBI
36. Use copyrighted educational materials in an ethical manner. (CC:8,S8) PP, CK
37. Practice within the CEC Code of Ethics and other standards and policies of the profession. (CC:8,S9) PP, CK
38. Articulate the pros and cons of current issues and trends in the education of individuals with disabilities. (GC:1,S1) PP, CK, KL
39. Use effective, research-based instructional strategies and practices to meet the needs of individuals with disabilities. (GC:4,S1) KL, PP, SBI, CK
40. Facilitate use of prevention and intervention strategies in educational settings. (GC:4,S2) PP, KL, SBI, CK
41. Evaluate, select, develop, and adopt curriculum materials and technology appropriate for individuals with disabilities. (GC:4,S5) KL, CK, SBI, PP
42. Integrate academic instruction, affective education, and behavior management for individual learners and groups of learners. (GC:4,S6) PP, KL, CK
43. Integrate student-initiated learning experiences into ongoing instruction. (GC:4,S8) PP, KL, SBI, CK
44. Use skills to enhance thinking processes. (GC:4,S9) KL, CK, SBI, PP
45. Use effective instructional strategies to assist individuals with disabilities to detect and correct errors in oral and written language. (GC:4,S10) KL, SBI, PP, CK
46. Use appropriate instructional strategies to teach math skills and concepts according to the characteristics of the learner and patterns of error. (GC:4,S11) KL, CK, PP, SBI
47. Modify pace of instruction and use organization cues. (GC:4,S12) PP, CK KL, SBI
48. Integrate appropriate teaching strategies and instructional approaches to provide effective instruction in academic and nonacademic areas for individuals with disabilities. (GC:4,S13) PP, KL, CK, SBI
49. Design age-appropriate instruction based on the adaptive skills of learners. (GC:4,S15) KL, PP
50. Support the use of media, materials, alternative communication styles and resources required for learners whose disabilities interfere with communications. (GC:4,S19) KL, CK, PP
51. Monitor intra-group behavior changes across subjects and activities. (GC:5,S1) PP, KL, PP
52. Structure the educational environment to provide optimal learning opportunities for individuals with disabilities. (GC:5,S2) KL, PP
53. Teach individuals with disabilities in a variety of educational settings. (GC:5,S3) KL, PP, SBI
54. Design learning environments for individuals with disabilities that provide feedback from peers and adults. (GC:5,S4) KL, PP, SBI
55. Use local, community, state, and provincial resources to assist in programming with individuals who are likely to make progress in the general curriculum. (GC:5,S6) PP, KL
56. Use a variety of non-aversive techniques for the purpose of controlling targeted behavior and maintaining attention of individuals with disabilities. (GC:6,S1) PP, KL
57. Develop and implement a systematic behavior management plan using observation, recording, charting, establishment of time lines, hierarchies of interventions, and schedules of reinforcement. (GC:6,S2) PP, CK, KL, SBI
58. Select target behaviors to be changed and identify the critical variables affecting the target behavior. (GC:6,S3) KL, PP
59. Define and use skills in problem-solving and conflict resolution. (GC:6,S4) PP, KL
60. Design, implement, and evaluate instructional programs that enhance an individual’s social participation in family, school, and community activities. (GC:6,S5) KL, PP
61. Establish a consistent classroom routine for individuals with disabilities. (GC:6,S6) PP
62. Participate in the activities of professional organizations relevant to individuals with disabilities. (GC:8,S1) PP
63. Articulate the teacher’s ethical responsibility to non-identified individuals who function similarly to individuals with disabilities. (GC:8,S2) PP
COURSE OUTLINE:
COURSE REQUIREMENTS:
This course is designed to implement the skills, knowledge, and techniques learned in previous special education courses. Experience in cooperative planning and coordination and teaching with the regular classroom teacher is provided.
The following activities will be presented as a portfolio (LO33,37). If a question is provided below for an activity, be sure to answer the question as part of your product. You should create the portfolio using index dividers, (be sure to label each section) and put it in the order presented in the syllabus. Use Times Roman font, 12 point, black ink, 1 inch margins, double-spaced on all typed sections. Please DO NOT use page protectors!
1. Classroom Participation Hours/Journal (60 pts.)
Fifty hours of classroom participation are required. These hours are to be documented in a journal describing observations, planning, collaboration with other teachers, classroom instruction, and evaluating activities and experiences. Be sure to change the names of students for confidentiality. Keep a running record of accumulated time. The 50 hours are to be spread evenly throughout the semester. Please describe how the responsibility for keeping attendance and grades is divided between the co-teachers in your setting, and give your opinion of whether you agree or disagree with how they choose to do it. If you disagree, provide your reasons, and an alternative way to do it. (LO1)
This section should not be typed. Please write legibly.
2. Personal Philosophy (20 pts.)
Develop a paper in which you articulate your personal philosophy of special education, including its relationship to regular education. Be sure to include your feelings about inclusion and cooperative teaching (LO38).
3. Participation in Collaborative Planning (20 pts.)(LO25,26)
Participate in, document, and evaluate instructional/behavioral planning between special education teachers and regular education teachers. This time can be included in the 50 hours. Highlight collaboration time in your journal. Write a reflection (1-2 pages, double-spaced) on the positive and/or negative outcomes of the collaboration. Include issues that should be considered for collaboration to be effective (ex. arranging planning time). If you experienced any negative outcomes as a result of the collaboration, include ways to potentially avoid such problems.
4. Lesson Plans/Units (150 pts.)(LO8,49)
D. Together with your co-teacher, include in your lesson plan strategies (LO6,9,48) of instruction/review/retention that will address the modifications and accommodations of the special children within your classroom (LO2,09). Search the web (LO7) for co-operative instructional techniques and compile a list of sites that can be used for future reference.
5. Discipline Plan (40 pts.)(LO15,56)
Evaluate the teacher’s classroom plan. Determine strengths and weaknesses. Be constructive in your critique – if you determine a weakness, you must suggest a solution. What strategies do you think would work for you as a classroom teacher and what techniques would you need to change? How would you change them? What exact steps would you take to compromise with your co-teacher on your individual beliefs about discipline? What items would you compromise on, and which ones would you not be willing to compromise, and why?
6. Self Evaluation (50 pts.)
Write a self-evaluation of your experience. Be honest! Consider:
What did I expect? (LO21)
What was different than I expected?
What did I learn?
What would I do differently?
What ideas will I be sure to incorporate in my classroom?
What behavior issues did I deal with and what did I learn about dealing with behavior problems?
What was one problem that I did not even consider being an issue?
What did I learn about inclusion concerns (of both regular and special educators)?
Concerning collaboration:
How did I collaborate with regular education teachers?
How did I collaborate with other special education teachers?
How did I collaborate with related service providers?
How did I collaborate with paraeducators?
How can I improve my collaboration skills?
Thoughts concerning your interactions in the teachers’ lounge?
Thoughts concerning your interactions with parents?
Thoughts concerning your interactions with the administration?
7. Instructor Observations - 3 observations (10 pts., 30 pts, 20 pts.)
Each student will be observed by the instructor 3 times throughout the semester. The first observation will be of the student collaborating with the co-teacher to develop the 5-day lesson plan. The second observation will be during the week the student and co-teacher are collaboratively teaching the 5 day lesson plan. The third observation will be when the student and co-teacher meet to evaluate their co-teaching experience and determine how their collaboration may be improved in future efforts. Additional observations will be conducted at the discretion of the instructor. Each observation will be followed by a conference between the student and the instructor. Grading of observations will be determined, in part, by the student’s willingness to accept and implement suggestions from the participating teacher and instructor, improvements over the semester in instructional techniques and behavior management, and development of positive rapport and problem solving skills.
STUDENT EVALUATION
Journal - 50 hours 60 pts.
Personal Philosophy 20 pts.
Collaboration Planning 20 pts.
Lesson Plans/Units 150 pts.
Discipline Plan 40 pts.
Self Evaluation 50 pts.
Instructor Observations 60 pts.
Total points possible: 400 pts.
GRADING CRITERIA:
93% - 100% = A 370-400 pts.
85% - 92% = B 338-369
77% - 84% = C 306-337
66% - 76% = D 260-305
0 - 65% = F below 260
PROFESSIONAL STANDARDS:
1. Students are expected to maintain professional standards of behavior at all times when fulfilling course requirements.
2. Student behavior/classroom decorum: Free discussion, inquiry, and expression is encouraged in this class. Classroom behavior that interferes with either (a) the instructor’s ability to conduct the class or (b) the ability of students to benefit from the instruction is not acceptable. Examples may include routinely entering class late or departing early; use of beepers, cellular telephones, or other electronic devices; repeatedly talking in class without being recognized; talking while others are speaking; or arguing in a way that is perceived as "crossing the civility line." In the event of a situation where a student legitimately needs to carry a beeper/cellular telephone to class, prior notice and approval of the instructor is required.
3. Students must demonstrate proficiency in written composition as written communication skills are basic to teaching. The essay component of examinations will be graded on correctness of grammatic usage, word choice, and spelling, as well as content.
4. Students must follow the rules of the publication manual of the American Psychological Association (APA) (4th. edition) in citing references.
5. Students should consult the current catalogue for information regarding the last day to drop or resign from the University without grade penalty. Students are responsible for completing required forms when they find it necessary to discontinue University work prior to the end of the semester.
6. Students will not be given make-up exams without a valid written excuse for the absence.
PASS/FAIL OPTION:
Graduate students have the option of registering on a pass/fail basis for courses not included in their degree plan. Courses taken on a P/F basis may not be used for degree credit at SLU. For a graduate credit course, a grade of "P" will be assigned only if the work is of at least "C" quality. Please note that a student on probation may not enroll in graduate courses on a pass/fail basis. See the catalogue for further information. A STUDENT ON PROBATION MAY NOT ENROLL IN GRADUATE COURSES PASS/FAIL. SEE A CURRENT CATALOGUE FOR REGULATIONS.
ATTENDANCE:
Students are advised to notify the instructor when unable to attend class. If it is necessary to be absent from a class, it is the student's responsibility to obtain notes and hand-outs from another class member.
NOTE:
1. If you have been accepted into the Master of Education program and have not completed a degree plan, please see your advisor as soon as possible.
2. If you have completed a degree plan for a Master of Education degree and do not have a Comprehensive Examination Manual, please see the Department of Special Education and Communication Sciences & Disorders’ secretary for a copy. Sign the form attached to the Manual, indicating that you have received your copy, and return the signed form to the folder on the counter (or to your advisor).
3. If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act, you are required to self-identify with the Office of Student Life, Room 203, Student Union.
4. Graduate students with non-degree status who wish to pursue a graduate degree should contact the Graduate School (549-2103) to request a change of status. Upon receipt of GRE scores and all other required paperwork, the Graduate School notifies students as to their status: Regular Admission status, Conditional Admission status, or Non-Degree status. Students with Regular or Conditional status will then receive a letter from the Department Graduate Coordinator assigning an advisor and requesting that they complete a degree plan promptly.
No more than 12 hours earned by a student in Conditional, Temporary, or Non-Degree Status may be counted toward a graduate degree, provided the credit is recommended for approval to the Graduate Dean by the appropriate graduate coordinator or faculty advisor.
Wendy Siegel, Assistant Professor Office Hours: Tues. 1:30-5
TEC Rm 235A Online office hours: Wed. 2-5
SLU 10749 Thurs. 1:30-5
Hammond, LA 70402 and by appointment
504-549-3421
fax: 504-549-5009
email: wenwolf@cox.net - home
wsiegel@selu.edu -work
SPED 465/565
Reading List
Anderson, C., & Katsiyannis, A. (1997). By what token economy? A classroom learning tool for inclusive settings. Teaching Exceptional Children, 29 (4), 65-67.
Aronson, E. & Patnoe, S. (1997). The Jigsaw classroom: Building cooperation in the classroom. NY: Longman.
Bauwens, J. & Hourcade, J. J. (1997). Cooperative teaching: Pictures of possibilities. Intervention in School and Clinic, 33, 81-89.
Cangelosi, J. S. (2000). Classroom management strategies: Gaining and maintaining students' cooperation. (4th ed.) NY: John Wiley & Sons.
Cohen, L. G. & Spenciner, L. J. (1998). Assessment of children and youth. New York: Longman.
Deslandes, R., Royer, E., Potvin, P., & Leclearc, D. (1999). Patterns of home and school partnership for general and special education students at the secondary level. Exceptional Children, 65, 496-506.
Edwards, C. H. (2000). Classroom discipline and management (3rd ed.). NY: John Wiley & Sons.
Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76 (9), 701-712.
Freschi, D. F. (1999). Guidelines for working with one-to-one aides. Teaching Exceptional Children, 31 (4), 42-47.
Goodrich, H. (1996/97). Understanding rubrics. Educational Leadership, 54(4), 14-17.
Grossman, H. (1995). Classroom behavior management in a diverse society (2nd ed). Mountain View, CA: Mayfield Publishing Co.
Hyun, J. K. & Fowler, S. A. (1995). Respect, cultural sensitivity, and communication. Teaching Exceptional Children, 28 (1), 25-28.
Idol, L. (1996). Models of curriculum-based assessment (2nd. ed.). Austin, TX: Pro-Ed.
Jones, V. F. & Jones, L. S. (1998). Comprehensive classroom management: Creating communities of support and solving problems. Boston: Allyn and Bacon.
Jordon, L., Reyes-Blanes, M. E., Peel, B. B., Peel, H. A., & Lane, H. B. (1998). Developing teacher-parent partnerships across cultures: Effective parent conferences. Intervention in School and Clinic, 33, 141-147.
Kazdin, A. E. (1994). Behavior modification in applied settings (5th ed.). Pacific Grove, CA: Brooks/Cole Publishing.
Lassman, K. A., Jolivette, K., & Wehby, J. H. (1999). "My teacher said I did good work today!" Using collaborative behavioral contracting. Teaching Exceptional Children, 31 (4), 12-18.
Linan-Thompson, S. & Jean, R. E. (1997). Completing the parent participation puzzle: Accepting diversity. Teaching Exceptional Children, 30 (2), 46-50.
Lyon, C. S. & Lagarde, R. (1997). Tokens for success: Using the graduated reinforcement system. Teaching Exceptional Children, 29 (6), 52-57.
McTighe, J. (1996/97). What happens between assessments? Educational Leadership, 54(4), 6-13
Murdick, N. I. & Petch-Hogan, B. (1996). Inclusive classroom management: Using pre-intervention strategies. Intervention in School and Clinic, 31, 172-176.
Rademacher, J. A., Callahan, K., & Pederson-Seelye, V. A. (1998). How do your classroom rules measure up? Guidelines for developing an effective rule management routine. Intervention in School and Clinic, 33, 284-289.
Rivera, B. D. & Rogers-Adkinson, D. (1997). Culturally sensitive interventions: Social skills training with children and parents from culturally and linguistically diverse backgrounds. Intervention in School and Clinic, 33, 75-80.
Saren, D. (1999). The decision tree: A tool for achieving behavioral change. Teaching Exceptional Children, 31 (4), 36-40.
Wolfgang, C. H. (1996). The three faces of discipline for the elementary school teacher. Boston: Allyn and Bacon.
Wong, H. & Wong, R. (1991). The first days of school: How to be an effective teacher. Sunnyvale, CA: Harry Wong.
SPED 465 Tentative Schedule - Meet Tuesday afternoons at 2:00
Jan. 15 Overview
Get schedules and preferences
Jan. 22 Meet: Professionalism
School Assignments
Proactive Management
Jan. 29 no class - Superconference
Feb. 5 no class
Feb. 12 no class – Mardi Gras Holiday
Feb. 19 no class
Feb. 26 12:30 Collaboration and team teaching
March 5 12:30 Transition issues
Infusing technology
diversity
March 12 no class
March 19 no class
March 26 no class
April 2 no class – Spring Break
April 9 no class
April16 no class
April 23 12:30 Parent communication and meetings
IEP/ITP
April 30 no class
May 7 no class - Portfolio due in office 235A by 4:30
May 14? 11:30 - meet to share wealth of knowledge and for wrap-up comments
Portfolio Checklist
Sped 465
Name____________________________________________________-
____/60 1. Journal - 50 hours
___ Accumulated time
___ Collaboration hours highlighted
___ Written journal of experience
___ Students’ names changed (Indicate by using quotation marks)
___ Collaboration on attendance role, and grades (LO1)
____/20 2. Personal Philosophy
___ Includes relation to regular and special education
____Includes relation to inclusion and co-teaching (LO38)
____/20 3. Collaboration Evaluation (LO25,26)
___ Reflection 1-2 pages, double-spaced
___ Includes issues that should be considered for collaboration to be effective (ex. arranging planning time).
___ If appropriate, ways to potentially avoid encountering problems in collaboration in the future.
____/150 4. Lesson Plans/Unit (LO8,49)
____Pretest (LO03,15) (Include cc of test, and spreadsheet of pre and post test results)
____Introduction of lesson
____Follow lesson plan format (LO06,39,48)
____Provides for group and individual work (LO16,52)
____Objective stated in behavioral terms
____ Lesson appropriate to objective
____Appropriate sequencing of skills
____Appropriate Materials (LO09,14,41,50)
____ Appropriate Modifications (LO02,04)
____ Appropriate Accommodations (LO02,04)
____Instruction for varied learning styles (LO06,09)
____Infuses technology into the lesson (LO07)
____Makes adjustments in lesson as needed (LO06)
____Checks for understanding
____Provides feedback to students
____Transition from one activity to another (LO17,61)
____Management of classroom behavior (LO19,20)
____Closure
____Evaluation of effectiveness of lesson
____Plans for next lesson (LO4,05,15)
____Posttest (LO03)
____Post-observation conference
____Websites documented and list included
____Uses strategies for facilitating classroom management and to promote generalization of skills. (LO10)
____Effective use of time. (LO11)
____Works well with co-teachers and paraprofessionals (LO18)
____Effectively intergrates social skills into the curriculum. (LO22,23,60)
____/40 5. Discipline Plan (LO15,51,56,57,58)
____ Evaluation of the teacher’s classroom plan, including strengths and weaknesses, and suggestions for solutions to any weaknesses. (10)
____ Procedures for cooperatively developing joint discipline plan (5)
____ Justification for compromises (5)
____Final cooperative classroom proactive management plan (rules & procedures) (20)
____/50 6. Self Evaluation (use list provided in syllabus for details)(LO13)
____What expected (LO21)
____What learned
____About inclusion
____About collaboration
____Other
____/60 7. Instructor Observations (LO29,31,32,39,42,48)
____Works effectively with co-teacher
____Positive rapport with co-teacher
____Positive rapport with students (LO12)
____Willingness to accept responsibility
____Knowledge of material presented to students
____Appropriate tone of voice (LO24)
____Appropriate body language
____Appropriate attire
____Positive feedback (LO24)
____Manages behavior (LO40)
____Willingness to accept suggestions/criticism
____Ability to explain concepts in more than one way
____Flexible (LO47)
____Models and teaches problem solving and critical thinking (LO44,45)
____Materials prepared and available (LO41)
____Compassionate (LO24)
____Positive role model
____Aware of all activities in the room ("With-it-ness")
____Keeps students focused
____Demonstrates acceptance of diversity (LO30)
____Allows student initiative and input (LO43)
____Other
All portfolio components will be graded on correctness of grammatic usage, word choice, and spelling, as well as content.
_______/400
10 pts. Extra credit: Attend SuperConference (minimum of three presentations) and write a reflection about what you learned. Include any handouts from the presentations. (LO34,36,55,62)