Title

EDSP 356

Authors

Document Type

Course Change

Alternate Date

2007 - 2008

Abstract

KEENE STATE COLLEGE 2007-2008 COURSE PROPOSAL FORM DATE: October 2007 SPONSORING PROGRAM AND CHAIR: Education, MS 2611 Chairs: Dottie Bauer (8-2864) and Len Fleischer (8-2846) PROPOSAL SPONSOR: Evie Gleckel and Nancy Lory on behalf of faculty teaching in the special education, early childhood, and elementary education certification options TITLE SUMMARY: EDSP 356 Practicum/Methods in SPED 8 credits PROPOSED ACTION: Underline proposed changes . Course Addition Description Change Prerequisite Change Course Deletion Course Replacement Number Change Title Change Credit Change EXISTING (OLD) DATA: PROPOSED (NEW) COURSE TITLE: EDSP 356 Practicum and Methods in Special Education 8 credits PROPOSED (NEW) COURSE DESCRIPTION: A course and field experience where students engage in the range of assessment, planning, instruction, and teaming activities inherent in the role of the special educator. Prerequisite: EDSP 350, EDSP 352, and EDSP 354, or permission of instructor. Fall, Spring LEARNING OUTCOMES: Site Focus 1) To gain experience as an evaluator by reading and critiquing evaluation reports, conducting assessments, and documenting student performance • to collect and analyze assessment data regarding one student; using file review, observation, interviews, informal strategies, and work sample analyses as bases for understanding the student as a reader, writer, speaker, listener, mathematician, participant in the learning environment, and/ or member of the classroom community • to establish assessment as an ongoing process, setting up record keeping systems to document student progress and behavior during instruction 2) To develop competence as a planner, providing students with constructive and engaging learning experiences • to prepare lessons to correspond with IEP objectives and/ or program focuses; demonstrating competence in targeting specific skills/ concepts for instruction, selecting instructional materials, adapting teaching strategies, incorporating I-do it, We-do it, You-do it; and evaluating and monitoring student progress 3) To acquire facility as an instructor, working directly with students in a variety of situations • to provide direct and supportive instruction to individuals and small groups of students in special education and/ or classroom settings, promoting student competence and independence • to conduct lessons that support students' facility with targeted skill(s)/ concept(s), keep them engaged, and are responsive to their challenges • to establish clear expectations for behavior and academic performance • to engage students in activity, posing constructive questions, responding to performance, offering error correction, and redirecting or intervening as needed 4) To commit to being a reflective practitioner, holding a mirror up to oneself • to evaluate the effectiveness of planned and impromptu lessons and interactions with students; examining qualities of instruction, ways engage with and respond to students, and outcomes for students • to participate in supervision activities (conferences, observation responses) to enhance competence in conducting assessment, planning and implementing lessons, interacting with students, evaluating student performance • to document evidence of professional competence, justifying how artifacts are representative of skills 5) To acquire perspective on being a program coordinator, overseeing services, managing individual cases, and supervising the activities of paraprofessionals • to gain an understanding of the different forms special education service delivery takes by observing the instructional settings in which students are served • to observe and discuss the demands and changing nature of the role of the special educator Seminar Focus 6) To demonstrate the thinking, decision making, and practices involved in meeting the demands of legislation, taking active and collaborative roles as evaluator and planner • to translate demands, safeguards, timelines, and requirements established by Federal Legislation (IDEA) and New Hampshire State Standards for the Education of Handicapped Students into practice, noting impact on the role of the special educator • to examine the special education process, identifying relationships among mandated procedures and the stages • to define the components of the IEP as a structure to guide assessment, curriculum design, instructional planning, and services for the student with mild-moderate special needs of: planning assessment, collecting and analyzing data, integrating information into a description of the student, and designing curriculum, teaching approaches, modifications, and service delivery • to review a student's file and existing assessment data as sources for generating questions and selecting assessment approaches (observations, interviews, informal approaches)/ KWH • to integrate assessment data in order to articulate concise, objective descriptions of the student as a reader, writer, speaker, listener, mathematician, participant in the learning environment, and/ or member of the classroom community (profile and present levels of performance) • to use descriptions of the student as justification for designing program plans for the IEP (goals, objectives, monitoring techniques, teaching approaches, modifications, and service matrix) 7) To serve as planner for daily instruction, fusing guidelines from student IEPs with grade level curriculum frameworks to make decisions about instructional focuses, approaches, materials, environment, and modifications • to evaluate and select instructional approaches and materials to support students as they become readers, writers, speakers, listeners, mathematicians, participants in the learning environments, and members of classroom communities • to identify components of effective lesson plans that balance active engagement, direct instruction, modeling, guided and independent practice, and contextual applications 8) To elaborate the demands placed on special educators, using the roles of program coordinator and collaborator to connect with the general education program • to identify components of the role of the special education teacher and compare and contrast the ways in which programs operate to accommodate emphasis on student needs and/ or inclusion • to analyze and compare qualities of special education programs (use of physical space in various settings, classroom routines and rules, scheduling of student and teacher time, teaching approaches and methodologies, monitoring of student progress, IEPs in the schools, teaming/ collaboration) and identify personal guidelines for creating, designing, and managing service delivery systems • to participate as a team member who cooperatively plans and coordinates classroom and special needs placements and activities RATIONALE: The prefix change is part of the Education Department’s redesign and move to a 4-credit model. The scope and the sequence of the course will be similar to the previous SPED 430 course RESOURCES: Who will teach this course: Is additional staffing needed? How often will the course be offered? Existing faculty and staff. Course will be offered each semester and in the summer. What additional library resources will be required? Has the library been consulted to determine the adequacy of library holdings or to estimate the cost to improve these sufficiently? Yes. No additional resources needed at present. ADVISORY OPINIONS: Secondary Education Option(s)

Source

Senate Curriculum Committee

Language

English

Publisher

Keene State College

EDSP 356

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