EDSP 430: Field Applications of Special Education in the Elementary Classroom (WI)
Prerequisite: Acceptance into the Teacher Education program on pre-professional field
experience status.
Credit Hours: (6)
Provides clinical experience in an elementary field placement appropriate to candidates
in a pre-professional teacher preparation program. This semester-long field experience
is integrated with co-requisite course work. Candidates work in a K-6 classroom with
a qualified cooperating teacher and under the supervision of a university faculty
member. Candidates are immersed in making important theory to practice connections
and will apply skills and knowledge in assessment, program planning, and instructional
methodology for diverse learners. They gain and enhance their professional skills
and dispositions related to communication and collaboration, ethical practice, and
cultural competence.
Note(s): Applied Learning designated course. A fee of $110 will be charged to students taking EDSP 429.
Detailed Description of Content of Course
This is one in a series of structured, sequenced and supervised clinical experiences
provided in conjunction with the specialized study and course work for licensure in
special education general and adapted curriculum. The semester begins with the candidate
completing observations of both the cooperating teacher and the students, learning
about the school culture, and assisting the teacher as needed with day-to-day classroom
tasks. As the semester progresses the candidate is given additional instructional
responsibilities with students鈥攊ndividually and in small and large groups. The candidate
is also taking pedagogical classes and completing assignments in their classroom setting
throughout the semester, which culminates in a two-week full-time classroom immersion
experience. During this time, candidates teach and assess an instructional unit of
study that they have planned. Seminars are scheduled to enhance the professional development
of students enrolled in this early field experience and may include the following
topics:
鈥lassroom management
鈥eaching diverse learners
鈥ollaborating, co-planning and co-teaching;
鈥pplication of instructional planning, pedagogy, and assessment
鈥ommunicating with families
鈥rofessional growth, reflection, and evaluation
Detailed Description of Conduct of Course
Early field placements are made in appropriate K-6 general education classrooms with
diverse learners including students with disabilities and/or those who are at-risk
for learning under the supervision of approved cooperating professionals and university
supervisors. Structured and sequenced clinical experiences are provided in conjunction
with course work. The placement is a full semester, 20-25 hours per week. Seminars
directed by University faculty are included.
Goals and Objectives of the Course
Goals and Objectives of the Course Goals, objectives, and assignments address the
Virginia Department of Education regulations for preparing educators and the Council
for Exceptional Children (CEC) Initial Preparation Standards and Specialty Set Knowledge
and Skill Items. Specialty sets included in this course cover competencies for the
Individualized General Curriculum and Individualized Independence Curriculum.
Objectives. At the completion of the field experience the candidate will:
1.澳门老奇人论坛 an understanding of the foundations of special education and engage in professional and ethical practice as demonstrated by following the CEC鈥檚 Ethical Principles and Professional Practice Standards for Special Educators.
2.澳门老奇人论坛 an understanding of the development of children and how the individual differences of children鈥攅conomic, social, racial, ethnic, religious, physical and cognitive鈥攊mpact student learning as demonstrated by designing meaningful learning experiences.
3.Demonstrate an understanding of how trauma, child abuse and neglect, family disruptions and other adverse childhood experiences can impact student cognitive and social-emotional development.
4.Use effective and varied behavior management strategies and positive behavior supports, promote emotional well-being, establish and maintain rapport with students, and teach and maintain behavioral conduct and skills consistent with norms, standards, and rules of the educational environment.
5.Foster safe, equitable, positive, and supportive learning environments in which diversities are valued and that encourage active participation in individual and group activities.
6.Select and use age-appropriate, research-based, discipline specific methodology, best practices, and materials that support and enhance student learning of the Virginia Standards of Learning.
7.Demonstrate culturally and linguistically sensitive teaching practices that support diverse learners, including, but not limited to English learners, gifted learners, and learners with disabilities.
8.Implement lesson plans using instructional time effectively.
9.Use formal and informal assessment strategies to plan, evaluate, and strengthen instruction that promotes continuous intellectual, social, emotional, and physical development of each child.
10.Recognize the importance and role of families in the development of children and school success and demonstrate effective communication between schools and families and ways of increasing family involvement in student learning.
11.Reflect on and evaluate the effects of their instructional and professional decisions and actions on children, families, and other professionals in the learning community.
12.Co-plan, co-teach, and co-assess instruction consistent with students' individual needs.
13.Demonstrate effective and culturally responsive communication strategies with a variety of stakeholders in the collaborative environment.
14.Demonstrate the use of technology for instruction, professional learning, communication,
and collaboration.
Assessment Measures
Assessment of teaching in the early field experience is both formative and summative
and is collaboratively completed by the by the classroom teacher and University faculty.
Evaluation is based upon the INTASC Standards for Beginning Teachers which are embedded
in the Teacher Candidate Evaluation forms. Candidates are assessed on:
鈥AEP Performance Assessment: Lesson Plan Assessment
CAEP Performance Assessment: Observation Rubric
鈥AEP Performance Assessment: Professional Characteristics and Dispositions form
鈥AEP Performance Assessment: Teacher Candidate Evaluation form
Candidates must complete:
鈥n official log of internship hours based on daily activity records.
鈥ield Assignments from pedagogy courses.
Other Course Information
Candidates are scheduled for this experience in a cohort group to permit opportunities
for professional collaboration.
Review and Approval
4/6/94 Reviewed
10/2001 Revised Rachel Janney
2/2005 Reviewed/recommended for revision Rachel Janney
10/2005 Revised Rachel Janney
2/10 Revised Kenna Colley
& Liz Altieri
01/2011
March 01, 2021