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EDSP 771:772
Teaching Internship in Special Education: Visual Impairments

EDSP 771: PreK-8th grade

EDSP 772: 6-12th grade

Prerequisites: Enrollment in one or more of the following courses: EDSP 653, EDSP 654, EDSP 656, EDSP 657, EDSP 658, EDSP 659, EDSP 670

1. Catalog Entry

DSP 771:772
Teaching Internship in Special Education: Visual Impairments
Credit hours (1-6) Field Experience

During this internship, teacher candidates work with PreK-12 students with visual impairments. For students who are working as teachers in classrooms serving students with visual impairments, internship experiences and assignments may be completed in that setting; full-time masters’ degree students seeking initial licensure will be placed in classroom settings with students with visual impairments. One hour of internship credit requires 50 clock hours in the schools and completion of performance-based assignments with target students.  Teacher Candidates must complete a total of six (6) field experience hours with 300 clock hours for licensure in visual impairments.  At least one (1) credit hour must be in EDSP 771 Internship in grades PreK-8 and one (1) credit hour must be in EDSP 772 Internship in grades 6-12.

2. Detailed Description of Course

During this internship, teacher candidates work with PreK-12 students with visual impairments. Placements are provided at the preschool, elementary, middle and/or secondary levels. Six (6) hours of EDSP 771/772 represents a semester, full-time placement of 300 clock hours and a minimum of 150 supervised teaching hours with students with visual impairments.  An instructor from the Statewide VI Consortium provides overall supervision of the internship experience.

Key topics addressed throughout the internship experiences include:
• Individualized education program implementation, including transitions
• Characteristics of learners
• Assessment and evaluation in special education
• Assessment of behavior and provision of behavioral supports
• Collaboration, consultation, and case management
• Curriculum and instruction
• Legal and regulatory aspects of schools and special education
• Professional characteristics and dispositions

3. Detailed Description of Conduct of Course

Internship: observation, conference, planning, teaching, and evaluation.

4.  Goals and Objectives of the Course

Goals, objectives, and assignments in this class address NCATE Standard 1a Content Knowledge, 1b Pedagogical Content Knowledge and Skills, 1c Professional and Pedagogical Knowledge and Skills, 1d Student Learning, and 1d Professional Dispositions.

The codes included below refer to the CEC Knowledge and Skill Standards and the Virginia Department of Education teacher licensure competencies. Code for CEC Standards: CC = Common Core; VI = Visual Impairment. Code for VADOE Standards: VVI = Virginia’s Visual Impairment; and VPS = Virginia’s Professional Studies.

Upon completion of this course the student will:

• °ÄÃÅÀÏÆæÈËÂÛ̳ understanding of foundations of special education and engage in professional and ethical practice by:
    a. Articulating a personal philosophy of special educations (CC1S1; CC9K1)
    b. Practicing within the CEC Code of Ethics and other standards of the profession (CC9S1)
    c. Upholding high standards of competence and integrity and exercise sound judgment in the practice of the profession (CC9S2)
    d. Acting ethically in advocating for appropriate services (CC9S3)
    e. Conducting professional activities in compliance with applicable laws and policies (CC9S4)
    f. Demonstrating commitment to developing the highest education and quality-of-life potential of individuals with exceptional learning needs (CC9S5)
    g. Demonstrating sensitivity for the culture, language, religion, gender, disability, socioeconomic status, and sexual orientation of individuals (CC9S6)
     h. Practicing within one’s skill limit and obtain assistance as needed (CC8S7)
     i. Using verbal, nonverbal, and written language effectively (CC8S7)
    j. Conducting self-evaluation of instruction and reflecting on one’s practice to improve instruction and guide professional growth (CC9S9; CC9S11)
    k. Accessing information on exceptionalities, unique services, networks, organizations, and research-validated practices (CC9S10; CC9K4)
    l. Engaging in professional activities and participate in professional organizations relevant to individuals with visual impairments, their families, and colleagues (CC9S12, VI9K1)

• Demonstrate ability to use instructional strategies to benefit individuals with visual impairment by:
    a. Selecting, adapting, and using instructional strategies and materials according to characteristics of the individual with visual impairments (CC4S3)
    b. Selecting and using research-supported methods for academic and nonacademic instruction using a variety of strategies, technologies and tools determined to be effective with students with visual impairments (VI4K1-19, VI4S1-4; VPS2)
    c. Teaching individuals to use self-assessment, problem-solving, learning strategies, study skills, and other cognitive strategies to meet their unique educational needs (CC4S2)

• Assume responsibilities for instructional planning and evaluating students’ educational programs by:
    a. °ÄÃÅÀÏÆæÈËÂÛ̳ing an understanding of classroom organization, scope and sequence of the general curriculum, and structures of varied instructional settings
    b. Identifying and prioritizing areas of the general curriculum and accommodations for individuals with exceptional learning needs (CC7S1)
    c. Developing and implementing comprehensive, longitudinal individualized programs in collaboration with team members, including the individual and family members (CC7S2; CC7S3)
    d. Using functional assessments to develop intervention plans (CC7S4)
    e. Preparing lesson plans, including using task analysis, specifying learning objectives, preparing materials, and planning assessment tasks (CC7S5, CC7S6, CC7S10, CC7S11)
    f. Planning and implementing age- and ability-appropriate instruction and specialized instructional strategies (VVI4)
    g. Using instructional time effectively (CC7S12)
    h. Making responsive adjustments to instruction based on continual observations (CC7S13)
    i. Incorporating and implementing instructional and assistive technology into the educational program (CC7S9)
    j. Integrating affective, social, and life skills with academic curricula (CC7S7)
    k. Developing and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences (CC7S8)
    l. Using Low vision practices and procedures, including assessment and instructional programming for functional vision (VVI3)
    m. Providing instruction in Braille reading and writing for the development of literacy and academic skills and Braille Code as needed for specific subjects (VVI6; VI4S2-4)
    n. Designing, implementing, and evaluating instructional programs that enhance social participation and integration across environments (VVI)

• Create and maintain positive learning environments and social interactions by:
    a. Creating a safe, equitable, positive and supportive learning environment in which diversities are valued (CC5S1)
    b. Establishing and maintaining rapport with individuals with and without exceptional learning needs (CC5S7)
    c. Designing learning environments and individualized supports that encourage active participation in individual and group activities and varied program placements (CC5S4; CC5S3)
    d. Using effective and varied classroom management techniques and individualized positive behavioral supports (CC5S10; CC5S5; VPS3)
    e. Using performance data and information from all stakeholders to make or suggest modifications in learning environments (CC5S6)
    f. Designing and managing consistent daily routines (CC5S12; VI5S1)
    g. Structuring, directing, and supporting the activities of paraeducators, volunteers, and tutors (CC5S15; VI5K1)
    h. Creating an environment that encourages self-advocacy and increased independence (CC5S9; VI5S3)
    i. Planning instruction in a variety of educational settings, including community-based settings when appropriate (VI5S2; VI7S2)
    j. Using universal precautions (CC5S16)

• Practice collaboration, consultation, and case management skills (VVI5) by:
    a. Maintaining confidential information about individuals with exceptional learning needs (CC10S1)
    b. Collaborating with families and others in the assessment of individuals with exceptional learning needs and in development of educational plans (CC10S2)
    c. Participating in collaborative conferences with individuals with exceptional learning needs, their families, and other professionals (CC10S5)
    d. Using problem solving skills to develop, implement, and evaluate collaborative activities (CC10S7)
    e. Communicating with other school personnel about the characteristics and needs of individuals with exceptional learning needs (CC10S9)

5.    Assessment Measures

Each semester enrolled, interns will complete a log documenting hours and tasks, and an on-line communication journal detailing their progress. Interns will also submit digitized recordings of their instructional interactions with students with written reflections on the quality and effectiveness of instruction. Interns will be evaluated by their supervisor and cooperating professional using the Clinical Evaluation Framework. In addition, the following performance-based assignments will be completed for the internship associated with each methods course:

• EDSP 653 Instructional Unit in a core curriculum area with lesion plans, adaptations and accommodations, and assessment plan and data collection and assessment of individual student performance for period of implementation.
• EDSP 654 Assistive Technology Project including AT Assessment of a target student, and implementation plan with instructional procedures.
• EDSP 655/656 Instructional Unit incorporating Braille Reading and Writing or the teaching of Braille code for a specific subject.
• EDSP 657 An educational assessment completed on a target student in one or more of the core curriculum areas and submission or assessment report which analyzes student learning and needs and includes raw data collected during assessment process.  
• EDSP 658 Low Vision Instructional Plan and Intervention Project
• EDSP 670 Completion of a functional behavior assessment on a target student, and development and implementation of a positive behavior support plan with evaluation data.

6.    Other Course Information

None

Review and Approval
    
April 24, 2009          New Course        Elizabeth Altieri
February 27, 2014    Syllabus Revsied    Elizabeth Altieri