EDSP 781:782 Teaching Internship in Special Education: Adapted Curriculum
EDSP 781: Elementary K-8
EDSP 782: Seconday 6-12
Corequisites: Enrollment in one or more of the following courses: EDSP 566, EDSP 664,
EDSP 665, EDSP 667, EDSP 668, EDSP 670; departmental approval that student meets professional
performance criteria
Credit Hours: (1-6)
Detailed Description of Content of Course
During this internship, teacher candidates work with K-12 students in the adapted
curriculum. Placements are completed at the elementary, middle and/or secondary levels.
Each 6-hour course represents a one-half semester, full-time placement of 300 clock
hours and a minimum of 150 supervised teaching hours with students with adapted curriculum.
An instructor provides overall supervision of the internship experience through weekly
assessment of logs, digital teaching recordings and feedback on performance-based
assignments.
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
• Self-determination skills
• Legal and regulatory aspects of schools and special education
• Professional characteristics and dispositions
Detailed Description of Conduct of Course
Internship: observation, conference, planning, teaching, and evaluation via primarily
distance education methodologies
- 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; IC = Independence Curriculum. Code for VADOE Standards: AC = Adapted
Curriculum; and VPS = Virginia’s Professional Studies.
Upon completion of this course the student wil
°ÄÃÅÀÏÆæÈËÂÛ̳ understanding of foundations of special education and engage in professional
and ethical practice by:
- Articulating a personal philosophy of special education (CC1S1; CC9K1)
- Practicing within the CEC Code of Ethics and other standards of the profession (CC9S1)
- Upholding high standards of competence and integrity and exercise sound judgment in
the practice of the profession (CC9S2)
- Acting ethically in advocating for appropriate services (CC9S3)
- Conducting professional activities in compliance with applicable laws and policies
(CC9S4)
- Demonstrating commitment to developing the highest education and quality-of-life potential
of individuals with exceptional learning needs (CC9S5)
- Demonstrating sensitivity for the culture, language, religion, gender, disability,
socioeconomic status, and sexual orientation of individuals (CC9S6)
- Practicing within one’s skill limit and obtain assistance as needed (CC8S7)
- Using verbal, nonverbal, and written language effectively (CC9S8)
- Conducting self-evaluation of instruction and reflecting on one’s practice to improve
instruction and guide professional growth (CC9S9; CC9S11)
- Accessing information on exceptionalities, unique services, networks, organizations,
and research-validated practices (CC9S10; CC9K4)
- Engage in professional activities and participate in professional organizations relevant
to individuals with exceptional learning needs, their families, and one’s colleagues
(CC9S12)
Demonstrate ability to use instructional strategies to benefit individuals with severe
disabilities in the adapted curriculum (VPS2) by:
- Selecting, adapting, and using instructional strategies and materials according to
characteristics of the individual with severe disabilities with adapted curriculum
(CC4S3)
- Selecting and using research-supported methods for academic and functional instruction
using a variety of strategies, technologies and tools determined to be effective with
students with adapted curriculum. (VI4K1-19, VI4S1-4; VPS2)
Assume responsibilities for instructional planning and evaluating students’ educational
programs (VPS2) (AC2a and AC2b) by:
- °ÄÃÅÀÏÆæÈËÂÛ̳ing an understanding of classroom organization, scope and sequence of the general
curriculum, and structures of varied instructional settings
- Identifying and prioritizing areas of the functional and academic curriculum and accommodations
for individuals with exceptional learning needs (CC7S1)
- Developing and implementing comprehensive, longitudinal individualized programs in
collaboration with team members, including the individual and family members (CC7S2;
CC7S3; AC2a)
- Using functional assessments to develop intervention plans (CC7S4)
- Preparing lesson plans, including using task analysis, specifying learning objectives,
preparing materials, and planning assessment tasks (CC7S5; CC7S6; CC7S10; CC7S11)
- Planning and implementing age- and ability-appropriate instruction and specialized
instructional strategies (VC2b)
- Using instructional time effectively (CC7S12)
- Making responsive adjustments to instruction based on continual observations (CC7S13)
- Incorporating and implementing instructional and assistive technology into the educational
program (CC7S9)
- Integrating affective, social, and life skills with academic curricula (CC7S7)
- Developing and selecting instructional content, resources, and strategies that respond
to cultural, linguistic, and gender differences (CC7S8)
- Designing, implementing, and evaluating instructional programs that enhance social
participation and integration across environments (AC2b)
Create and maintain positive learning environments and social interactions (AC2c)
by:
- Creating a safe, equitable, positive and supportive learning environment in which
diversities are valued (CC5S1)
- Establishing and maintaining rapport with individuals with and without exceptional
learning needs (CC5S7)
- Designing learning environments and individualized supports that encourage active
participation in individual and group activities and varied program placements (CC5S4;
CC5S3)
- Using effective and varied classroom management techniques and individualized positive
behavioral supports (CC5S10; CC5S5; VPS3)
- Using performance data and information from all stakeholders to make or suggest modifications
in learning environments (CC5S6)
- Designing and managing consistent daily routines (CC5S12; )
- Structuring, directing, and supporting the activities of para-educators, volunteers,
and tutors (CC5S15)
- Creating an environment that encourages self-advocacy and increased independence (CC5S9;
)
- Planning instruction in a variety of educational settings, including community-based
settings when appropriate (AC2d)
- Using universal precautions (CC5S16)
Practice collaboration, consultation, and case management skills (AC3)by:
- Maintaining confidential information about individuals with exceptional learning needs
(CC10S1)
- Collaborating with families and others in the assessment of individuals with exceptional
learning needs and in development in of educational plans (CC10S2)
- Participating in collaborative conferences with individuals with exceptional learning
needs, their families, and other professionals (CC10S5)
- Using problem solving skills to develop, implement, and evaluate collaborative activities
(CC10S7)
- Communicating with other school personnel about the characteristics and needs of individuals
with exceptional learning needs (CC10S9)
Assessment Measures
Each semester enrolled, interns will complete a log documenting hours and tasks, participate
weekly in an on-line interactive journal with their supervisor and peers detailing
their progress and applying concepts learned in their classes. Interns will also submit
digitized recordings of their instructional interactions with students with written
reflections on the quality and effectiveness of instruction/intervention. In addition,
the following performance-based assignments will be completed for the internship associated
with each methods course (taken concurrently with 781/782):
• EDSP 566 Design, implement and evaluate an individualized instructional program
using a skill targeted for instruction from the target student’s IEP
• EDSP 664 Comprehensive analysis of target student’s current IEP with recommendations
• EDSP 665 (1) Analysis of the supports necessary to include a learner with complex
needs into a general education classroom AND (2) Design and conduct an instructional
program in self-help skills for a learner with both a significant cognitive and physical
disability.
• EDSP 667 Gather communication assessment data, and design, implement and evaluate
an AAC program for a target student.
• EDSP 668 Completion of a transition plan for a target student ages 14-21
• 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.
Other Course Information
None
Review and Approval
Approved: April, 2010