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Description of Field Experiences

Description of Field Experiences: All-Level Special Education and EC-6 Supplemental Program


EDP 2360 Introduction to Teaching in Special Education

Tutoring and peer coaching in an upper elementary resource room with culturally diverse pupils. Two teacher candidates are assigned to one pupil. One candidate teaches while the other writes feedback; then the candidates switch roles. Candidates practice the lesson cycle and instructional techniques related to acquisition, proficiency and generalization. The focus is on helping students succeed in the state-mandated assessment. Candidates submit a student progress report and a written evaluation of the effect of their instruction on the student's progress. The course instructor provides on-site supervision during each tutoring session with the aid of a graduate assistant. Tutoring sessions are twice a week for one hour for 10 weeks. Total Clock Hours: 20 CEC Standards 2-5, 7-10


EDP 3470 Literacy for Learners with Special Needs

Taken concurrently with EDP 4352

Small group instruction in reading /language arts with culturally diverse, primary aged pupils who have reading disabilities. Instructional strategies include direct instruction techniques of modeling, guided practice and teaching for generalization. Candidates gain proficiency in planning activities to develop literacy. Activities include phonemic awareness, think aloud strategies, fluency practice and journal writing. The course instructor and a graduate assistant supervise candidates daily. Candidates monitor pupils' progress by daily/weekly fluency checks and curriculum based assessment. Documentation of student and candidate progress is based on a portfolio of student advancements over the semester accompanied by a written evaluation of the students' progress. Small group instruction is done an hour a day, three days a week. An additional half-hour is devoted to planning and evaluation each day. Total clock hours: 60 CEC Standards 2-9


EDP 3368 Assessment of Student with Mild Disabilities

Taken concurrently with EDP 3470

Collection of assessment data by means of individual, norm and curriculum based assessment, and portfolio assessment. Culturally diverse, primary aged pupils in an elementary school. An hour a week is devoted to these assessment activities. Total clock hours: 15 CEC Standards 2,3,8


EDP 3660 Teaching Associate Special Education Part I

Taken concurrently with EDP 3326 & 4351

Candidates provide math instruction in a middle school resource room with culturally diverse students with special needs. Candidates also assist inclusion students during one class period, four days a week. Benchmarks that reference student progress are used to evaluate candidate performance. Documentation of student and candidate progress is based on assessments of student performance over the semester accompanied by a written evaluation of the effect of candidates' instruction on student progress. Candidates assigned to classrooms 7 hours a week. Total clock hours: 80 CEC Standards 1-5, 7-9


EDP 3376 Applied Behavior Analysis

Taken concurrently with EDP 3660

Recording data, planning and implementing behavioral interventions with middle school students with special needs. The candidates record baseline data on target behaviors of individual pupils. Then, with the aid of their instructor, the candidates develop a intervention to change the targeted behaviors. Finally, they do follow-up observations to measure the actual changes in behavior. The applications are completed during the field experience for EDP 3660. CEC Standard 5


EDP 3661 Teaching Associate Special Education Part II

Taken concurrently with EDP 3334

Individual and small group life skills instruction with culturally diverse pupils who have moderate to severe disabilities (including some high school aged students). Assessment data is collected daily to evaluate progress of students. Benchmarks that reference student progress are used to evaluate candidate performance. Documentation of student and candidate progress is based on a recording of student advancements over the semester accompanied by a written evaluation of the effect of candidates' instruction on student progress. Candidates are assigned to a classroom 7 hours a week. Total clock hours: 60 CEC Standards 2-9


EDP 4660 - 4661 Internship Special Education Part I - II

15 weeks of full-time placement in a professional development school or partner school. Candidates are assigned to a special education mentor teacher and co-teach with gradually increasing responsibility for planning and teaching culminating in five weeks of full teaching responsibility. Benchmarks that reference student progress are used to evaluate candidate performance. Total clock hours: 450 CEC Standards 1-10


TED 4662-4663 Internship Special Education Part III- IV

15 weeks of full-time placement in a professional development school or partner school. This may be a continuation of the placement in 4660-61 or a different special education setting. Candidates are assigned to a special education mentor teacher and co-teach with gradually increasing responsibility for planning and teaching culminating in four weeks of full teaching responsibility. Benchmarks that reference student progress are used to evaluate candidate performance. Total clock hours: 450 CEC Standards 1-10