Académique Documents
Professionnel Documents
Culture Documents
Mild/Moderate Disabilities
Moderate/Severe Disabilities
TM
Table of Contents
i. Identification Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . i 14. Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
15. Interview Form (Speech Therapist) . . . . . . . . . . 55-56
16. Interview Form (School Psychologist) . . . . . . . 57-58
1. Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Course Information
2. Placement Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
3. Professional Portfolio . . . . . . . . . . . . . . . . . . . . . . . . . 9 Unit #5
Meeting Three – Units #5 and #6
1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Unit #8
2. Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
6. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
3. Lecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
7. Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
4. Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
8. Lecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
5. Codes of Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . 44-45
9. Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
6. Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
10. Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
7. Medication Dilemma. . . . . . . . . . . . . . . . . . . . . . . . . 46
11. Coursework Summary . . . . . . . . . . . . . . . . . . . . 86-93
8. Observation Form (SDC for M/S) . . . . . . . . . . . . 47-48
13. Philosophy of Education (Draft)
9. Interview Form (7-12, Special Ed Teacher). . . . . 49-50
NATIONAL UNIVERSITY
SCHOOL OF EDUCATION
SPECIAL EDUCATION PROGRAM
EXC602A
Field Experience: Special Education
Student: __________________________________
ID#: _____________________________________
Name of Instructor:_________________________________
Student
National University
School of Education
Department of Special Education
following five practicing professionals with Candidates will complete a composition titled
clear credentials and one parent of a student “Becoming a Culturally Sensitive Practitioner”
currently in special education: that addresses the step to becoming a culturally
sensitive teacher. The composition should be
• An SDC teacher who is currently teaching at based on the candidate’s thoughts as well as
the k-6 level knowledge gained from the required interviews,
• An SDC teacher who is currently teaching at observations, and reading assignment. It should
the 7-12 level be 2-4 pages in length, in APA style and should
• A Resource Specialist (RSP) who is currently be written thoughtfully and subjectively in first
working in a public school person. Three references are required; one of
• A Speech and Language specialist. which can be a course text.
• A School Psychologist who is currently
working in a public school Candidates will develop a draft describing his or
• A parent of a current special education student her personal philosophy of education. The draft
• Upon completion of the interviews the will be 1-2 pages in length, written in the first
candidate will complete and submit the person and continually revised throughout the
specific form for each interview. duration of the course. A final copy of the
philosophy will be included in the Level I
3. Candidates will complete the Observation Professional Portfolio that is submitted at the
Chart for Specific Disabilities. The chart is end of the program in EXC603A. No references
provided as part of the course materials. It are required.
requires candidates to describe all disabilities
that are eligible for special education services in Candidates will complete a vocabulary activity
California. The information needed to complete for each unit in the course. The activity will
the chart can be gathered while completing the introduce candidates to the most common terms
coursework required for the class used in special education.
candidates may request a packet from the online above all candidates enrolled in EXC602A must
advisor. (Barbie Hansen, bhansen@nu.edu, 858- complete the library orientation at:
642-8396) http://www.nu.edu/library , keyword ilibrary, faculty
advisement requirement, and a credential packet
Specific Requirements for Online Classes prior to receiving a grade.
• Candidates must have an e-mail address. In specific situations the following is used:
• Candidates must take the online tutorial.
• Candidates must have easy access to a I INCOMPLETE
computer.
• Candidates must fully realize that online A grade given at the discretion of the
classes require as much, if not more time, as a instructor when a candidate who has
campus based class. completed at least two-thirds of the course
• Candidates must agree to contact the help class sessions and is unable to complete the
desk, not the instructor, for technology requirements of the course because of
problems. uncontrollable and unforeseen
circumstances. The candidate must convey
Grading these circumstances (preferably in writing)
to the instructor prior to the final day of the
Candidates completing EXC602A receive a course. If an instructor decides that an
grade of satisfactory (S) or unsatisfactory (U). “Incomplete” is warranted, the instructor
must convey the conditions for removal of
To receive a grade of satisfactory (S) candidates the “Incomplete” to the candidate in writing.
must complete all assignments and earn a A copy must also be placed on file with the
minimum of 85 of the 100 points available. Office of the Registrar until the
“Incomplete” is removed or the time limit
Points Available for Each Assignment for removal has passed. An “Incomplete” is
not assigned when the only way the
• Coursework summary. (25 points) candidate could make up the work would be
• Interviews of professionals with clear special to attend a major portion of the class when
education credentials. (18 points total, 3 next offered.
points per interview)
• Observations in special education classrooms An “I” that is not removed within the
taught by a professional with a clear special stipulated time becomes a “U.” No grade
education credential. (12 points, 3 points per points are assigned. The “U” is calculated
observation) in the grade point average.
• Discussions (15 points, 5 points per
discussion) W WITHDRAWAL
• Observation chart for specific disabilities (10
points) Signifies that a candidate enrolled in
• Draft of a philosophy of education (5 points) EXC602A has withdrawn from a course
• Composition on becoming a Culturally • before beginning the third meeting of an
Sensitive Practitioner (15 points). on campus class and before the sixth week
of an online class. Candidates who wish to
In addition to the graded assignments listed withdraw must notify their admissions
Learning to work with and valuing diversity is The following website provides information on
essential in every class. Candidates are expected APA, MLA, and other writing and citation styles
to exhibit an appreciation for multicultural and that may be required for term papers and the
Candidates who are interns must be employed (3) The candidate spends 10 consecutive days in
b. Interns:
by a district holding an active intern agreement a public school special education class
with National University. A total of 45 days of during their vacation from their contracted
supervised teaching is required to complete an position. The candidate, with the approval of
internship. The 45-day period is divided into two the university supervisor, will find a public
parts: Part I is one 25-day teaching experience, school and teacher that will provide
and Part II is the final 20-day teaching opportunities for them to participate in a
experience. public school program.
Professional Portfolio:
Special Education
Credential Candidates
Preliminary Level I Education Specialist Credential
The purpose of the Professional Portfolio is to provide a document, prepared by each credential candidate, which
describes their competency as a professional educator. At the end of the credential program, Mild/Moderate and
Moderate/Severe credential candidates will complete their portfolio during EXC603A. The instructors will
evaluate the portfolios and provide feedback to the candidates.
The portfolio contains two parts. Part one contains the candidate’s professional documents, e.g. candidate’s
resume, philosophy on education, etc. Part two consists of twelve artifacts from coursework or student teaching
that support the candidate’s understanding and competency in applying each of the six standards listed in the
California Standards for the Teaching Profession (CSTP). Of the twelve artifacts, the following six are required:
1. Classroom management plan The remaining six artifacts may be your understanding of Professional
The classroom management selected by the candidate. Portfolios in several ways: The
plan required for EXC620 will purpose; benefits; organization and
fulfill this requirement Each CSTP must be illustrated by contents; artifacts; educational
two artifacts. Artifacts may be philosophical statement; reflective
2. A complete Individualized selected from the required list or summary; stages of development;
Education Program (IEP). may be the candidate’s choice. A assessment; artifacts suggestions;
The IEP required for EXC630 one page reflection for each CSTP resources.
will fulfill this requirement. must be included that justified how
the two artifacts selected support
3. A one-month unit of the specific CSTP.
What is a PROFESSIONAL
instruction
A portfolio is a document designed
PORTFOLIO?
observation and two samples portfolio may be one of a career Professional Portfolio is to enable
of student work for each lesson teacher’s most challenging yet candidates to portray evidence of
that supports the effectiveness rewarding experiences. The their competency and to
of the lesson. information in the following demonstrate their progress towards
sections is designed to increase becoming a professional educator.
The Portfolio includes the candidates’ educational also have a reflective component. Candidates write a
philosophy. Artifacts are chosen to portray the brief Reflective Summary for each Standard.
candidates’ knowledge and abilities. The Portfolio
also provides outside evaluators with a factual In summary, a Portfolio contains:
document that includes concise, selective • Title Page
information from a variety of sources and • Table of Contents
experiences. Portfolios model the behavior that • Professional Documents
candidates will expect of their own students. • Coursework and Student Teaching Artifacts
• Reflective Summaries
What are the BENEFITS of a Professional
The Professional Portfolio benefits candidates. The A good way to think of artifacts is to imagine
Portfolio? What does an ARTIFACT look like?
Portfolio process encourages them to keep evidence preparing a bulletin board of your professional
of the quality of their teaching and learning experiences. Include photos from your classroom,
throughout their teaching career. field trips or extra curricular activities; evidence of
involvement at professional development activities;
samples of bulletin boards, special projects, lesson
plans, artwork, lesson videotape, etc. Suggestions
What is the ORGANIZATION of a
awards, transcripts, test scores (CBEST, the candidates’ values and beliefs. This component
PRAXIS, CSET), etc. of the Professional Portfolio is important yet
3. Standards. Two artifacts chosen from either challenging to write.
coursework and/or student teaching should be
organized into the six standards. Artifact In EXC602A and/or EXC602B, candidates begin
suggestions are found at the end of this section. writing their philosophical statement by sharing
A one page Reflective Summary is written to personal insights and views of the education process.
preface each of the six standards. Knowing that the development of a philosophical
statement is an ongoing process that is continually
revisited and revised, candidates in student teaching
review their original philosophical statement and
What are the CONTENTS of a Professional
these questions:
There are many ways to construct a Portfolio.
Portfolio?
Place the revised philosophical statement in the instructional strategies for diverse learners.
Portfolio. 2. Sample lesson plan showing integration of
instructional technology.
3. Sample lesson plan that promote choice,
A Reflective Summary is a key component to the problem solving and critical thinking.
What is a REFLECTIVE SUMMARY?
Professional Portfolio. Learning improves through 4. Unit [theme] plan with samples of student work.
reflection; examining how learning takes place leads 5. Plans that show sensitivity to cultural and
to personal discovery where theory takes on language issues.
practical meaning. 6. Items that represent successful outcomes from
effective planning.
Reflective writing prompts candidates to think more 7. Bibliography / webliography of primary and
deeply on their growth and development. This form supplementary resource materials.
of reflective writing describes thoughts, feelings, 8. Evidence of developed classroom discipline
teaching insights and questions decisions, and plan.
student reactions. Candidates choose artifacts and 9. Summary of readings / interviews showing
think and write about what they are doing and the understanding of a special needs students.
effect it has on student behavior and achievement. A 10. Planning for ELL and special needs showing
Reflective Summary describes the artifacts, their differentiated strategies, technology, assessment.
value, and why they were chosen or why the
candidates believe that a specific artifact is required. Standard II: Creating and Maintaining
standard. It is a summary of the learning that was 1. Sample schedule for paraeducators.
Learning
experienced in each standard. When writing the 2. Classroom rules, procedures, lists, memos,
reflection, the candidate concludes with an analysis discussions, seating charts, etc. with explanation
and summary of personal learning (self-evaluation) of how developed, rationale, and consequences.
and projects how the learning may apply to future 3. Notes, comments, and reflections on classroom
teaching. observations that identify and clarify how class
time is used.
4. Items that indicate how classroom time is used.
5. Sample of a substitute teacher’s packet.
What are some SUGGESTIONS for
An artifact is intended to provide evidence of a 6. Class schedules indicating times and ways to
ARTIFACTS?
candidate’s knowledge and ability in each of the six promote social development and self-esteem.
CSTP Domains. For each Standard, artifact 7. Evidence of a variety of instructional strategies
suggestions are provided in the following charts. for diverse learners.
Each standard identifies understandings, skills, and 8. Collection of “emergency activities”.
abilities that teacher candidates should know and be
able to do in their work as teachers. Standard III: Understanding and Organizing
ID#: _________________________________________________________________________
Phone(s): _____________________________________________________________________
E-mail: _______________________________________________________________________
Academic Advisement
date:______________.
Credential Advisement
date:______________.
You will study the importance of being a Reflective Practitioner and study the importance of being a
Culturally Responsive Educator. In addition, you will be shown the requirements for the Level I
The vocabulary building portion The reading assignment in the insight into personal reflection.
of the class will introduce you text covers an introduction to
to important terms used in multicultural special education, You should begin to schedule
special education. bilingualism, and litigation and your appointments with
legislation pertaining to special professionals.
You will have four discussion education. It also includes
assignments in this course; three several pages in the Supervised Learning Outcomes
of which will be graded. The Teaching Handbook for Interns
initial discussion will not be and Student Teachers that 1. The candidate will learn the first
graded and will allow online provide information on steps needed to become a
candidates to become familiar candidate placement policies. Reflective Practitioner.
with the discussion board. In the You should study these policies 2. The candidate will learn the first
discussion assignment, you will in order to understand your steps needed to become a
introduce yourself to your options for placement. The Culturally Responsive Educator.
3. The candidate will learn the
classmates and your instructor. purpose and description of
procedures for conducting
Professional Portfolios is also
4. The candidate will learn what is
The lecture contains instruction part of the reading assignment required for the Level 1
on conducting the required including the six standards and Educational Specialist Portfolio.
interviews and observations, an artifact suggestions for each. 5. The candidate will learn the
overview of the Level I options for supervised teaching
Educational Specialist Portfolio, Finally, an excellent paper, placements.
a series of power point slides which appeared in the
discussing the benefits of being Academic Exchange Quarterly,
a Reflective Practitioner, and is provided in the course
instruction pertaining to documents. It describes the
becoming a Culturally experience of a new teacher in a
Responsive Educator. rural school in Mississippi and
it will give you some valuable
Activities Unit #1
Knowing and understanding key terms and vocabulary used in a profession will increase your ability to
successfully communicate with other members of that profession. Every unit in EXC602A will start with
a short matching activity that will include terms and vocabulary that is associated with the assignment
for that week. To complete the activity refers to the Dictionary of Developmental Disabilities
Terminology, which is one of your texts for the course. In addition, you may also refer to the assigned
1.1.2 Observations
There are no observations in this unit
1.1.3 Interviews
There are no interviews in this unit
1.1.4 Discussion
The discussion portion of the unit will be used to
introduce yourself to the rest of the class
the students and instructors. You will also be required to interview several different professional
educators who have chosen special education as a career and a parent of a special education student. All
professionals that you interview must have a clear special education credential and should be currently
in the field of special education; this should be verified prior to your interview or observation. If you are
not currently working in the public schools and you have no knowledge of who to call for these
1. Start with the telephone When visiting schools and asked to interview several
directory of the community vocational settings and when types of individuals, e.g.
in which you live. conducting interviews, there are teachers, support personnel
Telephone the Central certain rules of behavior and and parents. They will
Administration of your ethical standards that apply. You reveal information to you
home school district and ask are representing the National that is private. You will
for the telephone number of University as well as yourself; never share that information
either the Special Education consequently the following with another person,
Director or the Director of rules apply: including your family
Human Resources. Ask members. This is called
them for suggestions of “confidentiality.” It is the
classes where you could 1. Always sign in with the most important of the
observe or teachers you School Office. Never walk ethical standards that a
could interview. around a school unless special education
someone knows that you are professional must uphold.
2. If your local district has no
on campus.
special education program, 4. For each interview and
try a neighboring district. 2. Dress appropriately and observation you will be
professionally for classroom required to complete a form.
3. Visit your County Office of
visitations. You may be back Prepare for your interview
Education. The Special
to apply for a teaching or observation by
Education Director should
position at this location memorizing the salient
have a list of the Special
some day. Remember that points of the form you will
Education Local Plan Areas
you are representing be completing. You may
in the county and a list of
National University. Leave a find, when interviewing or
the approved non-public
good impression of both observing that some
schools. yourself and the university. individuals become
4. Call your instructor of 3. In this course you will be uncomfortable when they
EXC602A for ideas.
see that you are taking notes. If this happens, Look for:
cease note taking and ask the required • A method of informing learners of expected
questions. Write up your notes after you skills and understandings
leave. Do this as quickly as possible before • A set of advance organizers showing students
you forget what was said. past and future learning
There are certain characteristics of a successful • Reviewing and summarizing
classroom that you should be looking for in your • Using examples, illustrations and
observations. The following framework will demonstrations that expand and clarify
help you focus your classroom observations: lessons
Student Success – presenting material that which is the end of the Level I program.
allows students to be moderately to highly Reading the information now and becoming
successful at completing assigned work familiar with the information required, will give
Look for: you an opportunity to save artifacts as you
• Unit and lesson organization reflective of progress through the program and incorporate
prior learning them into the final document.
• Timely feedback and corrections
• Gradual transition to new content Reflection is a powerful tool to use in improving
your teaching. Throughout your level I program
Performance Outcomes and Higher Level you will learn more about the value of reflection
Thinking – planning, teaching and learning and the reflective strategies that successful
activities that promote higher thought processes, teachers use with their students. Your instructor
such as critical thinking, reasoning and problem may show a brief power point on reflection or
solving you can read the copies of the slides in your
Look for: folder.
• Collaborative and group activities
• Demonstration of mental models and The article “Self-Regulation through Reflective
strategies for learning Practice” which can be found in the course
• Student projects and demonstrations document section of this class provides an
• Oral performances by students excellent example of the value of reflection,
• Independent practice especially to a new teacher. After viewing the
• Performance-based assessment power point slides and reading the article keep
some of the key ideas in mind as you complete
The only portfolio requirement for completing your assigned interviews, observations and
EXC602A is a draft of your Philosophy of reading assignments.
Education, which will be due the seventh week
of this class. The guidelines for writing your The reading assignment covers the foundations
philosophy are as follows: of multicultural special education and includes a
chapter on litigation and legislation. Each
• Write your philosophy in first person. chapter includes a section on “A Culturally
• Do not site references. Your opinions, Responsive Educator”. Pay particular attention
feelings, and thoughts are what are want. to these sections and use the traits enumerated to
• The philosophy should be one or two pages reflect on the chapter contents. Later in the
long. course you will develop and write a short plan
describing how you will become a culturally
Read pages 43 through 49 in the Supervised responsive educator.
Teaching Handbook for Interns and Student
Teachers, May 2007. This will introduce you to
the content of the portfolio. There are two parts
to the document. The first part contains your
professional documents that are described in the
Handbook. The second part consists of twelve
artifacts, some of which you will accumulate
during this course. You will be required to
submit your portfolio at the end of EXC603A,
Why Become a
Many of you, as you begin your teaching
Reflective
career in special education, may feel
somewhat at a loss when confronted with the
Practitioner?
real world of the classroom. You will be
challenged every day to prepare approaches
and methods to enable you to reach your “…when students and teachers make use of
students. There will be times when your
reflection as a tool for learning and
preplanned approach doesn’t work as well as
assessment, they are creating an opening
you wished and situations will arise that you
that allows them to enter into students’
will cause you to react spontaneously. Your
work, making sense of their endeavors and
ability to reflect on these results and gain
accomplishments, and learning how they
insight into your students and the classroom
environment will enable you to grow and judge their success…”
Asks...
How am I doing?
Did the plan prove to be
successful?
What would be more successful?
Reflection
When and Where
The transition from theory to practice is never a
straight line. Often the creation of a positive
learning environment takes place in a series of
steps. Reflection is the means by which a new
teacher in special education improves his or her
Driving to school
Directly after a lesson
approach to overcoming the challenges which
While exercising
directly affect teaching and learning.
Establish a habit!
introspection into the teaching results are shown
in this slide.You will note that they involve not
only the teacher’s self-evaluation but the
students’ attitude toward the approach or plan
selected and, equally important, how they will
benefit.
Academic Exchange Quarterly Winter 2005 ISSN 1096- the National Council for Accreditation of Teacher Education
1453 Volume 9, Issue 4 (NCATE NCATE - National Council for Accreditation of Teacher
Education) Standards and the National Board for Professional
SELF-REGULATION THROUGH
Teaching Standards (NBPTS NBPTS - National Board for
Professional Teaching Standards). Attention to reflection has far-
REFLECTIVE PRACTICE. reaching consequences as more than 40,000 teachers in our nation’s
schools are currently Board Certified (NBPTS, 2005) and 620
colleges of education have met NCATE standards (NCATE, 2004).
Kerry P. Holmes, Ed.D. University of Mississippi
Kerry Holmes, a former classroom teacher, is an assistant professor Teaching students to think critically about their learning is an
of education. indispensable skill required by good teachers. Just as students
benefit by reflecting on their learning, teachers benefit by reflecting
Abstract on their teaching practices. Teachers must learn to identify and set
“Teaching today is much harder than it used to be” is a commonly specific goals for themselves, the same expectations they hold for
heard refrain. Unfortunately the hardships faced by many of today’s their students. John Dewey said, “... thinking enables us to direct
first year teachers have caused too many of them to leave their our activities with foresight and to plan according to ends-in-view,
chosen field of education. This article describes how reflection can or purpose of which we are aware. It enables us to act in deliberate
be used to face and overcome challenges directly affecting teaching and intentional fashion ...” (1933, p. 17). Self-regulation is at the
and learning. heart of deliberate and intentional practice. Schon (1987) coined the
term “reflection-in-action” to describe the experience-based
Introduction platform that supports teachers and guides their practice. Through
Every year in August and September eager and idealistic new reflection-in-action, good teachers are empowered to elevate
teachers arrive at schools ready to make a positive difference in teaching to an art form where teachers masterfully connect theory
their students’ lives. The transition from theory to practice, for and practice. Reflection-in-action facilitates the intentional actions
many, is swift and brutal (Ornstein 2003). During their time in teachers take everyday in response to stimuli from their students.
schools of education, most new teachers had plenty of support from The following account from a first grade classroom illustrates the
university supervisors and their peers. They go into teaching importance of reflection.
expecting the same level of support and are shocked when they
realize they are totally on their own (Ornstein, 2003). Surviving the First Days of Teaching
I was the new teacher in a rural school in Mississippi. Half of my
Without moral and practical help, new teachers must look to class had been retained before they even reached first grade. My
themselves to determine how to cope with incidents in order to first weeks of teaching made me feel as though I had been thrown
create a positive learning environment for their students. This is into a very deep lake. Almost instantly, I felt physically and
how I found myself when I was the new teacher. Hole & McEntee emotionally unfit for the challenge of teaching. My prior experience
(2001, p. 27) developed the following protocol for individual and beliefs were being harshly tested. I was plagued by the idea that
reflection that closely parallels the reflective processes I used and if I fail in my job, or do a mediocre job of teaching, my children fail
have described in this article: with me. Above all, my students must not suffer. I left school each
day feeling beaten down from the mental and physical exertion of
* Collect stories. Keep a diary, log, or informal notes on stories of teaching. My meticulous plans often lay fallow as I struggled to
incidents as they occur. create classroom harmony. Not fulfilling my high expectations for
the day was in itself cause for intense dismay and frustration.
* What happened? From your notes, expand on a story that requires
further thought. The Days Pass
Each day I tried to arm myself with life-saving equipment. I
* Why did it happen? Provide background information surrounding planned my lessons, gathered all the necessary materials, and set up
the story; look for causes and effects. everything necessary to teach so each lesson could progress
seamlessly. However, the children had their own needs, the need to
* What might it mean? Determine whether the incident is worthy of move, poke, play, retaliate for real and imagined offenses, talk, and
action. Explore multiple solutions and answers. a big one, use the bathroom. It appeared that the highlight of their
day was to get to the bathroom. All that water, paper, and quasi-
* What are the implications for practice? Reflect on the incident in freedom was a major attraction that drew them away from my
context; determine how you would monitor and adjust your lessons. When the last bus left at 3:15, I savored the quite solitude
practice. before getting ready for the next day. The process of my life as a
teacher began a predictable cycle. As the days alternated between
Hole and McEntee’s protocol enables teachers to move toward self- exhaustion and relief, I knew I had to do something. I still had about
regulated behaviors necessary for teaching and learning. Self- 160 days to teach, and this treading water, that was quickly
regulation is a metacognitive activity requiring teachers and becoming routine, was not close to my goal of creating a
students to reflect on their thinking. It is an active process where community of self-confident, self-motivated learners.
participants set goals, take action, deliberately monitor their actions,
and make necessary adjustments to meet articulated goals (Pape, The Genesis of Reflection
Zimmerman, & Pajares, 2002). Self-regulation of teaching practices Though I did not consciously set out to do it, I sought refuge in
is coming into its own due to the inclusion of reflective practice in reflection. My mind was overwhelmed by the cacophony of the
© National University 2008
EXC602A Field Experience: Special Education | 25
sights and sounds of the classroom. My ears rang with the often- books out!” or “Don’t talk!” Though this in itself could be
shrill voices of the children. My name had been repeated so often it disruptive, I was always happy to shift some of my responsibility to
became an echo within my head, “Ms. Holmes, Ms. Holmes, Ms. the students.
Holmes, Ms. Holmes, Ms. Holmes.” Initially reflection came to me
uninvited and unbidden. Thoughts of my children invaded my mind The use of a positive approach to discipline is supported by research
while I was driving home, shopping for dinner, or trying to relax. on classroom management and discipline. Harlan and Rowland
Events in my life did not trigger these thoughts; they were simply (1991, 35) state that praise and positive reinforcement are “powerful
there. I knew I needed to establish a time when I could gather all the and effective” for promoting acceptable student behavior. Evertston,
thoughts that had been roaming through my head. Early morning, Emmer, & Worsham (2006) report that establishing positive
between the hours of 5:30 and 6:30, became my time for more relationships with students is one of the most significant factors
focused reflection. I reflected on the content of the lessons I was leading to student success. Brophy and Good suggest ways to use
teaching as well as classroom management practices; both directly positive language when directing students’ behavior. By expressing
contributed to the children’s behavior. I made it a practice to review expectations in a positive way, we establish and model an
carefully my plans for the day. This review took the form of writing atmosphere of respect. “Use your own ideas.” is a positive
detailed notes about how and what I would teach. To organize and statement of behavioral expectations that leaves the student’s self
record ideas and insights from my reflections, I used yellow sticky- respect intact. “Don’t plagiarize” sends the same message to the
notes that I attached to the squares on the weekly lesson sheets. My student, but with additional baggage of accusation and disrespect
yellow-sticky note messages contained ways to set up for the for the student’s integrity (1991, 208). Students crave attention. If
lesson, how-to information on conducting the lessons, names of we silently take good behavior for granted, and respond with a
students who needed extra attention, and any other information passion to bad behavior, students will engage in bad behavior as the
pertinent to the day’s lessons. One memo I frequently wrote to only sure way to get attention. For many students, negative attention
myself was, “Be positive.” This one I stuck to the very top of my is preferable than no attention at all.
plans. I learned early on that when I became negative, it was much
harder to recoup the day and provide quality instruction and student Split Personality of the Classroom
interaction. During these early morning hours I thought about my During the school day I had noted a dramatic difference between the
children, their backgrounds, their needs and what I as a professional tone of the class in the morning and the tone of the class after lunch.
educator could do for them. I knew that simply getting through the During the morning my children were easier to keep on task and
day was not enough. As I studied and reflected over my plans, I were more interested in learning. After lunch they were a boisterous
looked for ways to improve my lessons. I sought ideas from books lot regardless of the activity. I tried to think what caused this daily
and articles, and mentally reviewed how these would support my behavioral transformation; something had to be causing this
lesson. Books provided the ideas; reflection provided the wisdom schizophrenic-like personality of my class. Was behavior affected
for implementation. by eating, an inability to settle down after a break, or were we all
growing weary of trying so hard? How did my lessons differ from
My morning ruminations continued every day through the last day morning to afternoon?
of school. Each morning I gained new insights and thoughts of new
ideas to try. I devoted much of my reflective time to seeking ways I Through Children’s Eyes
could help the students control their impulsive behavior. Several of The morning lessons were more structured than those in the
the children in my class had a short, but notorious behavioral afternoon. In the afternoon my children spent part of their time
history. More than two thirds of my children had been retained from rotating among math, art, and language arts centers. Many of the
the previous year leaving me with an age spread from six to nine children complained saying, “We want to do work.” It appeared that
years. Reflecting led me to develop one over-arching principle of not only did my children have a difficult time handling the freedom
behavior management that held true throughout the year, positive that came with center work, but they did not value the work they
reinforcement. My students always responded to praise. When I were doing if it did not include pencil and paper activities.
phrased my command to an individual student in a positive way, “I Information about the children’s feelings came in fragments. These
like the way LaToya is sitting.” The entire class responded. When I bits and pieces of information were not always welcome. I wanted
phrased my command to an individual student in a negative way, to dismiss their complaints by saying, “You are working!” It was
“Don’t get out of your seat, LaToya!” only one child responded. only through careful reflection that I saw the classroom through my
children’s eyes. They wanted the more familiar paper and pencil
Theory Tested by Experience work so they could monitor their own progress. The use of
The realization that by positively recognizing one group of children, manipulatives did not give my students the individual specific
the desired behavior was immediately copied by the others led me feedback they needed. I had to revise my lesson plans to include
to develop a simple, non-disruptive way to promote good behavior. goal-oriented activities within the centers. I built in self-assessment
I simply wrote the name of each group on the board (one of the so the children could see progress while engaged in hands-on
children thought of naming the groups after days of the week). activities.
When Monday’s group behaved appropriately the group earned a
star by its name; the group that earned the most stars had special I observed and listened to my children to gather information for
privileges such as lining up first for recess and being first to choose improving my teaching. By charting my children’s behavior during
center activities. With so much at stake, students would often urge different activities at different times of the day, I concluded that my
others to behave. One of my highly competitive boys, Joseph, behavior had changed in the afternoon. I was more inclined to speak
wanted his group to get the most stars. He didn’t worry about using to the children more cryptically, “Sit down! Be quiet!” My carefully
a positive tone. His shrill piercing voice could whip the others into cultivated positive approach diminished as the day wore on.
shape with just one or two urgent commands, “Hurry up, get your Positive strokes had to be repeated, often more than my patience
© National University 2008
26 | EXC60A FIeld Experience: Special Education
would allow. When I felt my patience was at an end causing me to Though reflection is often thought of as a solitary process, in the
lapse into the feel-good tendencies of lashing out at offending ideal world, reflection would also be a social process, where ideas
students, I reminded myself to be positive by glancing at my yellow are shared with other teachers and professionals. However, like
sticky-note at the top of my plans: Be positive! many other teachers, I was left to fend for myself; the culture of my
school did not support interaction and collaboration among
Meeting the Students’ Needs teachers. Unfortunately, teacher isolation is common among new
To satisfy many of the children’s needs to use pencil and paper, I and experienced teachers alike (Ornstein 2003). As I sought answers
ran off a huge assortment of math facts papers. The papers varied in through reflection, I realized that the process of change takes time.
length and difficulty to meet the needs of the high and low A single idea, no matter how good, will not instantly effect change.
achieving math students. Initially I distributed one math paper to Reflecting prevented me from passing the blame to others (students
each student so I could match the level of the paper to the child. aren’t like they used to be; families do not provide enough support;
When the children finished, they were allowed to go to a math supplies are not sufficient ...). I looked to the children and to myself
center or choose any of the math papers to work individually or for the answers; the responsibility was undeniably mine. Through
with a partner. I promised to grade every paper they turned in; for reflection I was able to gain a deeper appreciation of the needs that
some children I graded up to six fact-laden math sheets each night. fueled the behavior of my children and how I could meet these
Many children turned their papers over and wrote and solved their needs while working to change behaviors that were inappropriate
own problems. Though harder to read, I graded these too. For the for school and life success. Reflecting took on a broader meaning
children who turned in papers with many incorrectly worked than just critically thinking; in its truest sense, reflecting came to
problems, I marked the problems that were correct, and wrote the mean never giving up.
number they had correctly solved at the top of their paper.
References
One popular activity that did not require pencil and paper to be Brophy, J. and Good, T. (1991). Looking in classrooms. New York:
satisfying to my children was a math game I found during my pre- HarperCollins, Publishers, Inc.
dawn kitchen table sessions, “Trading Up.” The game consists of a
single die and a pile of realistic play money. After shaking the die, Dewey, J. (1933). How we think. New York: D.C. Heath and
the student takes the number of cents indicated on the die. If the Company.
child shakes a four, he/she takes four cents. The children have to
trade up for nickels and dimes each time they collect five pennies or Evertson, C.M., Emmer, E.T. Worsham, M.E. (2006). Classroom
two nickels; they are to have more than four pennies or one nickel management for elementary teachers. Boston: Pearson Allyn and
in their possession at one time. The goal of the game is to see who Bacon.
can collect the most dimes. Perhaps due to the visual and instant
feedback, this became the most popular center. I realized that my Harlan, J. and Rowland, S. (2002). Behavior management strategies
children were seeking recognition and validation of the fact they for teachers. Springfield, Illinois: Charles C. Thomas Publisher,
could succeed in school. Because so many of my children had LTD.
already failed first grade they became anxious if they could not see
their own progress. They needed structure and concrete goals. Once Hole, S. & McEntee, G. (2001). Reflection is at the heart of
I developed an understanding of some of the causes behind my practice. In K. Ryan, & J. Cooper, J. Kaleidoscope: Readings in
children’s behavior I could adjust my lessons and classroom education. (pp.25-29). Boston: Houghton Mifflin Company.
management style to meet their needs. Through it all I learned there
are no easy fixes. Afternoons were still more difficult to manage National Board for Professional Teaching Standards. (2005).
than mornings, but changes, based on a child’s eye view of the Graduate teacher standards. Available: <http:www//nbpts.org>
classroom, helped considerably.
National Council for Accreditation of Teacher Education. (2004).
Conclusion: A New Awareness Spawned by Reflective Practice Program standards for elementary teacher preparation. Available:
How could learning occur with a teacher who had been fighting for <http:www//ncate.org>
day-to-day survival? The innate curiosity and spirit of the children
must top the list of answers. However, active reflection, a dominant Ornstein, A. C. (2003). Pushing the envelope: Critical issues in
and tangible force, had become the mainstay of my teaching. education. Upper Saddle River, New Jersey: Merrill Prentice-Hall.
Schon’s (1987) notion of reflection-in-action, “thinking on one’s
feet,” occurs countless times every day in classrooms. The Pape, S. J., Zimmerman, B.J. & Parjares, F. (2002). This issue.
utterances and actions that sprang from on-the-spot reflection were Theory into Practice, 41, 62-63.
not sufficient for me to be effective. I needed to focus intentionally
on my goals and determine how to meet them. Thinking on my feet Schon, D., (1987). Educating the reflective practitioner. Paper
was a start, but I also needed quiet times, removed from the presented at the meeting of the American Educational Research
classroom where I could think through the unique and complex Association, Washington, DC.
issues that confronted me each day. Schon (1987) calls this delayed
reflection, “thinking-on-action.” I found “thinking-on-action” the Kerry P. Holmes, Ed.D. University of Mississippi School of
most helpful because it helped to prevent me from making snap Education, MS
decisions or worse, emotionally laden comments to my students that
were hurtful rather than helpful. Kerry Holmes, a former classroom teacher, is an assistant professor
of education. She is a member of the Mississippi Writing Project.
of the Individuals with Disabilities Education Act (IDEA). Your field work will consist of observing a
Special Day Class (SDC) for students with mild/moderate disabilities, and interviewing a Special Day
Class teacher, teaching students at the k-6 level. You will also interview a Resource Specialist (RSP)
who is currently working in a public school. You will be required to complete a form for each interview
and another form after each observation. These forms can be accessed through the Assignments section
of this unit.
The vocabulary building portion and incorporating innovative and how they relate to the
of the class will introduce you teaching techniques is also classroom.
to important terms used in covered. 3. The candidate will learn
special education. culturally responsive
“A Description: Major strategies for teaching
The lecture contains Provisions of the Individuals students with learning
information on conducting the with Disabilities Education Act and/or behavior disabilities.
assigned observation and (IDEA)“, available in the
4. The candidate will begin the
interviews, a power point Course Documents section of
process of reflecting on his
presentation and discussion on this course is included in the
or her experiences.
IDEA, and two film clips that reading to supplement the
address a disability that you power point presentation.
may observe during your
classroom visit. Learning Outcomes
The reading list for this unit 1. The candidate will gain
focuses on multicultural insight into special
learners with learning education teaching from
disabilities and behavioral conducting two interviews
problems. The importance of and one observation.
doing interviews with parents 2. The candidate will learn the
and teachers, reviewing records six major tenants of IDEA
1.Least Restrictive Environment (LRE) ___ A disorder in one or more of the basic
psychological processes involved in
understanding or using language, spoken or
written.
2. Free Appropriate Public Education (FAPE) ___ Reading disability; a term loosely employed
to describe any learning disability in which
reading, writing and spelling are more severely
involved than other subject areas.
special day class at the k-6 level and a Resource a) A Special Day Class (SDC) for students with
mild/moderate disabilities. The teacher of the
Specialist currently working in a public school. class must hold a clear special education
credential
The required form will be completed for each
b) An SDC for students with moderate/ severe
interview. disabilities. The teacher of the class must
hold a clear special education credential.
c) A vocational program, career educational
class, or student work site.
d) A playground, lunchroom, or recreation
activity
may, if you wish, interview the same special laws, roles, and responsibilities governing the
education teacher who is conducting the SDC education of students with disabilities. The law
that you observe. You will also interview a was initially passed in 1975. It was a very
Resource Specialist (RSP) who is currently important milestone because it established a set
working in a public school. Make sure that both of requirements that had to be met for the
the RSP and the special education teacher have education of individuals with disabilities. There
clear special education credentials. are six major principals of IDEA. They are:
FAPE, Non-Discriminatory Evaluation, IEP and
Before conducting the interviews and IFSP, LRE, legal due process and Parental
observation, review the information and Rights. These principals are covered in a power
guidance provided in the lecture for Unit #1. Try point presentation that your instructor may show
to be aware of the reaction of the interviewee to or that you can read copies of the slides in your
your questions. packet.
After conducting the observation and interviews The law is reauthorized every three years;
you will complete the appropriate form Pay therefore, you must keep current to determine
particular attention to the content of the forms. how the changes may affect you. A pamphlet
Use them as a guide for your interviews and titled “ A Description: Major Provisions of the
observation rather than simply reading the Individuals with Disabilities Education Act
questions. Try to understand the purpose of the (IDEA)” can be found in the Course Documents
questions on the form, delve deeper and ask the section of this course. The pamphlet provides an
professional about teaching strategies, current extensive discussion of IDEA including the
trends, curriculum, accommodations for specific purpose, the impetus for its passage in
disabilities, and specific areas that interest you. Congress, the constitutional justification and
When observing a classroom be aware of the other information.
students’ reaction to you. If they seem to have a
negative reaction to your taking notes, cease The reading assignment covers learning
note taking and simply observe. Complete the disabilities and behavior problems. The value of
form as soon as possible after the observation interviews with the child, the parent and the
When completing the forms, remember to classroom teacher are discussed as well as
complete all items. Responses should be various innovative teaching techniques.
expressed in complete thoughts. One-word Behavioral problems are addressed through a
answers should be expanded. Remember to case study of Roberto and the use of a culturally
spell check everything before submitting sensitive functional behavior assessment is
assignments to your instructor. discussed. The traits of a culturally responsive
educator are listed at the end of each chapter.
Two short video clips may be shown by your Study these and reflect on their application to
instructor that should provide some helpful the topics in the chapters to which they apply.
insights into a learning disability, common with Later in the course you will need to be familiar
mild/moderate students, that you might observe with these traits when you write your plan
in your class visits. describing how you will become a culturally
responsive educator.
The Individuals with Disabilities Education Act
(IDEA) which is sometimes referred to as the
“Bill of Rights for the Handicapped” defines the
From a handout prepared by Dr. Nancy L. Peterson, University of Kansas, (August 2002)
This law was initially passed in 1975 as P.L. 94-142. It was then titled The Education for All
Handicapped Children Act or EHA. It is often called the Bill of Rights for the Handicapped. This law
was a major milestone in the history of education. It affects our roles and responsibilities as
professionals in education and related fields. In the 1990 reauthorization of this law, it was renamed the
Individuals with Disabilities Act or IDEA. The law must be reauthorized every three years. In order to
keep track of the IDEA requirements that affect education and you as a professional, you need to update
SCHOOL OF EDUCATION
Teacher_______________________________________________________________ Title__________________________________
(a) _________________________________________________________________________________________________________
(b) _________________________________________________________________________________________________________
(c) _________________________________________________________________________________________________________
(d) _________________________________________________________________________________________________________
(e) _________________________________________________________________________________________________________
2. List five specific ways in which the students with Mild/Moderate disabilities learn
(a) _________________________________________________________________________________________________________
(b) _________________________________________________________________________________________________________
(c) _________________________________________________________________________________________________________
(d) _________________________________________________________________________________________________________
(e) _________________________________________________________________________________________________________
3. Describe how the classroom setting is designed to assist in the learning process for the students with Mild/Moderate disabilities.
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
6. What teaching strategies are used which address multicultural and multilingual education?
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Reflection:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
SCHOOL OF EDUCATION
Interview Questions
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
2. What are the most successful instructional programs to use with special education students?
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
5. How do you plan for all students e.g., students of different abilities, cultural backgrounds learning styles, and interests? ________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
6. How do you select unbiased teaching methods and materials to educate students of diverse abilities, cultural backgrounds, learning
style lifestyles and interests? ___________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Reflection: __________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
SCHOOL OF EDUCATION
Interview Questions
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
2. What are the most successful instructional programs to use with special education students?
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
5. How do you plan for all students e.g., students of different abilities, cultural backgrounds learning styles, and interests? ________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
6. How do you select unbiased teaching methods and materials to educate students of diverse abilities, cultural backgrounds, learning
style lifestyles and interests? ___________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Reflection: __________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
teacher. After reading the details of the dilemma, the class will participate in a discussion of the ethical
principles involved.
You will observe a Special Day Class (SDC) for students with moderate/severe disabilities. You will also
interview an SDC teacher who is currently teaching at the 7-12 level. After completing the interview and
The vocabulary building portion physical and health impairments The candidate will gain special
of the class will introduce you Video clips that show some of education teaching insight from
to important terms used in the moderate /severe disabilities conducting one observation and
special education. that you may observe are one interview.
included
The lecture for this unit will
cover the topic of ethics in the Learning Outcomes
special education teaching
profession. A short power point The candidate will learn about
presentation of the CEC Code the Council for Exceptional
of Ethics and the NEA Ethics Children (CEC) code of ethics.
Indicators for Educators is The candidate will learn about
included to help you with your the National Education
analysis of the dilemma. Association (NEA) ethics
Websites for further reading indicators for educators.
into the various ethical codes of The candidate will learn of
similar professions is also some culturally sensitive
provided. strategies for teaching students
with moderate/severe
The reading assignment covers disabilities.
cognitive disabilities, learners
with traumatic brain injury, and
5. Crippled Children’s Services ___ Federally subsidized state programs for the
diagnosis and treatment of children with
developmental disabilities, especially those with
physical disabilities and other medical complications
commitment of the educator to helping each student you observed if you wish. After the interview and
reach his or her potential and has eight indicators observation you will complete the appropriate forms.
pertaining to your relationship to your students e.g. The comments, which were presented in Unit #2,
protecting them, not embarrassing them or regarding the completion of the forms apply here as
discriminating against them. The second principle is well. They should be reviewed prior to conducting
based on the commitment of the educator to the the interview and observation.
profession and public trust and responsibility. It has
eight indicators to guide educators e.g. your The reading assignment will cover learners with
behavior regarding statements made concerning your cognitive disabilities, those with traumatic brain
qualifications or those of others. The NEA indicators injury (TBI), and physical health impairments. You
are shown in a g power point chart that your should attempt to complete the three chapters prior
instructor may show. Copies of the slides are in your to observing the moderate/severe classroom since it
packet. is likely that students with some of the disabilities in
chapter 10 or 11 will be in the classroom. Knowing
Other organizations have similar codes. These are some of the functional needs of the students should
shown in the power point link below. Most states aid you in understanding the disabilities and the
have also developed codes of ethics for educators learning strategies used to address them. Reviewing
within their state. The goal of all of these guidelines table 10.1 in the text will also give you some
is to provide professionals with direction for understanding of the approach taken by teachers
resolving the ethical dilemmas faced each day in the There are four video clips, which your instructor
classroom. may show that provide an introduction to some of
the disabilities, which are included in the
What is considered ethical often comes down to moderate/severe category.
determining what is in the best interest of the
student. “Behaving ethically is more than a matter of (a.) “Educating Peter” is a video clip taken from
following the rules or not breaking the law- it means a TV documentary about a boy with Tourette
acting in a way that promotes the learning and syndrome.
growth of students and helps them realize their .
potential” (Parkay, 2004 p. 195). When professionals (b.) “Emma’s Challenge” is a video clip that
or students engage in unethical behavior it can shows how patience and the recognition of small
damage a good student-teacher relationship. step student achievements can be very rewarding
Unethical behavior can ruin trust and respect for the student in a moderate/severe classroom.
between teachers and their colleagues. In extreme
situations, unethical behavior can result in a teacher The Spina Bifida Association prepared a short video
losing his or her teaching position and/or that discusses specific facts about Spina Bifida.
certification. Resolving ethical dilemmas requires
difficult educational decisions that do not always A doctor who is also a practicing attorney discusses
have a clear-cut “right” answer. Cerebral Palsy.
These charts were taken from an article by Jessica Remember to spell check all work before
Bucholtz, Cassandra Keller and Michael Brady. The submitting assignments to your instructor
entire article “Teachers’ Ethical Dilemmas” can be
found in the Course Documents. References:
You will interview a Special Day Class teacher at the Webb, D.L. (2007). Foundations of American
7-12 level who has a clear credential. You will also education. Upper Saddle River, NJ Pearson
observe a special day class, in a classroom that is Education
designed for students with moderate/severe
disabilities. You may interview the same teacher that Council for Exceptional Children (2003) What every
special educator must know: Ethics, Standards, and 3.3 Reading Unit #3
guidelines for special educators. Reston, VA: CEC
National Education Association (1975) Code of
ethics of the education profession. Retrieved June Multicultural Special Education, Culturally
18, 2007, from Responsive Teaching, Chapters 5, 10, 11.
http://www.nea.org/aboutnea/code.html
Parkay, F. W. (2004), Becoming a teacher. Upper Dictionary of Developmental Disabilities
Saddle River, NJ: Pearson Education Terminology, as needed for vocabulary activity.
Bulcholz, J., et al. “Teachers’ Ethical Dilemmas”, TEACHING Exceptional Children, (vol. 40 no.2, Nov/Dec 2007) p 61
Bulcholz, J., et al. “Teachers’ Ethical Dilemmas”, TEACHING Exceptional Children, (vol. 40 no.2, Nov/Dec 2007) p 62
SCHOOL OF EDUCATION
Teacher_______________________________________________________________ Title__________________________________
(a) _________________________________________________________________________________________________________
(b) _________________________________________________________________________________________________________
(c) _________________________________________________________________________________________________________
(d) _________________________________________________________________________________________________________
(e) _________________________________________________________________________________________________________
2. List five specific ways in which the students with Moderate/Severe disabilities learn
(a) _________________________________________________________________________________________________________
(b) _________________________________________________________________________________________________________
(c) _________________________________________________________________________________________________________
(d) _________________________________________________________________________________________________________
(e) _________________________________________________________________________________________________________
3. Describe how the classroom setting is designed to assist in the learning process for the students with Moderate/Severe disabilities.
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
6. What teaching strategies are used which address multicultural and multilingual education?
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Reflection:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
SCHOOL OF EDUCATION
Interview Questions
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
2. What are the most successful instructional programs to use with special education students?
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
5. How do you plan for all students e.g., students of different abilities, cultural backgrounds learning styles, and interests? ________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
6. How do you select unbiased teaching methods and materials to educate students of diverse abilities, cultural backgrounds, learning
style lifestyles and interests? ___________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Reflection: __________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
into communication issues faced by many students in special education programs. You will also
interview a school psychologist and a speech therapist who work with students in special education
programs.
The vocabulary building portion of the class will introduce you to important terms used in special
education.
3. Asperger Syndrome
___ A term describing a team approach to the
diagnosis and treatment of developmental
disabilities. The team goes beyond the
interdisciplinary model, in that one or more of
the professionals on the team cross the
traditional discipline boundaries.
4. Tourette Syndrome (Gilles de la Tourette
syndrome)
___ A developmental articulation disorder,
phonological disorder, speech defect, difficulty
with pronunciation. The disorder is
characterized by consistent failure use
developmentally expected speech sounds.
5. Transdisciplinary
The video clip about a girl with a stuttering or 4.4 Assignments Unit #4
disfluency problem shows the results of therapy.
Complete the Vocabulary Building activity in
The video clip features an autistic student. The 4.1.1. This is not a graded activity. Your
speech therapist is vital to the education of instructor will provide answers to the activity
autistic students who struggle with the Conduct an interview of a practicing school
communication demands of society in general. psychologist currently working with students in
SCHOOL OF EDUCATION
Interview Questions
1. What responsibilities do you have?_____________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
4. Which assessment tools do you use to prepare your IEPs when assessing potential special education students? ________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
5. What are the most successful instructional programs to use with special education students in your area of expertise?
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
7. What is your philosophy about classroom discipline? What behaviors do you discourage? What techniques do you use? ________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
8. What common mistakes can I avoid as a teacher of special education students? _________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
10. What do you consider to be your best practices for multicultural and multilingual education? _____________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Reflection: __________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
SCHOOL OF EDUCATION
Interview Questions
1. What responsibilities do you have?_____________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
4. Which assessment tools do you use to prepare your IEPs when assessing potential special education students? ________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
5. What are the most successful instructional programs to use with special education students in your area of expertise?
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
7. What is your philosophy about classroom discipline? What behaviors do you discourage? What techniques do you use? ________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
8. What common mistakes can I avoid as a teacher of special education students? _________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
10. What do you consider to be your best practices for multicultural and multilingual education? _____________________________
___________________________________________________________________________________________________________
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Reflection: __________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
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___________________________________________________________________________________________________________
This week’s unit will cover the interaction of disabled students with non-disabled students and the
problems encountered by the disabled in the job market. You will observe students with disabilities
interacting with students who do not have disabilities, in one of three settings. You will also observe
students, with disabilities, in the process of preparing to transition into the job market.
The class will discuss a case feature successful worksites for • The candidate will become
study involving a 31-year-old young adults with disabilities. familiar with disabilities
man with Down syndrome who awareness programs.
has a recurring problem on his The reading assignment will • The candidate will become
job. This is a graded activity address early childhood special aware of transition plans for
and you will be expected to education and the students with disabilities.
contribute to the discussion. characteristics of a culturally • The candidate will become
You will also complete responsive educator. Transition aware of career options for
assignments and activities that planning for the multicultural students with disabilities.
will provide information on learner is also presented.
disabilities awareness training
and information on career Learning Outcomes
possibilities for students with
disabilities. • The candidate will gain some
insight into disabled students’
The lecture provides relational difficulties by
information on observing observing students with
students with disabilities disabilities interacting in
interacting with students who social situations with students
do not and information about who are not disabled.
observing how students with • The candidate will gain some
disabilities prepare for a job. insight into disabled students’
Disabilities awareness programs learning challenges and how
and transition plans will be they can transition into the
addressed. Two video clips will job market.
1. Carl Perkins Act ___ The state agency that provides medical,
therapeutic, counseling, education, training,
assessment, and other services needed to
prepare people with disabilities for work.
IMPORTANT ADVISEMENTS:
5.4 Assignments Unit #5 and staff with a seating capacity of 110 patrons.
Charlie works 30 hours a week and performs a
variety of tasks independently, including wiping
Complete the Vocabulary Building activity in tables, stocking shelves, sweeping, mopping,
5.1.1. This is not a graded activity. Your and trash disposal.
instructor will provide answers to the activity.
Observe the manner in which students with Charlie is nonverbal but communicates with co-
disabilities interact with students who do not workers, students and friends through
have disabilities in a playground, lunchroom, or vocalizations and gestures. Charlie’s jovial
recreation activity and complete the required personality is widely known and has been
form. Note that this observation must be done generally accepted by all of the university
at a public school. community who patronize the food services.
Throughout Charlie’s nearly 10-year
Observe students with disabilities in a career competitive work history, behavior management
education class, a job training program or at a has been the focus of intervention. A recurring
worksite and complete the required form. problem includes disturbing diners by sweeping
underneath tables as they attempt to eat. This
Read the scenario below then write your problem intensifies after breaks for holidays,
response and bring it to class to share during a when Charlie forgets not to disturb diners.
discussion. Your response should be 150-250
words and will be used as part of your
discussion grade for this unit. Be prepared to To solve this problem, Charlie’s job coach
give your instructor a copy of your discussion utilized a personal cassette player with
response. headphones that Charlie was allowed to wear
while cleaning the dining room. Country music
After reading chapter 15 reflect on how to write (Charlie’s favorite) was dubbed onto the cassette
a successful transition plan for a multicultural tapes, with a delay of approximately 10-15
student. This is not a graded assignment. You seconds between songs. Into these intervals
may use your reflections when you complete the were dubbed verbal instructions from Charlie’s
writing assignment for unit 7. favorite job coach- gentle reminders not to
interrupt people who are eating and to sweep
CASE STUDY: CHARLIE under empty tables. The cassette player was
(From P. Wehman, LIFE BEYOND THE selected as a permanent prompting system
CLASSROOM) because it was unobtrusive and acceptable to
Charlie’s boss. Charlie had been able in the past
Charlie is a 31-year-old man with Down to decrease unacceptable behaviors with verbal
syndrome. He has cognitive delays and requires cues. During baseline data collection, Charlie
extensive support. He lives with his family and disturbed diners with his sweeping behavior
holds a job. Prior to his competitive placement, three times per hour. After the cassette
Charlie spent four years in a segregated intervention, Charlie disturbed diners only once
vocational education program and one year in a an hour. The experiment was labeled a success.
work activity center.
At Charlie’s current job, his primary work area The results of this little experiment demonstrate
is a university dining room for students, faculty, that persons with mental retardation can be
helped by the use of unobtrusive behavior
SCHOOL OF EDUCATION
Teacher_______________________________________________________________ Title__________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
2. List five behavior characteristics of the disabled students or employees that you observed:
(a) _________________________________________________________________________________________________________
(b) _________________________________________________________________________________________________________
(c) _________________________________________________________________________________________________________
(d) _________________________________________________________________________________________________________
(e) _________________________________________________________________________________________________________
3. Describe any interaction between the disabled students or employees and non-disabled persons you observed in their setting:_____
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
5. Describe how, in your opinion, the disabilities noted hindered skill acquisition:__________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
6. Describe any social skills or life skills training being used in conjunction with the vocational career education: ________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Reflection:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
SCHOOL OF EDUCATION
Teacher_______________________________________________________________ Title__________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
2. List five behavior characteristics of the disabled students or employees that you observed:
(a) _________________________________________________________________________________________________________
(b) _________________________________________________________________________________________________________
(c) _________________________________________________________________________________________________________
(d) _________________________________________________________________________________________________________
(e) _________________________________________________________________________________________________________
3. Describe the social interactions between the disabled and non-disabled students that you observed:__________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
5. Describe any social deficits among the disabled students that you observed: ____________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
6. Describe any instances of social isolation or segregation of the disabled students that you observed: _________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Reflection:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
This week the unit will cover parental involvement in the education of students with special needs. You
will interview a parent of a student who is currently in a special education program. You will also
complete a comprehensive disabilities chart to summarize what you have learned about the various
disability categories.
The lecture contains information on conducting a parent interview. Family empowerment will be
1. Individualized Education Program (IEP) ___ Organized efforts to locate children with
developmental disabilities or children who are at
risk for developmental disabilities.
3. Child Find
___ A written statement for the education of a
child with disabilities that is developed and
implemented according to criteria originally
presented in the Education for All Handicapped
4. Reinforcer Children Act of 1975 (PL94-142) and now
delineated in the Individuals with Disabilities
Education Act of 1990 (PL 101-476) and The
Individuals with Disabilities Education Act
(IDEA) Amendments of 1997 (PL 105-17)
5. Individualized Family Service Plan (IFSP)
SCHOOL OF EDUCATION
Interview Questions
1. How was your child referred for special education services? _________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
3. What kind of special education services is your child currently receiving? ______________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
4. How has special education changed over the time that you have been associated with the schools? __________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
7. Is your child enrolled in regular education for part of the day? If so, describe the services received: _________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
8. If not, what are your feelings about the inclusion movement? Are you happy with full-time special education placement? ________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
9. What would you predict the future of special education to be? _______________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
10. Where do you think your child will be in ten years and what kinds of activities, living arrangements, vocational pursuits, etc. do
you wish for?
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Reflection:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Parent: ___________________________________________________________________________________Date:______________
Review the eligibility for specific disabilities in California Special Education Programs: A Composite of Laws.
Plan your classroom observations to include all disabilities. Complete the chart below with the information that you
learned during your observations. (Continued on next page.)
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Traumatic Brain Injury
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Mental Retardation
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Emotional Disturbance
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Specific Learning Disabilities
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Hearing Impaired
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Review the eligibility for specific disabilities in California Special Education Programs: A Composite of Laws.
Plan your classroom observations to include all disabilities. Complete the chart below with the information that you
learned during your observations. (Continued from previous page.)
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Language & Speech Disorders
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Visually Impaired
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Orthopedic Impaired
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Other Health Impairment
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
This week you will reflect on all of the assignments, readings, activities, and lectures from units 1
through 7. With this reflection in mind you will then write a plan, using APA style, that explains how
The reading assignment for this If you have not completed the Learning Outcomes
week covers the future mandatory advisement for
perspectives of multicultural 602A you must schedule it • The candidate will become
special education. Included in immediately. familiar with the APA writing
the assignment is a chapter on style
using technology in the • The candidate will develop
classroom. There will be a class and write a plan, in the APA
discussion on the role of writing style, describing how
technology in the future of he or she will become a
special education. Culturally Responsive
Educator.
To ensure that you will have all • The candidate will become
of your assignments and course aware of the importance of
requirements completed by the technology in a special
end of next week you should education multicultural
look ahead at the assignments classroom.
for unit 8. You may want to start
some of those assignments this
week.
This is the last week of class and you will summarize what you have learned by completing the Course
Work Summary and writing a first draft of your own personal Philosophy of Education. You will visit
the websites for a least two well-known professional organization and learn what services they provide
and how they benefit the profession. The mandatory advisement requirements and Library Orientation
must be completed before your instructor can post your grade for EXC602A. Inform your instructor
2. Self-Concept
___ A North Carolina network of autism-related
services that has published much research on
autism
3. Cultural Competence
___ An electronic device that is placed in the
skull and that, in combination with a hearing aid
worn on the body, enhances the detection of
sound by a person who cannot use conventional
hearing aids
4. TEACCH
___ Specific training in the skills necessary for
successful peer interaction.
5. Cochlear Implant
___ An evaluation that an individual makes and
strives to maintain with regard to him or her
self. It includes the thoughts, attitudes,
characteristics, feelings, and behaviors that a
person considers vital to who he or she is.
6. Baseline
The three legal placements referred to in item 5 Education Specialist program. As you proceed
pertain to special education in the state of through your Level I program make the changes
California. These placements are Special Day needed to match your evolving philosophy. A
Class, Resource Specialist Program, and final copy of your philosophy will be required
Designated Instruction Services. for EXC603A, the last class in the level I
program.
Special Day Class (SDC): A special day class
placement is appropriate for students in special When writing your philosophical statement
education who, as determined by the IEP team, follow these guidelines:
need special education services for 50% or more
of their time in school. A special day class can • Your philosophy should be no longer than two
be designed for students with mild/moderate pages. Interview teams and potential
disabilities or moderate/severe disabilities. The employers want a concise, well written
special day class can be in a public school or a document that can be read quickly.
non-public school that is approved to educate • Do not use references. Your philosophy is
students with disabilities. personal and from you. Using a line from a
poem or very brief piece of prose is
Resource Specialist Program (RSP): A acceptable if it is no longer than three lines.
resource specialist placement is appropriate for • Write the philosophical paper in first person.
students in special education who, as • A philosophical statement generally answers
determined by the IEP, require special education the following questions:
services for 49% or less of their time in school. • Why do I want to become a teacher?
This program can be delivered in a variety of • What are my beliefs about teaching?
ways that ensures direction from an RSP and • What have I learned about myself?
provides the required service to the student. • What are my values?
• What do I believe about curriculum,
Designated Instruction Services (DIS): learning, classroom management, and
Designated instruction services are those assessment?
services that are needed so the student is able to There are many, many professional
benefit from a placement in an SDC or an RSP organizations that support students, teachers and
program. With the exception of Speech and parents of students with disabilities. If you go to
Language services, all DIS are in conjunction your favorite search engine enter the name of a
with an SDC or RSP placement. Some common disability, you will find a large assortment of
designated instruction services are occupational websites to sort through and evaluate. You can
therapy, adapted physical education, physical also find information at libraries and through
therapy, speech, hearing and language services, your school, school district, or county, state and
mobility instruction. federal offices of education.
The second document that is required is your Two organizations that provide professional
philosophy of education. This document support and information about all areas of
summarizes your values and beliefs. As you disability are the Council for Exceptional
progress through the program and become more Children (CEC) and the California Association
knowledgeable, your philosophy may change. for Resource Specialist and Special Education
You will write a draft of your philosophy for Teachers Plus (CARS+).
EXC602A, the first class in the Level I
Follow the directions for completing each item very carefully. Items that ask for a list may be answered
in phrases or single sentences. Items that ask for a description must be answered in three complete
sentences or more. Items that as for a discussion must be answered in no less than one full paragraph.
1. Describe three behavioral commonalties that you observed or learned about students with
disabilities.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. Describe three behavioral differences that you observed or learned about students with disabilities.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3. List five legal, ethical, and professional responsibilities for teachers of special education students.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
4. List five professional organizations, publications, or journals that are relevant to special education.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
© National University 2008
88 | EXC60A FIeld Experience: Special Education
________________________________________________________________________________
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________________________________________________________________________________
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________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
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________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
8. Describe three strategies that the special education teacher can use to develop social skills for
special education students.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
9. Describe three strategies that the special education teacher can use to meet the needs of students of
various cultural heritages.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
10. Describe three strategies that special education teachers can utilize that can meet the needs of
students whose primary language is other than English.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
11. Describe three strategies that special education teachers can use to consult and collaborate with co-
workers.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
12. Discuss three research-based and effective teaching strategies that special education teachers can use
to provide instruction to their students.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
13. Discuss the pros and cons of five current issues or trends in special education.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
14. Discuss the strategies that you would use to conference with a student’s parent.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
© National University 2008
EXC602A Field Experience: Special Education | 93
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
16. Discuss your progress in becoming a Reflective Practitioner. If you have just started the progress
you can discuss your plan for becoming a Reflective Practitioner.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
I.D. #: ______________________________
I. Assignments:
III. Grade
Comments:____________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Date: ________________