EDSP 792

I. Course Title: Secondary Teaching Internship in Special Education: General and Adapted Curriculum

II. Course Number: EDSP 792

III. Credit Hours: 6 credits

IV. Prerequisites: Departmental approval that candidate meets professional performance criteria and acceptance in the Teacher Education program.

V. Course Description: 

Teacher candidates work with 6-12 students with varying disabilities who access the general curriculum during these courses. Placements are provided at the middle or secondary level. The course represents a one- semester (150 hours) placement. The course begins with observation in the classroom and culminates with full responsibility for the cooperating teacher’s daily schedule, including provision of direct instruction to students.

Note(s): Grading: A-F.  A fee of $110 will be charged to students taking EDSP 792.

VI. Detailed Description of Content of the Course:

During these courses, teacher candidates work with 6-12 students with varying disabilities who access the general and/or adapted curriculum. Placements are provided at the middle or secondary level. The course represents a one- semester (150 hours) placement. The student works under the direction of a cooperating teacher who is a licensed special educator. A member of the Radford University graduate faculty in special education provides overall supervision of the internship experience. The course begins with observation in the classroom and culminates with full responsibility for the cooperating teacher's daily schedule, including planning, provision of direct instruction to students, and collaborating with other professionals. Teacher candidates participate in seminars throughout the semester that address specific topics related to the roles and responsibilities of special educators. 

Key topics addressed throughout the internship experiences include:

• Learner Development and Individual Learning Differences
• Learning Environments
• Curricular Content Knowledge·        
• Assessment 
• Instructional Planning and Strategies
• Collaboration
• Professional learning and ethical practice

VI. Detailed Description of Conduct of Course:

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

VII. Goals and Objectives of the Course:

Goals, objectives, and assignments address the Virginia Department of Education regulations for preparing educators and the Council for Exceptional Children (CEC) Initial Preparation Standards and Specialty Set Knowledge and Skill Items. Specialty sets included in this course cover competencies for the Individualized General Curriculum and Individualized Independence Curriculum. 

 Upon completion of this course the student will 

1. Select, administer, analyze, interpret, and apply best practices in formal and informal assessment for instructional purposes.  
2. Apply classroom and behavior management techniques and individual interventions.
3. Demonstrate skills in consultation, case management, collaboration, including coordination of service delivery with related service providers, general educators, and other professionals.
4. Demonstrate knowledge of the eligibility process and legal and regulatory requirements for IEP development and implementation. 
5. Demonstrate an understanding effective reading and writing curriculum based on individual student needs. 
6. Design and implement effective lesson plans and select appropriate supports and accommodations using evidence-based practices for students with diverse needs. 
7. Demonstrate an understanding effective math curriculum based on individual student needs. 
8. Implement individualize educational planning and group instruction in multiple life domains, including but not limited to academic, social, self-determination skills, for students with disabilities who are accessing the general and/or adapted education curricula across 6-12 grade levels.
9. Prepare students and work with families to facilitate successful student transitions. 
10. Uphold high standards of competence and integrity and exercise sound judgement in the practice of the profession. 
11. Address diverse approaches to classroom organization and set-up based upon culturally responsive behavioral, cognitive, affective, social, and ecological theory and practice.
12. Use assistive and instructional technology appropriately and effectively based on individual student needs.  

VIII. Assessment Measures:

Students may be assessed via:

1. Seminar participation
2. Lesson plans 
3. Seminar projects
4. Observations and evaluations from cooperating teacher and university supervisor
5. Internship logs of activities
6. Other assignments as deemed appropriate by the instructor

 

Other Course Information

None

 

Review and Approval

10/8/2002            Proposed            Debora Bays

10/22/08              Revised              Debora Bays

8/15/19                Revised              Karen Douglas