FORMAT 1
Submit original with signatures + 1 copy + electronic copy to UAF Governance.
See http://www.uaf.edu/uafgov/faculty/cd for a complete description of the rules
governing curriculum & course changes.
TRIAL COURSE OR NEW COURSE PROPOSAL
SUBMITTED BY:
Department
Prepared
by
Email
Contact
Education
Joanne Healy
College/School
ffjh4@uaf.edu
Faculty
Contact
1. ACTION DESIRED
(CHECK ONE):
Joanne Healy
Trial Course
Dept
2. COURSE IDENTIFICATION:
Justify upper/lower
division status &
number of credits:
Education
474-1557
Phone
X
New Course
Course
#
EDSE
No. of
Credits
694
3
Course involves graduate level study. Course will meet for 3 hours of lecture each week.
Special Education Practicum
3. PROPOSED COURSE TITLE:
4. CROSS LISTED?
YES/NO
If yes,
Dept:
NO
Course #
(Requires approval of both departments and deans involved.
signatures.)
5. STACKED?
YES/NO
If yes,
Dept.
NO
6. FREQUENCY OF OFFERING:
Add lines at end of form for such
Course #
Fall, As demand warrants
(Every or Alternate) Fall, Spring, Summer — or As Demand
Warrants
7. SEMESTER & YEAR OF FIRST OFFERING (if
approved)
Fall 2010
8. COURSE FORMAT:
NOTE: Course hours may not be compressed into fewer than three days per credit. Any course
compressed into fewer than six weeks must be approved by the college or school's curriculum
council. Furthermore, any core course compressed to less than six weeks must be approved by the
core review committee.
COURSE FORMAT:
(check one)
1
2
3
4
5
X
6 weeks to
full semester
OTHER FORMAT
(specify)
Mode of delivery
(specify lecture,
field trips, labs,
etc)
9. CONTACT HOURS PER WEEK:
3
LECTURE
hours/weeks
0 LAB
hours /week
35
PRACTICUM
hours /week
Note: # of credits are based on contact hours. 800 minutes of lecture=1 credit. 2400 minutes
of lab in a science course=1 credit. 1600 minutes in non-science lab=1 credit. 2400-4800
minutes of practicum=1 credit. 2400-8000 minutes of internship=1 credit. This must match with
the syllabus. See http://www.uaf.edu/uafgov/faculty/cd/credits.html for more information on
number of credits.
OTHER HOURS (specify
type)
10. COMPLETE CATALOG DESCRIPTION including dept., number, title and credits (50 words or
less, if possible):
Field experience with individuals who have disabilities in public schools and affiliated facilities. Assignments vary
across areas of teaching specialization. Includes weekly seminar. Must be taken concurrently with EDSE 696. Field
experience required. Special fee. (3+0+35)
11.
COURSE CLASSIFICATIONS: (undergraduate courses only. Use approved criteria found
on Page 10 & 17 of the manual. If justification is needed, attach on separate
sheet.)
N = Natural
Science
H = Humanities
S = Social Sciences
Will this course be used to fulfill a requirement for the
YES
baccalaureate core?
IF YES, check which core requirements it could be used to fulfill:
O = Oral Intensive,
Format 6
12.
COURSE REPEATABILITY:
Is this course repeatable for
credit?
W = Writing Intensive,
Format 7
YES
X
NO
Natural Science,
Format 8
NO
Justification: Indicate why the course can
be repeated
(for example, the course follows a different
theme each time).
How many times may the course be repeated for credit?
TIMES
If the course can be repeated with variable credit, what is the
maximum number of credit hours that may be earned for this course?
CREDITS
13. GRADING SYSTEM:
LETTER: X
PASS/FAIL:
RESTRICTIONS ON ENROLLMENT (if any)
Minimum of 24 Graduate credits in special education (May include the following UAF
14. PREREQUISITES
courses EDSE: 605, 610, 612, 622, 624, 625, 632, 633, 640, 642, 677) Taken Concurrently
with EDSE 696
These will be required before the student is allowed to enroll in the course.
RECOMMENDED
Classes, etc. that student is strongly encouraged to complete prior to this course.
15. SPECIAL RESTRICTIONS,
CONDITIONS
Admission to the Master in Education in Special Education Program
or the Special Education Certification Program or permission of
instructor.
16. PROPOSED COURSE FEES
$150.00
Has a memo been submitted through your dean to the Provost & VCAS for
fee approval? Yes/No
NO
17. PREVIOUS HISTORY
Has the course been offered as special topics or trial course
previously? Yes/No
If yes, give semester, year,
course #, etc.:
18. ESTIMATED IMPACT
WHAT IMPACT, IF ANY, WILL THIS HAVE ON BUDGET, FACILITIES/SPACE, FACULTY, ETC.
The School of Education will hire an additional faculty member to teach special education courses.
EDSE 694 will be taught by the new full time faculty member or a new adjunct faculty member.
EDSE 694 will need a classroom with audio-conference capabilities.
19. LIBRARY COLLECTIONS
Have you contacted the library collection development officer (ffklj@uaf.edu, 4746695) with regard to the adequacy of library/media collections, equipment, and
services available for the proposed course? If so, give date of contact and
resolution. If not, explain why not.
No
Yes
X
10/10/08. Library has over 300 books and numerous
journals in the special education field. Request was
submitted for new book acquisition.
20. IMPACTS ON PROGRAMS/DEPTS
What programs/departments will be affected by this proposed action?
Include information on the Programs/Departments contacted (e.g., email, memo)
Education
21. POSITIVE AND NEGATIVE IMPACTS
Please specify positive and negative impacts on other courses, programs and
departments resulting from the proposed action.
Positive impacts:

Increased admission to the UAF Master of Education program (Special Education Program).

Potential for increased enrollment in existing teacher licensure programs for Elementary and
Secondary education as applicants to the Special Education program must have a teaching
certificate first.

Increased enrollment in some existing M. Ed. classes (ED 601, ED 603, ED 698, ED 699)

Increased exposure of existing M. Ed. programs (Curriculum and Instruction, Cross-Cultural
Education, Language and Literacy, Reading, Counseling) with bundled advertising of the new
program, may increase student enrollment in those programs.
Negative impacts:

An increase in the advising and graduate committee responsibilities for current faculty.
Potential decrease in the number of applicants to existing M. Ed. program as students may select Special
Education program instead of an existing program.
JUSTIFICATION FOR ACTION REQUESTED
The purpose of the department and campus-wide curriculum committees is to
scrutinize course change and new course applications to make sure that the quality
of UAF education is not lowered as a result of the proposed change. Please address
this in your response. This section needs to be self-explanatory. Use as much
space as needed to fully justify the proposed course.
EDSE 694 is a part of the newly proposed special education certificate program and Master of Education
in Special Education program. UAF is creating this complementary program to the current special
education programs at UAA and UAS due to the severe shortage of qualified special education teachers in
Alaska and nationwide.
APPROVALS:
SIGNATURES ON FILE AT THE GOVERNANCE OFFICE
Signature, Chair,
Program/Department of:
Date
Education, Graduate Program, Anthony Strange
Signature, Chair, College/School Curriculum
Council for:
Signature, Dean, College/School
of:
Date
Education, Anne Armstrong
Date
Education, Eric Madsen
Date
Signature of Provost (if applicable)
Offerings above the level of approved programs must be approved in advance by
the Provost.
ALL SIGNATURES MUST BE OBTAINED PRIOR TO SUBMISSION TO THE GOVERNANCE OFFICE
Date
Signature, Chair, UAF Faculty Senate Curriculum
Review Committee
UAF School of Education:
“Preparing professional educators who are culturally responsive, effective practitioners”
EDSE 694 Practicum for Special Education
Credits: 3.0
Instructor: Joanne Healy, M.S.
Day & Time: Monday –Friday full days
Office: Gruening Building 714A
Location: TBA
Phone: (907) 474-1557
E-mail: ffjh4@uaf.edu
Office Hours: By appointment
Prerequisite: Minimum of 24 Graduate credits in special education (May include the
following UAF courses EDSE: 605, 610, 612, 622, 624, 625, 632, 633, 640, 642, 677) Taken
Concurrently with EDSE 696
Required Readings
Alaska State Special Education Handbook
http://www.eed.state.ak.us/TLS/sped/Handbook.html
Current and classic readings on selected topics including:
 Academic needs of school age children
 Current issues in special education
 Current practices in special education
 Meeting Special education standards
Additional website and supplemental text/journal recommended readings will be assigned by the
instructor dependent on weekly discussions.
WEBSITES RELATED TO SPECIAL EDUCATION
 Council for Exceptional Children: www.cec.sped.org/
 National Clearinghouse for Professions in Special Education: www.special-edcareers.org/
 National Information Center for Children and Youth with Disabilities:www.nichy.org/
 Alaska Department of Education and Early Development, special education.
www.eed.state.ak.us/tls/sped
 U.S. Department of Education, Office of Special Education and Rehabilitative
Services:www.ed.gov/offices/OSERS/
 Technology websites list will be on class resources
WEBSITES RELATED TO ALASKA NATIVE STUDIES
 Alaska Federation of Natives: www.nativefederation.org/flash.html
 Alaska Inter-Tribal Council : www.aitc.org/
 Alaska Native Heritage Center:www.alasknative.net
 Alaska Native Knowledge Network: www.ankn.uaf.edu/index.html
 Justice Center Website:www.uaa.alaska.edu/just/rlinks/natives
List of professional Organizations:
Candidates should become familiar with the following organizations by collecting material,
checking the websites etc. Candidates might wish to make up their own list of helpful websites
based on organizations and specific advice and assistance for teaching student with learning
problems.
Council for Exceptional Children (CEC)
American Psychological Association (APA)
Learning Disabilities Association of America (LDAA)
American Association for Mental Retardation (AAMR)
The Association for the Severely Handicapped (TASH)
International Reading Association (IRA)
Disability Law Center - Fairbanks
Special Education Service Agency (SESA)
Other local associations and organizations with a focus on students with learning problems
and people with disabilities.
Course Materials: A computer with Internet access is required. A UAF email address and
access to Blackboard is also required.
I. COURSE DESCRIPTION
Field experience with individuals who have disabilities in public schools and affiliated facilities.
Assignments vary across areas of teaching specialization. Includes weekly seminar. Must be
proficient in classroom setting and in the Council for Exceptional Children teaching standards.
Must be taken concurrently with EDSE 696. Field experience of 35 hours per week is required.
Special fee may be charged.
Alignment With School of Education Mission
The School of Education prepares educators to work in urban and rural Alaska and to work with
K-12 students from many backgrounds, with a particular focus on Alaska Native languages and
cultures. We are particularly committed to enhancing the educational opportunities for Alaska’s
rural and Native populations. Through the UAF rural campuses, we are responsive to local and
regional needs within the state.
Through our programs and professional development courses, we promote the following goals:
 Increase the number of qualified educators for Alaska’s schools
 Enhance the professional skills of Alaska’s K-12 educators
 Develop and support ongoing systemic educational collaborations with Alaska schools and
communities
 Conduct collaborative research on cross-cultural and multicultural education
This course supports the UAF School of Education’s mission by providing students with the
understandings and skills necessary to successfully address the diverse individual and cultural
needs of Alaska’s students, schools, and communities. Emphasis is placed upon understanding
students with exceptional needs.
II. COURSE GOALS
1. To provide students with a practical training experience.
2. To provide students with the opportunity to evaluate and test special education policies
and procedures within the context in which they must be made so as to be culturally
responsive and effective.
3. To provide a means for students to assess their professional strengths and weaknesses.
4. To provide students with an opportunity to develop confidence in their ability to apply
professional preparation in situations, yet shelter them from full responsibility while
providing opportunities for their maximum professional growth.
5. To provide students professional experiences in actual interpersonal relationships that,
involve ethical decision making skills and the evaluation of personal motives.
Student Outcomes:
The Council for Exceptional Children (CEC) Special Education Standards
The Council for Exceptional Children (CEC) has developed 10 Special Education Standards that
should guide and inform the work of all special education teachers. Candidates must be
proficient in these areas. These are the expected outcomes of all candidates.










CEC Special Education Standard 1: Foundations (demonstrate knowledge of the
philosophies, historical, and legal issues that form the foundations of special education)
CEC Special Education Standard 2: Development & Characteristics of Learners
(demonstrate knowledge of characteristics of typical and atypical learners)
CEC Special Education Standard 3: Individual Learning Differences (demonstrate
understanding of the effects disabilities can have on an individual’s learning in school
and throughout life)
CEC Special Education Standard 4: Instructional Strategies (develop and utilize
evidence-based instructional strategies to individualize instruction for individuals with
disabilities)
CEC Special Education Standard 5: Learning Environments & Social Interactions
(create learning environments for individuals with disabilities that foster cultural
understanding, safety, emotional well-being, and positive social interactions; knowledge
of typical and atypical language development and the ways in which disabilities can
interact with an individual’s experience with and use of language)
CEC Special Education Standard 6: Communication (demonstrate knowledge of typical
and atypical language development and the ways in which disabilities can interact with an
individual’s experience with and use of language)
CEC Special Education Standard 7: Instructional Planning (develop long-range
individualized instructional plans anchored in both general and special curricula)
CEC Special Education Standard 8: Assessment (demonstrate understanding of the legal
policies and ethical principles of measurement and assessment related to referral,
eligibility, program planning, instruction, and placement for individuals with disabilities,
including those from culturally and linguistically diverse backgrounds)
CEC Special Education Standard 9: Professional & Ethical Practice (act in a
professional and ethical manner)
CEC Special Education Standard 10: Collaboration (collaborate with families, other
educators, related service providers, and personnel from community agencies in culturally
responsive ways)
Technology Focus
This course will help you understand local, state, and national resources for regulations pertinent
to the Individuals with Disabilities Education Act. Using technology as a means of accessing
resources to collaborate and support parents and educators and to share during individual
presentations.
III. INSTRUCTIONAL METHODS
This course will be taught using a variety of teaching methods including interactive lectures,
audio conferences, Blackboard, internet research, reading assignments, student presentations,
weekly seminar, classroom observation and participation.
IV. COURSE POLICIES
Attendance and Class Participation
Students are expected to participate via audio conferences for all classes, participate in
discussions, readings, and write reflections on the information presented. In case of an absence or
tardiness, the student is responsible for getting information and completing an independent
research assignment to be presented at the next class meeting to compensate for missed
instruction. Regular attendance and classroom participation will be considered in determination
of the final grade. Late assignments will only be accepted for a legitimate and excused absence.
Since this a practicum course students are expected to be at their site daily and on time. Students
are expected to call if they are unable to make it for extenuating circumstances. Excessive
absences or tardiness is unacceptable and will be grounds for dropping the course or removal
from the program.
Readings
Assigned readings for each class are listed in the class outline. It is expected the material has
been read prior to the start of class.
Assignments Due the day indicated on the syllabus.
Plagiarism
Academic integrity is a basic principle that requires all students to take credit only for the ideas
and efforts that are their own. Plagiarism is defined as appropriating passages or ideas from
another person’s work and using them as one’s own. Lifting passages of text from the Web is
also plagiarism. Plagiarism is taken very seriously and may result in a student’s dismissal from
the teacher education program. Assignments will be typed and submitted in standard written
English, observing rules of grammar, spelling, punctuation and syntax. Research citations will be
written APA style in all work, as this is the designated style and format for the field of
educational research. Internet citations must include the title of the website, universal resource
locator, date of posting, date of access and other information included on APA format.
Professional and Ethical Behavior
UAF School of Education students are expected to adhere to the Alaska Code of Ethics for the
Education Profession. The standards, adopted by the Professional Teaching Practices
Commission, govern all members of the teaching profession. A violation of the code of ethics
and professional teaching standards are grounds for revocation or suspension of one’s teaching
license.
Student Code of Conduct and Expect Classroom Etiquette
All guidelines and provisions of the UAF Student Code of Conduct will apply; see page 83 of the
2008-2009 UAF catalog or go to http://www.uaf.edu/catalog/current/academics/regs3.html for
further details.
Academic Support Services
Writing support services are available on the UAF Campus in the Writing Center, located in 801
Gruening, (907) 474-5314. For students using distance delivery you can send your papers to the
Writing Center using their Toll Free FAX 1-800-478-5246. They will FAX information back,
and also email you regarding any questions. You need to use this resource at least once during
the semester to meet writing expectations and to see what is available for students who may have
a disability. Academic Support Services including library hours, computer lab hours/services, and
writing center hours/services can be located at the following web site: http://www.uaf.edu/sssp/
Disabilities Services
The Office of Disability Services (ODS) implements the Americans with Disabilities Act (ADA),
and insures that UAF students have equal access to the campus and course materials. Disability
Services, a part of UAF’s Center for Health and Counseling provides academic accommodations
to enrolled students who are identified as being eligible for services. The UA F faculty makes
every effort to work in conjunction with ODS to provide the necessary accommodations for all
identified students enrolled in our courses. To access services, the student must provide current
disability documentation that supports the requested services. If you believe you are eligible,
please contact Disability Services on the UAF campus at 474-7043, fydso@uaf.edu, or visit
http://www.uaf.edu/chc/disability.html on the web or contact a student and enrollment services
staff person at your nearest local campus. Section 504 of the Rehabilitation Act of 1973 and the
American with Disabilities Act of 1990 mandates disability support services.
V. Course Requirements:
1. Regular attendance, preparation, and participation in class discussions. Students are
expected to come fully prepared to participate in class discussions by having completed
the required readings or activities before coming to class. Graduate seminars require a
high level of personal involvement, accountability, and integrity.
2. Students are required to participate at their designated site for the full semester,
generally 30-35 hours per week coordinated with the on-site supervisor
3. Students are expected to adhere to both the Council for Exceptional Children and the
Alaska’s State Teachers codes of ethical behavior and standards of practice.
4. Students are expected to keep any personal information or views shared in class
confidential; communicate in a timely manner any questions, concerns, conflicts, or
needs to the appropriate supervisory personnel; and demonstrate teamwork, mutual
respect, leadership, and an openness to professional feedback.
5. Students are expected to develop a working knowledge of the Alaska State Special
Education Teacher Performance Standards.
6. Students are expected to complete all written course assignments and presentations on
time; likewise, all evaluation materials are to be completed and turned in to the
course instructor on the first day of finals week.
VI. Course Assignments:
1. Students are required to complete a log of their practicum/internship hours, a weekly log
of their on-site activities, meeting notes for all individual education plans (IEP) meetings
attended in addition, students are to coordinate four (4) site visits with their on-site
supervisor and UAF supervisor(s) during the semester. (400 points)
2. Students are required to complete an in depth case study using the case conceptualization
format in the practicum/internship manual. Students will present their case study to the
class for discussion purposes. (200 points)
3. Students are required to read one book of their choice written in first person regarding
personal experiences dealing with a disability. They also need to be current on journal
articles available in the library on the disability strand of choice and pick one article to
highlight each week. Students will be responsible for leading a class discussion on one
section of the special education manual. (100 points)
4. Two Site evaluations completed by on-site supervisor with input from on-site staff. (First
evaluation 50 points, final evaluation 150 points)
VII. Grading Policy:
Evaluation will be based on converting course assignment points to percentages.
Grades will be determined by the course instructor, based primarily on the degree to which
students have demonstrated that they have met the objectives as outlined above, and as listed on
the evaluation forms contained in the Practicum and Internship Manual. Site supervisors will be
asked to utilize input from other school personnel in completing their evaluations. In addition,
the instructor will take into account whether students evidence a clear understanding of the
special education process as shown through their ability to articulate a concise explanation of
their working model of special education.
A
94% to 100%
B
93% to 83%
C
82% to 73%
D
72% to 63%
F
Less than 63%
VIII. COURSE CALENDAR
In addition to the following topics, weekly discussion will include current trends and
issues in special education via student report on journal articles and discussions
regarding practicum and case study.
Class 1
Syllabus & Introduction to Course
SPECIAL EDUCATION HANDBOOK
Class 2
PART I – INTRODUCTION
Class 3
PART II - IDENTIFICATION
Class 4
PART III - EVALUATION & ELIGIBILITY
Class 5
REVISION
PART IV - IEP DEVELOPMENT, IMPLEMENTATION, REVIEW &
Class 6
PART V – PLACEMENT IN THE LEAST RESTRICTIVE ENVIRONMENT
Class 7
PART VI – PROGRAM EXIT
Class 8
PART VII – PROCEDURAL SAFEGUARDS & CONFIDENTIALITY
Class 9
PART VIII - PERSONNEL
Class 1 0
PART IX - FUNDING
Class 1 1
PART X – COMPLIANCE MONITORING
Class 1 2
PART XI – PARENT INFORMATION
Class 13
REPORT
PART XII STATE PERFORMANCE PLAN/ANNUAL PERFORMANCE
Class 14
CASE STUDY REVIEWS