KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name INED 7965 MAT Special Education IGC
Department INED
Degree Title (if applicable) MAT Special Education
Proposed Effective Date Summer 2013
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a new
number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new program.
Current catalog information (Section I) is required for each existing course incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Approved
Jennifer Heckert
Faculty Member
9/10/11_
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
1
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
___
Course Prefix and Number
___
Course Title
___
Class Hours
____Laboratory Hours_______Credit Hours________
Prerequisites
___
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number _____INED __7965_______________________
Course Title ______MAT Special Education Practicum II___________
___________
Class Hours
1 ____Laboratory Hours___3____CreditHours___3_____
Prerequisites Admission to MAT program. Successful completion of all prior required
courses.
Description (or Proposed Degree Requirements)
This course is designed to prepare prospective special education teachers for development of
instructional materials and implementation of effective teaching methods and management techniques.
Candidates will be placed in two different supervised field placements among elementary, middle, and
high school levels. This course requires approximately 15 hours per week in the field, verification of
liability insurance, and a weekly hour-long seminar where candidates will have the opportunity to
discuss and reflect on their teaching experiences
III.
Justification
Currently a Practicum II course does not exist for the graduate special education
program. A Practicum II is required for all MAT candidates to gain more
experience in the application of skills in a classroom environment.
2
IV.
Additional Information (for New Courses only)
Instructor: TBD
Text: KSU Special Education Practicum Handbook
Daniels, K.N. (2010). The Ultimate Student Teaching Guide. Thousand Oaks, CA: Sage.
Prerequisites: Successful Completion of all prior course work. Background check and
proof of liability insurance.
Objectives:
Candidates will:

Formulate, implement, and evaluate educational plans for students at-risk for and with
identified disabilities, including plans for students with limited English proficiency.
(CEC ICC4S3, ICC7K1)

Demonstrate knowledge and skills in the use of specific culturally appropriate
behavioral and classroom management methods appropriate to students at-risk for
and with identified disabilities. (CEC ICC5S1, ICC5S5)

Plan a series of sequential lessons recognizing gender, religious, ethnic, cultural,
socioeconomic and racial differences that enable students at-risk for and with
identified disabilities to master IEP objectives in the behavioral, social, emotional,
affective, vocational, and/or academic areas. (CEC ICC7S6, ICC7S8)

Demonstrate scientifically-based instructional skills and the use of various levels of technology in the presentation
of content as appropriate for students at-risk for or with identified
disabilities, including culturally and linguistically diverse students. (CEC ICC4S1, ICC4S6)

Work collaboratively with other school professionals, parents, and/or family members
to facilitate student progress. (CEC ICC10K4 ICC10S9)

Employ effective problem-solving techniques in program implementation for students
with disabilities, culturally diverse students, including those with limited English
proficiency. (CEC ICC9S11)
Instructional Method
-lecture, discussion, FE
Method of Evaluation
At the Practicum II level, knowledge is assessed primarily through evaluation of original
materials developed (i.e., lesson plans) and the scope of planning and integration skills.
Candidates will complete two SEPO/CPI and SEDA evaluations. Candidates are expected to
perform at the L3 level or above.
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
3
Travel
New Books
New Journals
Other (Specify)
TOTAL
0
Funding Required Beyond
Normal Departmental Growth
4
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the Registrar
once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
INED/SPED
INED 7965
MAT SPED Prac II
1/3/3
Summer 2013
Regular
?
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
5
VII Attach Syllabus
KENNESAW STATE UNIVERSITY
Inclusive Education Department
I.
COURSE NUMBER/SECTION:
II.
COURSE TITLE: MAT Special Education Practicum II/Special Education Practicum III
III.
PROFESSOR:
IV.
CLASS MEETINGS:
V.
OFFICE HOURS:
VI.
INED 7965/INED 7970
REQUIRED TEXTS & RESOURCES:
Recommended Texts and Resources:
KSU Special Education Practicum Handbook
Daniels, K.N. (2010). The Ultimate Student Teaching Guide. Thousand Oaks, CA: Sage.
Hougan, E. (2008). Road to Teaching: A Guide to Teacher Training, Student Teaching, and
Surge.
Finding a Job. Book
Roe, B.D, Ross, E,P. , & Smith, S.H. (2009). Student Teaching and Field Experience Handbook
Prentice Hall.
(7th ed.).
Additional Materials/Resources:
Galileo password: off-campus password is__________ or login through KSU Library page and use NetID & password
Additional course materials may also be available online in GeorgiaVIEW Vista
Chalk and Wire ePortfolio Account
CATALOG DESCRIPTION(S): Special Education Practicum II: This course is designed to prepare prospective special
education teachers for development of instructional materials and implementation of effective teaching methods and
management techniques. Candidates will be placed in two different supervised field placements among elementary, middle
and high school levels. This course requires approximately 15 hours per week in the field. Verification of Liability Insurance
is required. This course also requires a weekly seminar where candidates will have the opportunity to discuss and reflect on
their teaching experiences.
Special Education Practicum III: This supervised clinical experience is designed to provide candidates with a full-time
classroom experience. Candidates will be placed in an appropriate school setting where they will have the opportunity to
apply and practice concepts addressed in previous courses. Candidates must pass this course in order to graduate This course
requires 35 hours per week in the field. Verification of Liability insurance is required. Candidates will attend bi-weekly
seminars to reflect upon teaching, action research, and present their professional portfolio.
VII.
PURPOSE/RATIONALE:
6
Practicums in Special Education at Kennesaw State University are designed to give SPED candidates the opportunity to
practice basic teaching skills under the supervision of a collaborating teacher and a university supervisor. During this
experience, the candidates will practice and ultimately be evaluated on their ability to demonstrate effective teaching skills.
Practicum candidates will rely on their university instructors, collaborating teacher, and university supervisor for guidance in
decision making. It is particularly important for practicum candidates to take advantage of the school setting and the
practicum course to learn how to develop instructional plans, manage student behavior, implement IEPs, and use assessment
to guide their instruction by engaging in conversations about teaching with their collaborating teacher and university
supervisor.
Candidates are expected to demonstrate a thorough knowledge of subject matter in all areas of emphasis:
instructional organization, development, delivery, and assessment; classroom and individual behavior management
and intervention; performance-based and formal assessment of student progress; development of Individualized
Education Plans (IEPS) and Transitions plans; and communication and collaboration with families,
school/community personnel, outside agencies, students, and colleagues (particularly in transition/school-to-work
planning and implementation).
At the Practicum II level, knowledge is assessed primarily through evaluation of original materials developed (i.e., lesson
plans) and the scope of planning and integration skills. At the Practicum III level, candidates are expected to demonstrate the
ability to apply knowledge acquired and to demonstrate methods and techniques developed from a theoretical base.
Application, demonstration, and modeling of effective practices in all areas will be evaluated based upon observation, selfcollected portfolio data, and assessment by the supervisor and cooperating teacher of the quality of appropriate instructional
products development. Candidates will complete an ISLA.
VIII.
UNIVERSITY POLICIES:
Academic Integrity
Every KSU candidate is responsible for upholding the provisions of the Student Code of Conduct, as published in the
Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's policy on academic
honesty, including provisions regarding plagiarism and cheating, unauthorized access to University materials,
misrepresentation/falsification of University records or academic work, malicious removal, retention, or destruction of library
materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents
of alleged academic misconduct will be handled through the established procedures of the University Judiciary Program, which
includes with an "informal resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which
may subject a candidate to the Code of Conduct's minimum one semester suspension requirement.
The student is reminded to consult the KSU Graduate Catalog for the University's policy. Any strategy, which has the
appearance of improving grades without increasing knowledge, will be dealt with in accordance with the University's policy
on academic honesty. In addition, students in the graduate program in special education are held accountable by the Georgia
Professional Code of Ethics for Educators (http://www.doe.k12.ga.us/informationresources/ethics.html) and the
Council for Exceptional Children's (CEC) Code of Ethics for Educators of Persons with Exceptionalities
(http://www.cec.sped.org/ps/code.htm#1).
Academic Honesty Statement
The KSU Graduate Catalog states “KSU expects that graduate students will pursue their academic programs in an ethical,
professional manner. Any work that students present in fulfillment of program or course requirements should reflect their
own efforts, achieved without giving or receiving any unauthorized assistance. Any student who is found to have violated
these expectations will be subject to disciplinary action.”
Human Dignity
The University has formulated a policy on human rights that is intended to provide a learning environment, which recognizes
individual worth. That policy is found in the KSU Graduate Catalog. It is expected, in this class, that no Professional should
need reminding but the policy is there for your consideration. The activities of this class will be conducted in both the spirit
and the letter of that policy.
Disruptive Behavior
7
The University has a stringent policy and procedure for dealing with behavior with disrupts the learning environment. Consistent
with the belief that your behavior can interrupt the learning of others, behavior that fits the University's definition of disruptive
behavior will not be tolerated. (See Campus Policies and Procedures in KSU Graduate Catalog.)
Confidentiality – FERPA
The federal Family Educational Rights and Privacy Act of 1974 (FERPA) regulates access to, and disclosure of student
information. FERPA serves to assure record access by covered students and their guardians and to prevent disclosure from
those records of personally identifying information to unprivileged parties without the written consent of affected students
and their guardians. Disclosure of confidential information is NOT to occur. To protect the confidentiality of student
information, no identifying information is included when KSU candidates present written or oral reports.
IX.
COLLEGE OF EDUCATION INFORMATION:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN
TEACHING AND LEARNING
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among
candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to
facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction,
and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they
progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework,
expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders
must embrace the notion that teaching and learning are entwined and that only through the implementation of validated
practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the
teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the
college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in
the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of
assisting Georgia schools in bringing all students to high levels of learning.
Knowledge Base: Teacher development is generally recognized as a continuum that includes four
phases: pre-service, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg
(1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the
teacher education faculty at KSU believes that the concept of expertise is central to preparing effective
classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers
progress from being Novices learning to survive in classrooms toward becoming Experts who have
achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state
but a process of continued development.
Though certain historical discoveries and events in special education do not change, each passing day alters the knowledge base in
the areas of research, legislation, societal change, and litigation, requiring teachers to be informed consumers of instructional
research. The baseline knowledge of this course is derived from the interaction of the knowledge and skills of the candidate with
the required test; the professional literature; and observations of students with disabilities in local school settings.
Diversity Statement:
A variety of materials and instructional strategies will be employed to meet the needs of
the different learning styles of diverse learners in class. Candidates will gain knowledge
as well as an understanding of differentiated strategies and curricula for providing
effective instruction and assessment within multicultural classrooms. One element of
course work is raising candidate awareness of critical multicultural issues. A second
element is to cause candidates to explore how multiple attributes of multicultural
populations influence decisions in employing specific methods and materials for every
8
student. Among these attributes are age, disability, ethnicity, family structure, gender,
geographic region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a
background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under
Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are
available to support students with disabilities within their academic program. In order to make arrangements for special
services, students must visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual assistance
plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the
multicultural variables outlined above.
PTEU INITIAL TEACHER EDUCATION OUTCOMES
INITIAL TEACHER EDUCATION OUTCOMES AND PROFICIENCIES (REVISED FALL 05)
Outcome 1: Subject Matter Experts
1.1. Candidate demonstrates broad, in-depth, and current knowledge of discipline content.
1.2: Candidate represents content accurately.
1.3: Candidate connects content to other disciplines and applies it to common life experiences.
1.4: Candidate uses pedagogical content knowledge effectively.
Outcome 2: Facilitators of Learning
2.1 Candidate demonstrates knowledge of how learners develop, learn and think.
2.2: Candidate successfully motivates students to learn.
2.3: Candidate creates and implements instruction that embodies multiple cultures and a rich, diverse curriculum.
2.4: Candidate creates effective, well-managed and active learning environments.
2.5: Candidate creates environments that reflect high expectations for student achievement.
2.6: Candidate designs effective instruction.
2.7: Candidate implements effective instruction that positively impacts the learning of all students.
2.8: Candidate uses a variety of methods, materials, and technologies.
2.9: Candidate utilizes a variety of strategies to assess student learning.
2.10: Candidate uses the results of assessments to improve the quality of instruction.
Outcome 3: Collaborative Professionals
3.1: Candidate communicates effectively orally and in writing.
3.2: Candidate reflects upon and improves professional performance.
9
3.3: Candidate builds collaborative and respectful relationships with colleagues, supervisors, students, parents and community
members.
3.4: Candidate displays professional and ethical behavior.
XI.
INED COURSE SPECIFIC INFORMATION
In this Master of Arts in Teaching program, the program is committed to integrating the following themes into each course.
The descriptions below describe how this course will address culture and diversity, effective use of technology, universal
design for learning (UDL), response to intervention (RtI), research methods, and field experiences.
Course Specific Diversity:
The KSU MAT program recognizes the following definition of culturally responsive teaching:
Culturally responsive teaching incorporates the cultural knowledge, prior experiences, and performance styles of
diverse students to make learning more appropriate and effective for them. Culturally responsive teaching builds bridges
between school and home experiences, builds relationships with diverse families, and uses a wide variety of instructional
strategies (Gay, 2000).
Given the rapidly changing demographics in our state and country, the program is designed to equip candidates with the
fundamental knowledge, skills and dispositions necessary to engage in culturally responsive teaching. Specifically, this
practicum course helps candidates apply anmailto:maryjane.jones@cowetaschools.org awareness of critical multicultural
issues as well as the competency to differentiate strategies and curricula in providing effective instruction and assessment
within diverse classrooms, Further, candidates will be required to develop effective intercultural communication and
relationship skills.
Course Specific RtI:
The National Center on Response to Intervention (NCRTI) suggests a definition of RtI that reflects what is currently known
from research and evidence-based practice. The KSU MAT in SPED program recognizes the following definition of
Response to Intervention (RtI):
RtI integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to
reduce behavioral problems. With RtI, schools use data to identify students at risk for poor learning outcomes, monitor
student progress, provide evidence-based interventions and adjust the intensity and nature of those interventions depending
on a student’s responsiveness, and identify students with learning disabilities or other disabilities.
Additionally, the Individuals With Disabilities Education Improvement Act of 2004 (IDEA; P.L. 108-446) permits educators
to use RtI as a substitute for, or supplement to, IQ-achievement discrepancy to identify students with a specific learning
disability (SLD).
This course provides practical RTI models with field-based examples of strategies to implement the RtI
system components within PK-12 schools. Further, MAT candidates will be required to identify and
implement appropriate academic and behavioral strategies to meet the needs of diverse learners in RtI
Tiers 1-4.
Course Specific Technology:
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the master teacher
10
preparation program, and all candidates must be able to use technology to improve student learning and
meet Georgia Technology Standards for Educators. During the courses, candidates will be provided with
opportunities to explore and use instructional media to assist teaching. They will master use of
productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design
multimedia instructional materials, create WWW resources, and develop an electronic learning portfolio.
Candidates will be expected to apply the use of educational technology in their classrooms. Specifically,
candidates will use word processing to write papers, web based resources and Web 2.0 applications like
wikis and online course management systems and e-mail to communicate with instructors and peers.
This course specifically require candidates’ use of Blackboard/ GeorgiaView Vista for asynchronous
assignments and activities; Chalk & Wire’s etools for ePortfolio, Assessment and Data Analysis; and infield Instructional technology for lesson planning and implementation.
Course Specific Universal Design for Learning Strategies:
According to the Center for Applied Special Technology (CAST, 2011), “Universal Design for Learning
is a set of principles for curriculum development that give all individuals equal opportunities to learn.
Universal Design for Learning provides a blueprint for creating instructional goals, methods, materials,
and assessments that work for everyone - not a single, one-size-fits-all solution but rather flexible
approaches that can be customized and adjusted for individual needs”.
In this course, candidates will specifically utilize UDL principles and strategies by infusing its core
principles in designing and implementing lesson plan activities.
Course Specific Research Focus:
In this course students will examine PK-12 student data to inform instructional decision-making.
Further, students will complete an ISLA with a focus on action research in the Practicum 3.
Course Specific Field Experience(s):
Statement for Field Experiences:
While completing your graduate program at Kennesaw State University, you are required to be involved in a variety of
special education field-based experiences directed at the improvement of teaching, learning, and school leadership. You are
encouraged to explore every opportunity to complete field experiences that require you to apply course work, analyze P-12
student learning, and reflect on your practice in the context of special education theories on teaching and learning.
You are also required to complete your field experiences in diverse settings with diverse populations. In addition, you are
required to complete your field experiences at all P-12 school levels (P-2, 3-5, 6-8, and 9-12). In order to meet these
requirements, you should complete several of your field experiences in diverse settings. You are required to document in
your field-experience log the diverse settings and various P-12 school levels in which you complete your field experiences.
You are required to work with male and female P-12 students from different socioeconomic groups and at least two
ethnic/racial groups. You should work with English language learners in addition to students with disabilities during at least
11
one of your field experiences. You are required to log your hours and reflect on what you have learned. The field-based
documentation may serve as artifacts in your professional portfolio.
Throughout this program candidates are required to be involved in a variety of school-based activities directed at the
improvement of teaching and learning for students with disabilities in inclusive settings. Appropriate activities may include,
but are not limited to, Impact on Student Analysis projects, participating in school-based committees, attending professional
conferences, and participating in education-related community events.
In both practicums, candidates will have in-field practice teaching activities observed a minimum of two times per semester
by a university supervisor. During INED 7785 candidates will be observed once at each grade level for a total of two
observations using the SEPO observation tool. During INED 7790 candidates will be observed three times—once during the
first grade level and twice during the second grade level by a university supervisor utilizing the SEPO observation tool. The
observations for these courses will focus on all indicators on the SEPO and especially those indicators where a Level 3 or
Level 4 has not been achieved.
Georgia VIEW Vista will be the primary communication tool used for emails, announcements, collaborative
discussions, access to course materials, and grade results. It is a good idea to check our course GaVIEW Vista area at
least twice a week.
KSU Student Email:
Kennesaw State University mandated that all official university communication would be delivered via the KSU student
email system. Effective this semester (Fall 2005), all candidates seeking degrees from the Department of Inclusive Education
will be required to use their KSU student email accounts as the primary communication mode. Program updates, information
from faculty, and other important university communication will be sent to your KSU student email account. You are
expected to check this email at least several times a week, and to use this email account when sending email to departmental
faculty. The KSU student email is a web based system that is accessible both on and off campus.
To access your KSU Student Email:
 Go to http://students.kennesaw.edu/
 Click Email
 Enter your KSU NetID (contained on your Student ID)
 Enter your password
 Select a language
 If you experience problems with your KSU student email after initially activating your NetID and accessing your
account please contact KSU Service at 770-423-6999.
Quality of Writing:
It is expected that all candidate work will include full sentences, paragraphs of appropriate length, and formal
English grammar conventions. To facilitate completion of quality work, candidates will do the following:
 Change the setting on their computer(s) so that Word recognizes formal rather than standard (colloquial)
English. See Vista homepage for details;
 Determine the reason for green or red wavy lines under text in Word documents and make applicable
corrections prior to handing in work;
 Read all documents with a critical eye to ensure that grammar conventions are followed;
 Use APA (6th ed) format for all coursework; and
 If multiple drafts are permitted or expected in a course, candidates will incorporate corrections and
information from instructor comments into all revised work.
There are two writing resources available on campus:

The KSU Writing Center is a free service offered to all KSU students. Experienced, friendly writing
assistants work with you throughout the writing process on concerns such as topic development, revision,
research, documentation, grammar, and mechanics. Rather than edit your paper for you, writing
assistants will help you learn strategies to become a better writer on your own. For more information or
to make an appointment (appointments are strongly encouraged), visit
http://www.kennesaw.edu/english/WritingCenter, or stop by Room 242 in the English Building.
12

For non-native speakers of English, there is also the ESL Study and Tutorial Center which is part of
University College/Department of University Studies. The Center is a free service that provides tutoring
in writing, reading, and pronunciation. Hours are Monday-Thursday 9:00-5:00 pm in Library Room 442.
Professional Portfolio Narrative:
A required element in each portfolio for the Graduate Program is the portfolio narrative. The purpose of the portfolio
narrative is to ensure that every candidate reflects on each of the CPI standards with regard to what evidence the candidate
has selected for his/her portfolio. In your portfolio, you need to include a narrative, which includes descriptive, analytic and
reflective writing in which you reflect on each standard and how you make the case that the evidence you have selected in
your portfolio supports a particular standard, using the Portfolio Narrative Rubric as a guide. The narrative should be
comprehensive, documenting research-based best practices.
X.
COURSE OBJECTIVES:
The Masters program in Inclusive Education Special Education concentration is based on three sets of standards. As a result,
candidates in this program must demonstrate mastery of the national initial level knowledge and skill standards established
by the Council for Exceptional Children for Special Education Teachers of Individuals With Exceptional Learning Needs in
Individualized General Education Curricula (IGC). Additionally, candidates this program are required to meet the Georgia
Professional Standards Commission standards outlined in Rule 505-3-.30 Special Education General Curriculum Program.
Finally, candidates in this program must also demonstrate mastery of the KSU Professional Teacher Education Unit
Institutional Standards (PTEU Outcomes and Proficiencies) and much of the program is built upon the National Board
Professional Teaching Standards.
At the end of this course of instruction, candidates will:


Formulate, implement, and evaluate educational plans for students at-risk for and with
identified disabilities, including plans for students with limited English proficiency.
(CEC ICC4S3, ICC7K1)
Demonstrate knowledge and skills in the use of specific culturally appropriate
behavioral and classroom management methods appropriate to students at-risk for
and with identified disabilities. (CEC ICC5S1, ICC5S5)

Plan a series of sequential lessons recognizing gender, religious, ethnic, cultural,
socioeconomic and racial differences that enable students at-risk for and with
identified disabilities to master IEP objectives in the behavioral, social, emotional,
affective, vocational, and/or academic areas. (CEC ICC7S6, ICC7S8)

Demonstrate scientifically-based instructional skills and the use of various levels of technology in the presentation
of content as appropriate for students at-risk for or with identified
disabilities, including culturally and linguistically diverse students. (CEC ICC4S1, ICC4S6)

Work collaboratively with other school professionals, parents, and/or family members
to facilitate student progress. (CEC ICC10K4 ICC10S9)

Employ effective problem-solving techniques in program implementation for students
with disabilities, culturally diverse students, including those with limited English
proficiency. (CEC ICC9S11)
13
XI.
ALIGNMENT OF OBJECTIVES TO ASSIGNMENTS/ASSESSMENTS
Course Objectives
Formulate, implement, and
evaluate educational plans for
students at-risk for and w/
identified disabilities, including
plans for students with limited
English proficiency.
Demonstrate knowledge and
skills in the use of specific
culturally appropriate
behavioral and classroom
management methods appropriate
to students at-risk for
and with identified
disabilities
Plan lessons recognizing gender,
religious, ethnic, cultural,
socioeconomic and racial
differences that enable students
at-risk for and with
identified disabilities to master
IEP objectives in the behavioral,
social, emotional,
CEC & PSC Standards
ICC4S3
Select, adapt, and use
instructional strategies and
materials according to
characteristics of the
individual with exceptional
learning needs
ICC7K1
Theories and research that
form the basis of curriculum
development and
instructional practice
ICC5S1
Create a safe, equitable,
positive, and supportive
learning environment in
which diversities are valued
ICC5S5
Modify the learning
environment to manage
behaviors.
ICC7S6
Sequence, implement, and
evaluate individualized
learning objectives
PTEU Institutional
Proficiencies
Outcome 1: Subject Matter
Experts
Outcome 2: Facilitators of
Learning
Outcome 3: Collaborative
Professionals
Assessments
Outcome 1: Subject Matter
Experts
Outcome 2: Facilitators of
Learning
Outcome 3: Collaborative
Professionals
Handbook, Issues &
Trends Sessions, SEPO,
ePortfolio, ISLA
(Practicum 3)
Outcome 1: Subject Matter
Experts
Outcome 2: Facilitators of
Learning
Outcome 3: Collaborative
Professionals
Handbook, Issues &
Trends Sessions, SEPO,
ePortfolio, ISLA
(Practicum 3)
Handbook, Issues &
Trends Sessions, SEPO,
ePortfolio, ISLA
(Practicum 3)
affective, vocational, and/or
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academic areas.
Demonstrate scientifically-based
instructional skills and the use of
various levels of technology in
the
presentation of content as
appropriate for students at-risk
for or with identified
disabilities, including culturally
and linguistically diverse
students.
Work collaboratively with other
school professionals, parents,
and/or family members
to facilitate student progress.
ICC7S8
Develop and select instructional
content, resources, and strategies
that respond to cultural,
linguistic, and gender differences
ICC10K4
Culturally responsive factors
that promote effective
communication and
collaboration with individuals
with exceptional learning
needs, families, school
personnel, and community
members
Outcome 1: Subject Matter
Experts
Outcome 2: Facilitators of
Learning
Outcome 3: Collaborative
Professionals
Handbook, Issues &
Trends Sessions, SEPO,
ePortfolio, ISLA
(Practicum 3)
Outcome 1: Subject Matter
Experts
Outcome 2: Facilitators of
Learning
Outcome 3: Collaborative
Professionals
Handbook, Issues &
Trends Sessions, SEPO,
ePortfolio, ISLA
(Practicum 3)
ICC10S9
Communicate with school
personnel about the
characteristics and needs of
individuals with exceptional
learning needs
Employ effective problemsolving techniques in program
implementation for students
with disabilities, culturally
diverse students, including those
with limited English
proficiency.
ICC9S11
Reflect on one’s practice to
improve instruction and guide
professional growth
Outcome 1: Subject Matter
Experts
Outcome 2: Facilitators of
Learning
Outcome 3: Collaborative
Professionals
Handbook, Issues &
Trends Sessions, SEPO,
ePortfolio, ISLA
(Practicum 3)
15
16
XII. COURSE REQUIREMENTS/ ASSIGNMENTS:
Course delivery will be accomplished through seminars, on-line activities, and direct
supervision of field experience by University Supervisor(US) and Collaborating Teacher(CT).
1. Handbook Guidelines: Follow and comply with the responsibilities of practicum candidates
as listed in the Special Education Practicum Handbook.
 Participate in building and district level professional activities.
 Comply with the rules and regulations of the school in a professional manner
2. Issues and Trends Sessions: Attend face-to-face and online practicum seminars regarding
selected special education program topics (Practicum II: weekly session; Practicum III
approximately five sessions).

Participation in discussions is required during the semester. Articles, vignettes, short
stories will be shared in face to face and online meetings. Candidates will respond to a
discussion prompt provided by the instructor. Candidates are expected to reflect and
participate in all discussions. Candidates will earn credit for sharing their initial thoughts
as well as responding to others responses. A reflective response includes new
information, personal perspectives, or other input that shows thought and consideration of
the issue. It goes beyond simple agreement or endorsement of responses. Evaluation of
discussion topics will be based on two considerations: active contributions to discussion
and obvious preparation.
3. Special Education Proficiency Outcomes (SEPO): Demonstrate a minimum of competency
level skills according to the SEPO.
 Candidates will prepare lesson plans for observations on a weekly basis. Each daily
lesson plan should include: goals, objectives, materials, activities, and evaluation
components. Lesson plans should also include accommodations, adaptations, task
analyses, and programming for generalization. Goal should be long-term in nature and
reflect learning over several days or lessons. Objectives should be stated in observable
behavioral terms with the methods, conditions of instruction, and criteria for evaluation
of mastery specifically stated. Each lesson should follow format of individual school or a
format provided in Handbook, which includes elements of effective instruction, such as
assessing prior knowledge, guided and independent practice, and evaluation. Each lesson
plan should be written to include a self-evaluation follow-up, asking
questions such as, “Did I select appropriate materials and activities to accomplish the
objectives of the lesson?”; “Was my presentation clear, interesting, and effective for the
learners?”; “Was my management of student conduct positive but effective”; “What
adjustments should I make to improve in these areas?” Responses will be recorded in a
Reflection Log to be maintained throughout the practicum. Lesson plans should be
submitted to GAView and kept in notebooks in the classroom for examination and
critiqued by University supervisors during visits.
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 Candidates will be observed during lesson presentation by the University Supervisor one
time during each level (i.e., K-2, 3-5, 6-8, 9-12) during Practicum 2 and three times
during Practicum 3. The Cooperating Teacher who will be using observation checklists
asking them to note the use of effective teaching behaviors, advance organizers, modeling
techniques, clear presentation of content, guided and independent practice opportunities,
and appropriate
evaluation activities. The Cooperating Teacher will be observing on an ongoing, daily
basis, and the University Supervisor will conduct at least two observations of the
practicum student engaged in instruction. Pre-observation and post-observation conferences are conducted
as part of the weekly meetings held with practicum students and their University Supervisors. Specific
teaching behaviors and areas of performance are targeted for evaluation and evidence of change over time.
4. Impact on Student Learning (ISLA): Candidates will complete an ISLA action research project during the
Practicum III.
5. Professional Portfolio and “Mock Interview” Presentation: During practicum III, candidates will complete
and present their final professional portfolio to document their professional growth as learning facilitators for all
students . Candidates organize reflections about their growth including: highlighting pivotal KSU learning
experiences, reflecting on changes in practice, integrating research and practice, and relating these to the growth of
PK-12 students. Outcomes will include the final on-line portfolio. The competencies in these activities are derived
from the standards set forth by the initial Council for Exceptional Children standards.
 A checklist of requirements for the portfolio is included in the Practicum Handbook.
Candidates will complete all required elements in an electronic portfolio (CPI/PNR). The
purpose of the portfolio is to ensure that every candidate reflects on each of the PTEU
proficiencies with regard to what evidence the candidate has selected for his/her
portfolio. In your portfolio, you need to include narratives for each standard, which
includes descriptive, analytic and reflective writing in which you reflect on each of the
standards and make a compelling case that the evidence you have selected in your
portfolio supports a particular standard, using the Portfolio Narrative Rubric as a guide.
The narrative should be comprehensive, documenting research-based best practices.
 Upon final completion of the portfolio, candidates will be required to upload the final
product to Chalk & Wire. Further, MAT candidates will participate in a “mock
interview” presentation. Specifically, candidates will have the opportunity to engage in
dialogue with their university instructor which will focus on highlighting and describing
portfolio evidence which supports their ability to become a practicing special educator in
the schools.
XIII.
EVALUATION AND PERFORMANCE ASSESSMENT:
Assignment
Handbook Guidelines
Possible
Points
75
Course Objectives
1-6
100
1-6
100
1-6
SEPO (lesson plans)
SEPO (observation)
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75
Issues and Trends Sessions
ISLA (practicum III)
Finalize Professional ePortfolio &
“Mock Interview” Presentation
(Practicum III)
XIV.
100
1-6
1-6
150
1-6
GRADING SCALE:
In accordance with the KSU grading policies, practicum II & III ascribe to a pass/fail system.
Letter Grade
Satisfactory/Pass
Unsatisfactory/Fail
% Range
80-100%
Below 80%
Total Points
500
GRADING AND STUDENT EVALUATION POLICIES:
1.
Proficiency in both e-mail use (sending/receiving) and Internet navigation (accessing Web
sites/URLs/links) are necessary so as to enable you to fully concentrate on the research material
for the course.
2.
It is each student’s responsibility to secure dependable access to computing equipment and/or
facilities in advance of the beginning of the course.
3.
Assignments submitted after the announced due dates (please see earlier listing) will be subject
to the following "lateness penalty:" one point will be deducted for each day that the assignment
is late (and please see following point);
4.
Assignments that are a week or more late will not be accepted or graded. The recorded
grade for such assignments will be zero points unless prior permission has been granted. An
extension WILL NOT be granted if the candidate does not contact the professor prior to the
assignment’s due date.
OVERVIEW OF PRACTICUMS IN SPECIAL EDUCATION
Initial Practicum – EDUC 6600 (Exposure to variety of classrooms, 3 credit hours)
Second Practicum – INED 7965 (Intensive Field Experiences, 3 credit hours)
Culminating Practicum – INED 7970 (Intensive Student Teaching, 6 credit hours)
The initial practicum, EDUC 6610, involves an introductory observation and
limited participation opportunities across a range of programs, ages and settings
within both general and special education. The second Practicum INED 6985,
provides candidates with intensive hands-on opportunities to apply the skills and
knowledge they are learning in their courses. The culminating practicum, INED
6990 extends the opportunity to apply the skills and knowledge candidates are
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acquiring, intensifies the involvement and responsibility of the candidate, and
requires specific demonstration of competencies.
MAT Special Education Practicum II:
This 3-credit hour 14-week/15 hours per week intensive field experiences are
designed to include opportunities to observe and participate in educational settings
that serve students from diverse cultural, ethnic, linguistic, racial, and sociocultural
backgrounds. This practicum requires that practical experiences occur in two
different age groupings for two seven-week periods. Candidates are placed in two
schools, and are guided by collaborating teachers who facilitate opportunities in
general education and special education curriculum within that school setting.
Candidates work directly with individual students and, in some instances, small
groups of students. In addition, candidates observe mentor teachers, parent
conferences (as appropriate), student study teams, and IEP or IFSP teams.
Special Education Advanced Practicum III:
The 6-credit hour 14-week culminating practicum involves two 7 week segments
in two program settings. 7 weeks is spent at one level and a second 7 weeks is
spent at another level. Responsibility for instruction increases over time at each
setting, with candidates assuming responsibility for all class or caseload instruction
for a minimum period of 10 consecutive school days at each setting. For example,
during week 2 of the semester you might take over planning and teaching one class
for the week, then add the responsibilities for one class per week as the semester
progresses. After you have taught full-time for 2 consecutive weeks, you will
gradually decrease the number of classes you are responsible for. This intensive
clinical experience is supervised by Collaborating teachers with support from the
University Supervisor. Candidates spend 35 hours per week in the classroom.
Please note: According to GA PSC 505-3-01, candidates for P-12 certification
shall complete field experiences in grades PK-2, 3-5, 6-8, and 9-12. With this,
SPED candidates will be assigned placements in different age grouping for each of
the four practicum segments.
XV.
OUTLINE
Date
AUGUST:
MAT Practicum
II
Topic
Practicum Orientation - meet your
university supervisor to discuss
observation schedule, practicum
requirements, and designated grade
levels.
Texts/Chapters
20
The University supervisor will visit your
classrooms two times during each of
your six-week Practicum experience.
The schedule for these visitations will
be listed on calendars which you will
receive.
SEPTEMBER
1st observation by US and CT
Candidates develop e-portfolios that
include reflective journals, sample
assessments, sample behavior
intervention plans, and sample lesson
plans.
OCTOBER
NOVEMBER
During the seminar students share
experiences and explore reflections as
they continue to develop their skills and
understanding of special education.
Candidates are trained to record and
analyze their own instruction and to
gather instructional and behavioral data.
2nd observation by US and CT by US
and CT
Video and self-evaluation protocols may
be presented in the practicum seminar
meetings where the practicum faculty
facilitates and extends candidate
reflection on their experiences while
applying their emerging knowledge and
skills.
DECEMBER
JANUARY:
Practicum III
Final analysis/reflection of
instruction/experiences
During the first two weeks candidates
orient themselves to specific site rules
and procedures. They also use the time
to familiarize themselves with
classroom rules, procedures, curriculum,
and individual student IEPs, as
appropriate. Also during this time
candidates shadow collaborating
teachers to observe and analyze teaching
strategies, classroom management
methods and daily teaching
responsibilities.
Candidates continue to refine PNR for
final presentation in May
Candidates receive ISLA guidelines to
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FEBRUARY
be completed by April
Candidates’ responsibility for
instruction increases over time, with
their assuming full responsibility for all
class or caseload instruction for a
minimum of 10 consecutive school
days.
MARCH
During the practicum
seminars, the University
Supervisor extends
candidate self-reflection and
self-evaluation and
collaborates with the
candidates in identifying
individual strengths as well
as specific areas that need
development.
APRIL
Continued reflective analysis of
classroom interactions and the
candidate’s instructional delivery.
ISLA Due
MAY
e-Portfolio presentations: Mock
Interviews
XVI.
REFERENCES:
Burden, P. R. (2005). Classroom management: Creating a successful learning community
(3rd ed.) Hoboken NJ: John Wiley & Sons, Inc.
Churchill, L.R., Mulholland, R. & Cepello, M.R.(2008). A practical guide for special education
teachers. Upper Saddle River, NJ: Pearson.
Meese, R.L. (2001). Teaching learners with mild disabilities: Integrating research and practice
(2nd ed.). Wadsworth Publishing.
Price, K.M., Nelson, K. L. (2007). Planning effective instruction: Diversity responsive methods
and management (3rd edition). United States: Thompson Wadsworth.
Rawlinson, D., Little, M. (2006). Improving student learning through classroom action
research: A guide to becoming an action researcher. FL: Department of Education.
Roe, B.D., Ross, E.P., & Smith, S. H. (2006). Student teaching and field experiences
handbook (6th ed.). Upper Saddle River, NJ: Prentice Hall.
Rosenberg, M. J., O’Shea, L. J., & O’Shea, D. J. (2006). Student teacher to master
teacher: A practical guide for educating students with special needs (4th ed.).
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Upper Saddle River, NJ: Prentice Hall.
Thousand, J. S., Villa, R. A., Nevin, A. I. (2007). Differentiating instruction: Collaborative
planning and teaching for universally designed learning. Thousand Oaks, CA: Corwin Press.
Other Materials Required:
Council for Exceptional Children Professional Standards: Common Core and General
Curriculum
http://www.cec.sped.org/ps/perf_based_stds/knowledge_standards.html
National Board for Professional Teaching Standards (5 Core)
http://www.nbpts.org/pdf/coreprops.pdf
National Board for Professional Teaching Standards, Exceptional Needs Standards (for teachers
of students ages birth-21+) Available on NBPTS web site.
http://www.nbpts.org/pdf/ex_needs.pdf
The Georgia Special Education General Curriculum Common core Standards are available on the Georgia
Professional Standards Commission website
www.gapsc.com/Rules/current/EducatorPreparation/index.asp
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