KEAN UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION
FALL 2009
INTRODUCTORY FIELD EXPERIENCE IN SPECIAL EDUCATION
Course Number:
SPED 2120
Semester Hours:
3
Prerequisites:
2.75 GPA, ID 2052
Co-requisite:
SPED 2200
Limitation on Enrollment:
12
Required:
Dual Majors in Teacher of Students with Disabilities
and P-3; K-5; K-5 & 5-8; and K-12 Teacher
Certification Candidate Majors
Catalog Description: This field-based course will provide students with information about
organizational structures, professional behaviors and ethics, and service delivery models
across the continuum of educational services recommended for the education of students.
N.B. In order to ensure full class participation, any students with a disabling condition
requiring special accommodations (e.g., tape recorders, special adaptive equipment,
special note-taking, or test-taking procedures) will be strongly encouraged to contact the
professor at the beginning of the course. For the student’s convenience, both the
professor’s office hours and telephone number will be listed on the syllabus.
2
KEAN UNIVERSITY
Union, New Jersey
Introductory Field Experience in Special Education
I.
Course Objectives
Students will achieve growth toward becoming informed, dynamic professionals, as
evidenced by demonstration of proficiencies in knowledge, skill application, and
dispositions needed as an introductory field participant in special education.
Students will:
A.
Explain the historical evolution of public education and its role as a
bureaucratic and social structure (K)
B.
Recognize the social and political functions of the educational setting in the
education of students with disabilities (K)
C.
Describe the demographic differences in student populations observed
during the site visits (K, S)
D.
Describe the role of the teacher as an ethically and legally responsible
professional in the education of students with and without disabilities (K, S)
E.
Compare and contrast the general atmosphere of the special and general
education settings visited (K, S, D)
F.
Compare and contrast the teaching and curricula approaches and
curriculum content used within the educational settings (K, S, D)
G.
Describe factors that make for an effective educational program for students
with and without disabilities (K, S, D)
H.
Analyze how instruction, curriculum, materials, technology, and school
environment are used to promote student learning (K, S, D)
I.
Compare and contrast programs for students with and without disabilities in
public (inclusive, resource room, and self-contained) and private school
settings (K, S, D)
J.
Analyze his/her own feelings about teaching students with disabilities as a
result of school setting visits (D)
K.
II.
Complete the Contextual Factors section of the Teacher Work Sample that
will be used to evaluate student performance in the 30-hour field-based
observation (K, S, D)
Course Content
A.
Historical evolution of public education and its role
1.
2.
3.
4.
5.
6.
7.
8.
B.
Historical/social/philosophical/anthropological/sociolinguistic
The Constitution and the law
Administration
Federal functions
Governance, control, and policy
Sources and distribution of funding
State legislature, governor, and state department of education
Teacher participation in policy formation
Social and political functions of the educational setting
1. Educational setting role in society
2. Educational setting role in defining schools
3. Educational setting role in the education of students
C.
Demographic differences in student populations
1.
2.
3.
4.
5.
D.
Types of disabilities and medical conditions
Cultural/ethnic/linguistic groups
Levels of skills and needs
Gender and age
Socioeconomic
Role of the teacher as an ethically and legally responsible professional
1. Professional ethics
2. Legal implications
E.
General atmosphere of special and general education settings
1.
2.
3.
4.
5.
6.
Interactions between staff/administration
Interactions between professional/paraprofessional
Interactions between staff/children
Interactions between staff/parents
Interactions between special/regular teachers
Interactions between students/students
F.
Teaching approaches and curriculum
1. New Jersey Core Curriculum Content Standards
2. Individualized Education Plan (IEP)
3. Teaching approaches and styles
G.
Effective educational program
1. Instructional planning and implementation
2. Classroom management
3. Behavior management
H.
Analyze how instruction, curriculum, materials, technology, and school
environment promote student learning
1. Instruction
a. One-on-one, small group, and large group instruction
b. Addressing individual student needs
c. Addressing student’s learning styles and multiple intelligences
2. Curriculum
a. Life-skills
b. Functional curriculum
c. Integrated curriculum
d. General education curricula
3. Types of materials
a. Multi-sensory
b. Teacher made
c. Curriculum-based
4. Technology
a. Computers
b. Assistive and adaptive devices
c. Computer-assisted software
5. School environment
a. Location and quality of the classroom
b. Opportunities for interactions with students without disabilities
I.
Compare and contrast programs for students with and without disabilities in
various school settings
1. Public school programs (inclusive, resource center/room, self-contained)
2. Approved public or private program
J.
Analyze feelings about teaching students with disabilities
1. Working with specific age groups of students with disabilities
2. Working with students with various skills, abilities, and needs
3. Collaborating with general education teachers, related services
personnel, child study team members, and parents
4. Supervising paraprofessionals
K.
III.
IV.
Develop the beginning of the Teacher Work Sample Portfolio
1. Introduction to the Portfolio
2. Professional resume
3. Philosophy Statement
4. Contextual Factors
5. Educational program analysis paper
Methods of Instruction
A.
Classroom presentations and discussion (five three-hour seminar
sessions)
B.
Observation and guided visits to public and private facilities for students
with and without disabilities (twelve full days)
C.
Individual conferences and discussions with students
D.
Group discussions and analyses of field experiences
E.
Journal writing of observations
F.
Educational program analysis paper
G.
Examples of Kean University Teacher Work Samples-Introductory Level
H.
Attend one school district board of education meeting
Methods of Evaluation
A.
Written analysis of field experience (K, S, D)
B.
Completion of a paper on educational programs for one type of disability
(analysis of program philosophy, curriculum design, instructional
techniques, classroom management, and instructional methods analysis)
(K, S)
C.
Participation in college level discussions and analyses of programs (K, S)
D.
Completion of a classroom observation log (K)
E.
Participation in activities during field visits. This may include helping
individual children, managing children during activities, working on
classroom displays, or grading student papers (K, S, D)
F.
Completion of the Contextual Factors section of the Teacher Work Sample
as well as a 30-hour analysis (K, S, D)
G.
Oral report based on board of education visit(K)
7
BIBLIOGRAPHY
Print
Heward, W.L.(2009). Exceptional children: An introduction to special education. Upper
Saddle River,NJ: Merrill.
McLeskey, J., Rosenberg, M.S. & Westling, D.L. (2010). Inclusion: Effective practices
for all students. Boston, MA: Pearson.
Smith, T.E.C., Polloway, E.A., Patton, J.R., & Dowdy, C.A. (2008). Teaching students with
special needs in inclusive settings ( 5th ed.). Boston, MA: Pearson.
Classic and Seminal Works
Armstrong, D. G., Henson, K. T., & Savage, T. V. (2001). Teaching today: An
introduction to education (6th ed.). Upper Saddle River, NJ: Prentice Hall/Merrill.
Borich, G. D. (1999). Observation skills for effective teaching (3rd ed.). Upper Saddle
River, NJ: Prentice Hall/Merrill.
Duke, D. L. (1990). Teaching: An introduction. New York, NY: McGraw-Hill.
Freeman, N. K., & Brown, M. H. (1996). Ethics instruction for preservice teachers: How
are we doing in ece? Journal of Early Childhood Teacher Education, 17(2), 5-18.
Goor, M. B., & Santos, K. E. (2002). To think like a teacher: Cases for special education
interns and novice teachers. Boston, MA: Allyn & Bacon.
Mastropieri, M. A., & Scruggs, T. E. (2002). Effective instruction for special education
(3rd ed.). Austin, TX: Pro-Ed.
Moffatt, C. W., & Moffatt, T. L. (2003). Handbook for the beginning teacher. Boston, MA:
Allyn & Bacon.
Parkay, F. W., & Hardcastle Stanford, B. (1998). Becoming a teacher (4th ed.). Boston,
MA: Allyn & Bacon.
Posner, G. (2000). Field experience: A guide to reflective teaching (5th ed.). Upper Saddle
River, NJ: Prentice Hall.
Roe, B., & Ross, E. (2002). Student teaching and field experiences handbook (5th ed.).
Upper Saddle River, NJ: Prentice Hall/Merrill.
Rosenberg, M. J., O’Shea, L. J., & O’Shea, D. J. (2002). Student teacher to master
teacher: A practical guide for educating students with special needs (3rd ed.).
Upper Saddle River, NJ: Prentice Hall/Merrill.
Strike, K. A. (1995). Professional ethics and the education of professionals. Educational
Horizons, 74 (1), 29-36.
Non-Print
A.D.D. from A to Z: A Comprehensive Guide to Attention Deficit Disorder.
Council for Exceptional Children
ADHD: Inclusive Instruction and Collaborative Practices.
Council for Exceptional Children
Building a Quality School: A Matter of Responsibility.
Paul H. Brookes
Attitude Factor
And Learning For All
Effective Teacher
Emerging Trends in Technology (Disabilities)
K-570
VHS 2560
VHS 2100
VHS 2248
World Wide Web
Council for Exceptional Children Overview:
www.cec.sped.org/ab/overview.htm
Special Education Resources:
www.gps.lhric.org/elem/riv/Special_Education_Sites.html
Jerome’s and Deborah’s BIG PAGE of Special Education Links:
www.mts.net/~jgreenco/special.html
Special Needs and Disability Resources:
www.teacherlink.usu.edu/resources/special_needs/sped.html
Special Education Resources on the Internet:
www.hood.edu/seri/serihome.htm
New Jersey Department of Education:
www.state.nj.us/education