KUTZTOWN UNIVERSITY
Department of Special Education
SPU 392/393 Clinical Experience and Practicum: Mentally and Physically Handicapped
COURSE DESCRIPTION
An opportunity is provided for observation and for student teaching of the mentally and/or physically
handicapped. Discussion periods are provided for classification of techniques, methods, and approaches.
6 s.h. Prerequisite: SPU 320.
RATIONALE
The student teaching experience at the undergraduate level is required to meet the standards approved by
the Pennsylvania Department of Education for using a professional certificate to teach in the state.
Student teaching experiences are developed to incorporate a variety of structured requirements and
activities which collectively “bridge the gap” between methods, college classroom, and actual
independent, professional teaching.
The student teaching experience insures that the preservice level teacher will enter the professional job
market with skills needed to survive and succeed in teaching the mentally retarded, learning disabled,
physically handicapped, and behaviorally disordered students.
OBJECTIVES
Teacher Candidates will be able to:
Objectives
Standard
KU
Concept
PDE
CEC
INTASC
1. Collaborate with all team members, including family
members, to plan for and educate the student in a way that
will maximize his educational experience.
2. Use local, state and federal resources to assist in
programming for students with disabilities.
3. Select, plan and coordinate activities of related services
personnel to maximize direct instruction for students with
disabilities.
I.1
VII.A
CC10S2
CC10S6
1c
10a-b
I.
II.
I.3
II.3.5
VII.B
GC10S1
VII.C
CC7S2
CC10S6
GC10K2, 4
1c
10e, k, o
8c
10a-b,o,p
4. Collaborate with parents and other IEP team members for
effective behavior management techniques that have been
successful with students.
5. Collaborate with team members to plan for transition at
designated times throughout the student’s education.
I.1,2
II.
VII.D
CC5S10, 11
GC7S1
GC10S3
3k, n
10b
I.1,2
II.
VII.E
6. Demonstrate evidence-based co-planning and co-teaching
methods that strengthen acquisition of content and skills for
I.1,2
II.
VII.F
CC4S6
GC4S8
GC10S4
CC7S2
GC10K4
7a, p
8c
10c
7a-b, k
8c
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students with disabilities.
7. Identify and demonstrate an understanding of the roles of
professional groups and referral agencies in identifying,
assessing, and providing services to students with
disabilities.
8. Work collaboratively with various general educators as
students participate in the general education curriculum.
9. Utilize culturally responsive strategies that promote
effective communication and collaboration with students
with disabilities, families, school and agency personnel and
community members.
10. Implement strategies to address concerns of students and
families.
11. Demonstrate an understanding of, and apply, FERPA
(Family Education Right to Privacy Act) and other privacy
laws requiring confidentiality in all educational interactions
with students, families, and community.
12. Demonstrate effective advocacy procedures.
13. Promote positive relationships to support collaboration and
partnerships in order to effectively implement the IEP.
14. Identify methods to increase knowledge and pedagogical
skills through participation in meaningful professional
development.
15. Demonstrate integrity, ethical behavior, and professional
conduct as stated in Pennsylvania’s Code of Professional
Practice and Conduct for Educators; and local, state, and
federal laws and regulations.
16. Implement procedures and legal requirements for
safeguarding student health and welfare.
I.
II.
VII.G
GC9K1
GC10K3
10b
9d
10k
I.1,2
VII.H
CC10S6, 9
10b-c
I.1,2
VII.I
CC10K4
1k
10q
I.
VII.J
CC10K3
I.
II.
VI.A
CC9S4
CC10S1
1c
10d
9f, o
I.1,2
VI.B
I.1,2
VI.C
CC9S3
GC9S2
CC10S3
9f
10j
10a-c, p
II.1,2
VI.D
CC9K3
CC9S11, 12
9a-b,k,n
I.
II.1,2
VI.E
CC9S1-4
9o
I.
II.1,2
VI.F
CC9S1, 4
9j
ASSESSMENT
Assessment of each teacher candidate’s level of accomplishment with reference to the course objectives
will be based upon a subset the following:
1.
2.
3.
4.
5.
6.
Completion of IEP.
Completion of substitute teacher packet.
Completion of individualized unit of instruction.
Timely adherence to established time lines and due dates.
Demonstration of ability to orchestrate classroom operations in an independent
manner.
Reflective journal
COURSE OUTLINE
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I.
Suggested Student Teaching Requirements
A.
One-half of the student teaching semester will be spent in a classroom for
mentally and/or physically handicapped students. (The other half is spent in a
regular elementary setting to satisfy the dual major requirements.)
B.
The student teacher will observe the cooperating teacher, other special educators,
and regular education teachers with whom the classes’ students are mainstreamed.
C.
The student teacher will begin teaching individuals and/or small groups of
students. Assignment of teaching duties will be increased until the cooperating
teacher’s full teaching responsibilities are assumed. (First half student teachers
should culminate with one full week of teaching responsibilities; second half
student teachers, two full weeks.)
D.
Detailed lesson plans shall be developed by the student teacher. As the student
teacher becomes more proficient, development of short (block) planning will be
encouraged.
E.
The student teacher will critically evaluate his/her planning and teaching
performance. Conferences with the cooperating teacher and the university
supervisor will be held regularly to discuss the student teacher’s progress.
F.
A unit of instruction, agreeable to both the cooperating teacher and the university
supervisor will be developed and taught by the student teacher.
G.
The student teacher will critically evaluate a student and write an appropriate
Individualized Education Plan (I.E.P.). The I.E.P. should be similar in format to
one which would be developed in the host school’s I.E.P. process.
H.
The student teacher shall develop a substitute packet which would satisfactorily
duplicate one used in a full-time teacher’s classroom.
I.
The student teacher shall develop a learning center and use it effectively in his/her
class of exceptional learners.
J.
Two or more bulletin boards shall be developed and displayed in the student
teacher’s classroom.
K.
The student teacher shall be encouraged to keep a log of pertinent happenings
and/or anecdotal record of students during the student teaching experience. The
log and/or anecdotal records will be shared with the university supervisor.
L.
The student teacher’s plans and projects should be maintained in an organized
notebook.
M.
The student teacher is encouraged to have a video made of him/her teaching.
N.
The student teacher is encouraged to develop a professional portfolio.
O.
The student teacher will develop and implement a behavior management system.
II.
Suggested Practicum Activities:
Discussion of:
A.
Student teaching requirements
B.
Lesson and unit planning
C.
Planning and implementing I.E.P.’s
D.
Methods for teaching handicapped students
E.
Materials for exceptional learners
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F.
G.
H.
I.
J.
K.
L.
M.
N.
O.
Discipline and classroom management strategies
Instructional Support Teams (I.S.T.)
Professional ethics
Sharing of successes, problems, and mutual concerns
Interviews, resumes, and the job search process
Unions and professional associations
Professional portfolios
Current trends in special education
Employment and continued professional growth
Assessment tools/evaluation
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INSTRUCTIONAL RESOURCES
Goor, M., & Santos, K. (2002). To think like a teacher: Cases for special education interns and novice
teachers. Boston: Allyn and Bacon.
Hurst, B., and Reding, G. (2006). Professionalism in Teaching (2nd Ed.). Upper Saddle River: Prentice
Hall.
Kellough, R. (2005). Your first year of teaching: Guidelines for success (2nd Ed.). Upper Saddle
River: Prentice Hall.
Rosenberg, M., O’Shea, L., & O’Shea, D. (2005). Student teacher to master teacher: A practical guide
for educating students with special needs (3rd Ed.). Upper Saddle River, NJ: Prentice-Hall.
Revised 6/2012
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