Campbellsville University School of Education
Special Education Program P-12 LBD
Overview: Field Experience Requirements Matrix
Graduate – Initial Certification
Candidates complete an array of field experience as part of professional education courses in
partial fulfillment of program requirements for LBD certification. All experiences require
candidates to reflect. Elementary, middle and high school settings provide multiple opportunities
for candidates to complete the requirement. Students are required to complete a minimum of 214
hours.
Course Number and Title
SED 503
Introduction to Special Education
SED 504
Emotional Disturbance and
Behavioral Disorders
SED 505
Curriculum and Methods in
Learning and Behavioral
Disorders P-12
SED 506
Behavior Management of Children
and Youth with Learning and
Behavior Problems
SED 600
Theories of Reading and
Educational Practices
Public School
P
Field Hours
18
20
20
20
20
Purpose/Example of Activities in Classroom
- Observations with MMD, FMD, EBD, LD,
OHI, (ADD-ADHD), MD Populations in 3
settings:
3 hrs. Resource Room
3 hrs. Self Contained Classroom
3 Hrs. Collaborative Settings
Write a 2 page reflection of your observations.
- Interview (Professor will provide specific
requirements)
1). Director of Special Education
2). Building ARC chairperson
Write your experience in a 1-page reflection.
- Observe EBD classroom and begin
developing a Case Study on 1 EBD student.
Write a 1 page reflection of this case study
regarding your observation and purpose.
- Conduct behavioral assessment with one
student (checklist: anecdotal record, time
sample, etc).
- Conduct a Learning Style Inventory with a
small group (2-4) students) and discuss (post
on discussion board) the specific curriculum
and methods used for these students in 1
Academic area (Math, Reading, Science, etc.)
- Observations in Social Studies, Science, and
Arts / Humanities.
- Complete A Case Study - Write a positive Behavior
Intervention Plan to be implemented in a LBD/EBD
classroom for one (1) student.
- Observe reading instruction for students with
disabilities, in a regular class and in a special education
class.
-Observe two students using the Guide to Observation
(Online Lesson 3) and submit a written report concerning
results.
- Teach one of the two TAP lesson plans either in a reg.
or sp ed class and complete tasks: A1, A2, C, H, J1, and
J2. Submit reports of work with field voucher.
Rev. 2011.2012
SED 601
Prescriptive and Instructional
Strategies
SED 602
Classroom Management
15
18
SED 603
Teaching Mathematics to
Children and Youth with LBD
20
SED 604
Assessment and Instructional
Methods
18
SED 605
Research Methods and
Procedures
10
SED 606
Introduction to Learning
Disabilities
20
SED 607
Graduate Practicum/Seminar
15
- Review a lesson plan in a content area.
- Reflect on the instructional strategies for all diverse
learners.
- Discuss with the classroom teacher the development of a
GSSP plan, an ELL plan and an IEP for 3 different diverse
learners. Write a reflection on the instructional strategies
for each plan.
- Observe in a collaborative co-teaching setting.
-- Observe in various classroom settings and levels with
diverse learners and describe in 2 pages the classroom
management strategies that you observed.
- Administer a Informal Assessment and Criterion
Referenced Test (Brigance Inventory of Basic Skills) to 2
students with a Learning Disabilities in math and write a
prescriptive teaching plan for both students with
appropriate interventions and strategies.
- Observation (see syllabus for details)
- Interview a School Psychologist or School
Support team, or IIA (Integrated Intelligent Assessment
Specialist. Write a report reflecting on the assessments that
are used when identify students of a suspected disability in
the following disability categories:
Autism, MMD, FMD, LD, EBD,VI, Developmental
Delayed (DD), and hearing impaired.
- Observation will vary i.e, directed observation of the
administration of some standardized and criterion
referenced tests, observe the use of assessment results for
the development of specially designed instruction and the
modification of instruction strategies, etc. (Professors will
discuss)
- Interview 3 professionals (teacher, building supervisor,
central office supervisor) about the use of research in
education. During chat questions will be developed for the
interviews.
- 3 hours can be used as preparation and contact
time.
- Design a research proposal in a setting that provides
services to student with disabilities.
- Students will observe one student identified as having a
specific learning disability. Professor will give specific
requirements for the observation.
- Principal Interview
1. Discuss the curriculum and instructional design
2.
What knowledge, skills, and attributes do you or
other administrators look for when hiring a new
teacher for students with learning disabilities.
- Interview a general education teacher, a special education
teacher and an ARC chairperson in a district where not
employed. Write a reflection on the different roles and of
responsibilities of each.
- Observe in two (2) collaborative/co-teaching classrooms.
In a 2 page written reflection, describe the experience;
similarities and differences, what worked well and what
would you change if you were the special education teacher.
- 2 of the 6 hours can be used as preparation and contact
time.
Rev. 2011.2012
Rev. 2011.2012