Advanced special education practicum taken with licensure methods course to provide opportunities to design, implement, evaluate, and adjust instruction and work collaboratively with urban school teams. This course will prepare urban special education teacher candidates in academic and behavioral interventions and practices for differentiating, adapting, and accommodating the needs of urban learners with mild disabilities in diverse urban educational settings. Candidates will design, implement, modify, and adjust instructional programs and processes and adapt content materials and environments to enhance urban student learning, participation, and performance. Concurrent enrollment in SPED 440 places candidates in an urban special education setting to complete applied learning activities.
Prerequisites - Admission to the School of Urban Education Note: With Instructor¿s permission, the course may be taken concurrently with SPED 440.
- SPED 405: Assessment Practicum in Urban Special Education and SPED 410: Supporting Inclusive Education through Differentiation and Technology and EDU 203: Multicultural Education and SPED 403: Assessment in Urban Special Education and SPED 360: Legal, Political, Ethical Issues in Special Education and EDU 200: Introduction to Urban Education and Reflective Teaching and SPED 300: Foundations of Special Education in Urban Settings and SPED 350: Behavioral and Learning Principles in Urban Special Education Settings
3 Undergraduate credits
Effective August 15, 2022 to present
- Cultivate professional relationships and experience consultative activities with other professionals and other school personnel in urban settings.
- Design, implement, monitor, and adjust goals and objectives to address the individual strengths and needs of students with autism spectrum disorders, developmental cognitive disabilities, emotional or behavioral disorders, specific learning disabilities, and other health disabilities in urban settings.
- Consult and collaborate with school personnel and families to maintain educational supports found to be effective during prereferral interventions and needed in the general education classroom.
- Construct and implement instructional sequences to address and teach transition skills based on the cognitive, affective, and academic strengths of each student.
- Reflect on field experiences within urban settings.