SPED 490 Student Teaching in Urban Special Education
This course is the clinical field experience where special education teacher candidates will demonstrate their learning in an urban environment, working with urban students with disabilities. Special education teacher candidates will be supervised by a university professional and a cooperating classroom teacher in an urban special education setting. Placement is for a minimum of twelve full-time weeks based on teacher candidate's Individualized Student Teaching Plan that is developed with and approved by the teacher candidate's advisor and the Field Experience Coordinator, the semester prior to clinical field experience. Weekly reflections, periodic seminars with other student teachers, and the development of a standards-based e-folio are also required.
Prerequisites - Admission to the School of Urban Education.
Prerequisites
- SPED 445: Advanced Special Education Urban Teaching Practicum and SPED 430: Characteristics of Urban Learners with Mild to Moderate Disabilities and SPED 403: Assessment in Urban Special Education and SPED 440: Interventions: Mild Disabilities
- or EDU 450: Advanced Urban Teaching Practicum and Seminar and SPED 440: Interventions: Mild Disabilities and SPED 403: Assessment in Urban Special Education and SPED 430: Characteristics of Urban Learners with Mild to Moderate Disabilities
Special information
9 Undergraduate credits
Effective August 15, 2022 to August 16, 2024
Learning outcomes
General
- Work in team setting to understand functional behavioral assessment.
- Monitor, collect, summarize, evaluate, and interpret data to document progress on skill acquisition and make adjustment to and accommodations in instruction.
- Select and apply evidence-based instructional practices for academic instruction, social skills instruction, affective education, and behavior management for students with a range of disabilities and diverse needs.
- Apply strategies to increase functional developmental skills, academic skills, reasoning, problem solving skills, study skills, organizational skills, coping skills, social skills, self-advocacy, self-assessment, self-awareness, self- management, self-control, self-reliance, self-esteem, test-taking skills, and other cognitive strategies to ensure individual success in one-to-one, small-group, and large-group settings, including preparation for transition.
- Modify instruction and teach skills to increase accuracy, fluency, academic vocabulary, and comprehension in reading, writing, and listening including modifying pace of instruction, introducing monitoring strategies, and providing organizational cues.
- Modify instruction and teach skills to increase accuracy and proficiency in mathematical reasoning and calculation.
- Design functional and safe school and classroom environments utilizing classroom management theories and strategies and positive behavioral to support learning, behavior, social, and emotional needs.
- Provide and receive consultation and collaborate with educators, specialists, families, paraprofessionals, and interagency.
- Reflect on experiences in urban settings.