DHH609 Student Teaching Seminar
Lead Faculty:
Course Description
Integrates theory and current research findings to situations encountered in the student teaching experience. Content areas include portfolio preparation, reflection of successful teaching strategies and solutions to challenges that occur in the classroom, collaboration and legal and ethical issues related to the teaching profession. Grading is by H, S, or U only.
Learning Outcomes
- Each candidate exhibits intellectual integrity, serves students honestly, protects their privacy, respects their work, and sustains open discussion of ideas.
- Each candidate assesses his or her own progress, accepts professional advice, considers constructive criticism, and engages in a continuous program of professional development.
- Each candidate demonstrates knowledge and understanding of various legal mandates for equity in special education, including but not limited to, the Individuals with Disabilities Education Act (IDEA-Part B and Part H), the Americans with Disabilities Act (ADA), and the Rehabilitation Act of 1973 (Section 504).
- Each candidate is provided with opportunities to link theory and research to practice.
- Each candidate utilizes instructional, advisement, and curricular practices that offer equitable access to program content and career options. These practices are designed to maximize the potential of diverse learners.
- Each candidate in a special education program works with and across age/grade ranges authorized by the credential. This may include preschool, elementary, secondary, and postsecondary students with disabilities and their families. These activities may include, but not be limited to, planning meetings, student study teams, workshops, and direct parent contacts.
- Each candidate participates in analytical discussions, guided opportunities for reflection and a combination of experiences in diverse settings serving infants and toddlers in preschool, elementary, middle, and secondary schools, and/or adult settings that relate to course work in the program.
- Each candidate engages in consultation and collaboration with teachers, students, families, administrators, specialists and other related service and agency personnel during their field experiences.
- Each candidate is knowledgeable about the components of positive behavior management plans and techniques of positive behavior intervention.
- Each candidate demonstrates knowledge of the legal limitations and responsibilities of educators in dealing with acting out and/or violent behaviors as well as other inappropriate behavioral excesses of students.
- Each candidate demonstrates ability to effectively manage and respond to student conduct in individual, small group and/or large group activities as appropriate to the credential, and demonstrates the ability to identify and defuse situations that may lead to conflict or violence.
- Each candidate also participates in site meetings, parent conferences and other activities involving schools and community agencies.
- Each candidate works together with the individual, family members, friends and relevant agencies for long-term planning of educational and community services, with attention to personal priorities, concerns and needed resources.
- Each candidate consults with specialized health care and nursing specialists in the provision of services to individuals with disabilities.
- Each candidate demonstrates the ability to guide and facilitate the work of paraprofessionals, peer tutors, interpreters, and volunteers within the context of the learning environment.
- Each candidate demonstrates the ability to develop, modify and implement instruction based on assessment information and to use instruction for diagnostic purposes.
- Each candidate demonstrates the ability to select, adapt, administer, interpret and explain assessments and made recommendations in relation to a deaf or hard of hearing student’s placement and progress in an educational program.
