||SPD688A - Clinical Practice Seminar
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
Focus on three CTC Teaching Domains. Create or revise artifacts reflecting knowledge and skills in each of those Domains to be uploaded into their Professional Portfolio. The Professional Portfolio must be completed and approved by the instructor in order to successfully pass this course. Grading is S/U only. Eligible for In Progress (IP) grading.
|Course Learning Outcomes:
- Integrate and apply the knowledge and skills described within Domain A: Making Subject Matter Comprehensible to Students to include TPE 1. Subject-specific Pedagogical Skills for Education Specialist Teaching Credentials.
- Integrate and apply the knowledge and skills described within CTC Domain B: Assessing Student Learning to include the following TPE 2: Monitoring Student Learning During Instruction and TPE 3: Interpretation and Use of Assessments.
- Integrate and apply the knowledge and skills described within CTC Domain C: Engaging and Supporting Students in Learning to include TPE 4: Making Content Accessible; TPE 5: Student Engagement; TPE 6: Developmentally Appropriate Practices for Education Specialists; TPE 7: Teaching English Learners.
|Specified Program Learning Outcomes:
- Analyze students language development across disabilities and the life span including typical and atypical language development, communication skills, social pragmatics as it relates to the acquisition of academic knowledge and skills.
- Analyze students’ verbal and non-verbal communication abilities to develop needed augmentative, alternative or signed systems including assistive technology, to enhance communication, social interaction, academic performance and skill development.
- Analyze the characteristics of students who are deaf or hard of hearing and exhibit additional disabilities that are associated with hearing loss and identify behaviors that require specialized instruction and/or adaptation and/or modifications in instruction.
- Analyze the implications of characteristics of students with M/M disabilities and autism for service delivery such as placement decisions, IEP development, and instruction.
- Analyze the implications of the characteristics of students with language and academic development needs including academic competencies across the curriculum in listening, speaking, reading, writing and who demonstrate lack of communication and language literacy skills to access and benefit from academic instruction.
- Analyze the implications of the characteristics of students with Moderate/Severe/Profound disabilities for service delivery impacting assessments, IEP development, instruction, and program options.
- Analyze the movement, mobility, sensory, and specialized health care needs to access school and community to the fullest extent using appropriate techniques, procedures, materials, assistive technology, and adaptive equipment.
- Apply techniques that develop age appropriate language and cognitive skills, using both visual (signed) and/or auditory (spoken) input for students who are deaf or hard of hearing including those who are deaf-blind with additional disabilities.
- Assess the impact of sensory deficits on the development and application of language, verbal and non-verbal communication abilities and needs in order to identify and implement effective intervention techniques for social communication and activities to engage students with communication disabilities in classroom and social activities.
- Collaborate effectively with a multi-disciplinary educational team to provide assessments, planning, and implementation strategies for children birth to age 5 that are deaf or hard of hearing, deaf-blind and/or with additional disabilities.
- Communicate using a variety of strategies in signed and spoken language to interact directly and effectively with students who are deaf or hard of hearing, deaf-blind and/or with additional disabilities.
- Differentiate between language disorders, disabilities, and language difference in order to identify and utilize current research based strategies, methods, and materials for the development of fluent reading in students across ages and across an array of environments, including speakers of English and English Language learners.
- Establish and maintain educational environments based upon positive behavior support processes at the individual and school-wide levels.
- Evaluate a variety of appropriate assessments procedures and communicate results in order to use evidence based strategies and the core curriculum in the development of IEP goals and instructional plans for students with M/M disabilities and autism.
- Evaluate a variety of assessments and procedures to maximize students’ participation in standards and evidence-based, academic/life skills/wellness curriculum within IEP goals and objectives across school/community settings.
- Exhibit collaborative case management to coordinate the IEP process and address the legal and instructional
requirements based on the individual needs of the student with M/M disabilities and autism.
- Exhibit collaborative case management to coordinate the IEP process and the various transitions experienced by students with Moderate/Severe/Profound disabilities, while addressing the legal and instructional requirements of their IEPs.
- Identify the etiologies, learning characteristics, language and cognitive development related to hearing loss.
- Implement effective methods for teaching reading, speaking, listening, written language, and mathematics to ensure access to the general education curriculum across instructional settings for students with M/M disabilities and autism.
- Maintain appropriate educational environments and positive behavioral support to include the school-wide behavior support process for students with M/M disabilities and autism.
- Select and implement evidence-based curricula and instructional methods that are effective with students with language and communication disabilities including specially designed curricula and methods for language and literacy development, quantitative reasoning, and reading/language arts instruction to enable individuals to access the core curriculum.
- Utilize and interpret a variety of assessments for students with communication disabilities in order to collaborate with educators and parents to make educational decisions based on the data and apply instructional models and strategies that align with ongoing assessment results.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures