||SPD692 - Internship M/M
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
|Course Description: The National University Special Education Internship for Mild/Moderate disabilities is designed as an alternative route for the preparation of Education Specialist candidates. Candidates selected for an internship serve as teachers of record in special education classrooms/programs, earn fulltime salaries and receive benefits. Interns receive support and supervision, from the university program and the school site, for a minimum of 6 months while completing required coursework for authorization to teach students with mild/moderate disabilities. Does not grant graduate units towards graduate degree.
|Course Learning Outcomes:
- integrate and apply understanding and practice of professional, legal and ethical practices for instructing students with disabilities (EDSP 2)
- integrate and apply knowledge of typical and atypical development and characteristics of students with disabilities, including those specific to Moderate/Severe disabilities (EDSP 3 & 11, MS1)
- integrate and apply effective communication and collaborative practices with parents, professionals and other stake holders, including those needed to participate in person/family centered planning, and case management (EDSP 4 & 8; M/S 3 & 8)
- integrate and apply skill in the assessment of students with disabilities, including students with Moderate/Severe disabilities (EDSP 5; M/S 3)
- integrate and apply the ability develop and implement effective curriculum and instruction for students with disabilities, including using educational and assistive technology (ESPS 13 & 6)
- integrate and apply the skill s needed to transition students between educational environments and programs as well as into successful post school experiences (EDSP 7 & 8; M/S 7)
- integrate and apply the knowledge and skills to successful teach reading and language arts to students with disabilities. (EDSP 9)
- integrate and apply the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences. (EDSP 10 & 3)
- integrate and apply the knowledge and skills needed to provide behavioral, social and environmental supports, including the ability to design and implement positive behavioral support plans as well as create healthy learning environments for the safety and learning of students with disabilities (EDSP 12 & 14; M/S 4)
- engage in multiple field experiences in a broad range of service delivery options for students with disabilities. (EDSP 15)
|Specified Program Learning Outcomes:
Specialization in Mild/Moderate
- Analyze the implications of characteristics of students with M/M disabilities and autism for service delivery such as placement decisions, IEP development, and instruction.
- 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.
- 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.
- 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.
The Candidate is assigned as the full time teacher of record in an educational setting for students with Mild/Moderate disabilities. During the 6 months of clinical practice, the candidate/intern will be observed and supported by a Site Support Provider, assigned by the school. Additionally, a National University Supervisor will be assigned to observe and evaluate the candidate. The NU Supervisor and the Site Support Provider will complete a minimum of 12 observations/contacts (twice each month) during the 6 month clinical practice. The NU Supervisor will also complete two assessments of the candidate’s performance, the first after 4 months and a second assessment at the end of the 6 month period. In addition, the site administrator or designee will complete a summative assessment of the intern.
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://www.nu.edu/LIBRARY/ReferenceTools/citations.html
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