||SPD694B - Internship M/S
||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 Moderate/Severe disabilities is designed as an alternative route for the preparation of Preliminary 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 3 months while completing required coursework for authorization to teach students with moderate/severe disabilities. Does not grant graduate units towards graduate degree.
|Course Learning Outcomes:
- Demonstrate specific pedagogical skills for subject matter instruction (TPE 1)
- Monitor learning during instruction (based on studentandamp;#8217;s IEP) (TPE 2)
- Demonstrate the interpretation and use of assessments (TPE 3)
- Demonstrate making content accessible (TPE 4)
- Demonstrate student engagement (TPE 5)
- Demonstrate developmentally appropriate teaching practices (TPE 6)
- Demonstrate the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences. (TPE 7)
- Demonstrate skill in learning about students (TPE 8)
- Demonstrate instructional planning (TPE 9
- Demonstrate skill in instructional planning as it realtes to the use of time (TPE 10)
- Demonstrate skill in the development of the social environment (TPE 11)
- Demonstrate professional, legal and ethical responsibilities and obligations (TPE 12)
- Demonstrate professional growth (TPE 13)
|Specified Program Learning Outcomes:
- 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 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.
- Establish and maintain educational environments based upon positive behavior support processes at the individual and school-wide levels.
- 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 the various transitions experienced by students with Moderate/Severe/Profound disabilities, while addressing the legal and instructional requirements of their IEPs.
|Course Requirements: andlt;table class=andquot;MsoNormalTableandquot; style=andquot;width: 650px; mso-cellspacing: 1.5pt; mso-yfti-tbllook: 1184; mso-padding-alt: 3.75pt 3.75pt 3.75pt 3.75pt;andquot; border=andquot;0andquot; cellpadding=andquot;0andquot;andgt;
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andlt;p class=andquot;MsoNormalandquot; style=andquot;line-height: normal; margin: 0in 0in 0pt;andquot;andgt;andlt;spanandgt;Students are expected to attend all class sessions,andlt;strongandgt; actively participateandlt;/strongandgt; in class activities and discussions, complete examinations as scheduled, and to turn in all assignments on time. Students are also expected to read all assigned material andlt;strongandgt;priorandlt;/strongandgt; to the class session in which the material is presented and be prepared to contribute to discussion and dialogue. andlt;/spanandgt;andlt;/pandgt;
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andlt;p class=andquot;MsoNormalandquot; style=andquot;line-height: normal; margin: 0in 0in 0pt;andquot;andgt;andlt;spanandgt;andamp;nbsp;andlt;/spanandgt;andlt;/pandgt;
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andlt;p class=andquot;MsoNormalandquot; style=andquot;line-height: normal; margin: 0in 0in 0pt;andquot;andgt;andlt;emandgt;andlt;spanandgt;The Candidate is assigned as the full time teacher of record in an educational setting for students with Moderate/Severe disabilities.andlt;span style=andquot;mso-spacerun: yes;andquot;andgt;andamp;nbsp; andlt;/spanandgt;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.andlt;span style=andquot;mso-spacerun: yes;andquot;andgt;andamp;nbsp; andlt;/spanandgt;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 candidateandamp;rsquo;s performance, the first after 4 months and a second assessment at the end of the 6 month period.andlt;span style=andquot;mso-spacerun: yes;andquot;andgt;andamp;nbsp; andlt;/spanandgt;In addition, the site administrator or designee will complete a summative assessment of the intern.andlt;span style=andquot;mso-spacerun: yes;andquot;andgt;andamp;nbsp; andlt;/spanandgt;andlt;/spanandgt;andlt;/emandgt;andlt;/pandgt;
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