PDF Format - College of Education - The University of West Georgia

Semester Hours: 2
Semester/Year: Spring, 2009
Instructors: Dr. Ravic P. Ringlaben
Office Locations: Ed Annex 114
SPED 3752
PRACTICUM II
Office Hours: M 1:30pm-5:00pm, T 3:30-6:00pm, W 2:00pm-6:00pm
Telephone: Office -678/839-6123 Department- 678/839-6567
E-mail: rringlab@wetga.edu
Fax: 678/839-6162
COURSE DESCRIPTION
Prerequisites: Admission to Teacher Education; completion of Block I or permission of
instructor. Application for field experience required prior to enrollment.
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Field experience in the public schools under the supervision of an experienced, qualified
classroom teacher on the level of and in the field of intended certification. This course is
designed to provide students with the opportunity to participate in activities in which teachers of
students with mild disabilities typically engage. Requires full time participation in a school
setting for a period of 5 weeks.
CONCEPTUAL FRAMEWORK
The conceptual framework of the College of Education at UWG forms the basis on which
programs, courses, experiences, and outcomes are created. By incorporating the theme
“Developing Educators for School Improvement,” the College assumes responsibility for
preparing educators who can positively influence school improvement through altering
classrooms, schools, and school systems (transformational systemic change). Ten descriptors
(decision makers, leaders, lifelong learners, adaptive, collaborative, culturally sensitive,
empathetic, knowledgeable, proactive, and reflective) are integral components of the conceptual
framework and provide the basis for developing educators who are prepared to improve schools
through strategic change. National principles (INTASC), propositions (NBPTS), and standards
(Learned Societies) also are incorporated as criteria against which candidates are measured.
The mission of the College of Education is to develop educators who are prepared to function
effectively in diverse educational settings with competencies that are instrumental to planning,

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implementing, assessing, and re-evaluating existing or proposed practices. This course’s
objectives are related directly to the conceptual framework and appropriate descriptors,
principles or propositions, and Learned Society standards are identified for each objective. Class
activities and assessments that align with course objectives, course content, and the conceptual
framework are identified in a separate section of the course syllabus.
COURSE OBJECTIVES
Students will:
1. demonstrate appropriate professional, ethical and interpersonal behaviors while in school
settings (Bateman & Linden, 2006; College of Education, 2006; Cohen, Gale & Meyer,
2005; Correa, Jones, Thomas & Morsink, 2005; Council for Exceptional Children, 2003;
deBettencourt & Howard, 2007; Friend & Cook, 2007; Rosenberg, O’Shea & O’Shea,
2006; Turnbull, Turnbluu, Erwin & Soodak, 2006; Winzer & Mazurek, 1998; Wong &
Wong, 1998)
(Adaptive, Collaborative, Culturally Sensitive, Knowledgable, Reflective; CEC* &
INTASC** 9, 10);
2. participate in activities designed to increase awareness of educational implications for
students with mild and moderate disabilities (Bateman & Linden, 2006; Cohen & Spenciner,
2003; Correa et al., 2005; Darch & Kame´enui, 2004; Heward, 2006; Rosenberg et al.,
2006)
(Knowledgeable; CEC & INTASC 2, 3, 10);
3. participate in assistance-level activities designed to expose them to typical duties of teachers
of pupils with mild/moderate disabilities related to assessment and instruction (Council for
Exceptional Children, 2003; deBettencourt & Howard, 2007; Foster et al., 2007; Turnbull et
al., 2006) (Adaptive, Culturally Sensitive, Knowledgeable, Reflective; CEC & INTASC 1-
10)
4. participate in assessment activities, including collecting, analyzing, and evaluating
individual and classroom performance data (Alberto & Troutman, 2006; Cohen &
Spenciner, 2003; Council for Exceotuibak /cgukdrebm 2003; Heward, 206; Howell &
Nolet, 2000; Polloway et al., 2008’ Popham, 2005; Rosenberg et al., 2006; Sabornie &
deBettencourt, 2004) (Decision Makers, Adaptive Knowledge, Proactive, Reflective;
NTASC & CEC 2-8)
5. identify strategies to prevent stress burnout (Council for Exceptional Children, 2003;
deBettencourt & Howard, 2007). (Decision Makers, Knowledgeable, Lifelong Learners,
proactive, Reflective; CEC & INTASC 9)

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*CEC refers to the ten Special Education Content Standards of the Council for Exceptional
Children, which are now aligned with the ten INTASC principles; the CEC standards are
available from: http://www.cec.sped.org/ps/perf_based_stds/standards.html#standards
**INTASC refers to the standards of the Interstate New Teacher Assessment and Support
Consortium. Information on core principles and standards specific to special education are
available from:
http://www.ccsso.org/projects/Interstate_New_Teacher_Assessment_and_Support_Consortium/P
rojects/Standards_Development/
TEXTS, READINGS, AND INSTRUCTIONAL RESOURCES
Required Text:
College of Education. (2006). Teacher education, field experiences and internship: Policies and
procedures handbook (2006-2007). Carrollton, GA: University of West Georgia, College
of Education.
References:
Bateman, B. D., & Linden, M. A. (2006). Better IEPs: How to develop legally correct and
educationally useful programs (4th ed.). Vernon, WI: Attainment Company/IEP Resources.
Bray, M., Brown, A., & Green, T. D. (2004). Technology and the diverse learner. Thousand
Oaks, CA: Corwin.
Cohen, M. K., Gale, M., & Meyer, J. M. (2005). Survival guide for the first-year special
education teacher (Rev. ed). Upper Saddle River, NJ: Pearson/Prentice Hall.
Cohen, L. G., & Spenciner, L. J. (2003). Assessment of children and youth with special needs
(2nd ed.). Boston: Allyn & Bacon.
Correa, V. I., Jones, H. A., Thomas, C. C., & Morsink, C. V. (2005). Interactive teaming:
Enhancing programs for students with special needs (4th ed.). Upper Saddle River, NJ:
Pearson/Prentice Hall.
Council for Exceptional Children. (2003). What every special educator must know: Ethics,
standards, and guidelines for special educators (5th ed.). Arlington, VA: Author.
Darch, C. B., & Kame´enui, E. J. (2004). Instructional classroom management (2nd ed.). Upper
Saddle River, NJ: Pearson/Prentice Hall.
deBettencourt, L. U., & Howard, L. A. (2007). The effective special education teacher: A
practical guide for success. Upper Saddle, NJ: Pearson/Prentice Hall.
Friend, M., & Cook, L. (2007). Interactions: Collaboration skills for school professionals (5th
ed.). Boston: Allyn & Bacon.
Foster, B. R., Jr., Walker, M. L., & Song, K. H. (2007). A beginning teaching portfolio
handbook: Documenting and reflecting on your professional growth and abilities. Upper
Saddle, NJ: Pearson/Prentice Hall.
Gibb, G. S., & Dyches, T. T. (2007). Guide to writing quality individualized education programs
(2nd ed.) Boston: Allyn & Bacon.
Heward, W.L. (2006). Exceptional children: An introduction to special education (8th ed.). Upper
Saddle River: NJ: Pearson.

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Kuder, S. J. (2003). Teaching students with language and communication disabilities (2nd ed.).
Boston: Allyn & Bacon.
Rosenberg, M. S., O’Shea, L. J., & O’Shea, D. J. (2006). Student teacher to master teacher: A
practical guide for educating students with special needs (4th ed.). New York: Merrill/
Prentice Hall.
Turnbull, A., Turnbull, R., Erwin, E. J., & Soodak, L. C. (2006). Families, professionals, and
exceptionality: Positive outcomes through partnership and trust (5th ed.). Upper Saddle
River, NJ: Merrill/Prentice Hall.
Winzer, M. A., & Mazurek, K. (1998). Special education in multicultural contexts. Upper Saddle
River, NJ: Pearson/Prentice Hall.
Wong, H. K., & Wong, R. T. (1998). The first days of school. Mountain View, CA: Author.
ACTIVITIES AND ASSESSMENTS, EVALUATION PROCEDURES, AND GRADING
POLICY
Link to Conceptual Framework The focus of this course is on performance within a
classroom (special education program) setting at an advanced level of competence. The
practicum supports the teacher preparation program in general, but is also specifically linked to
two courses, SPED 4712 (Language, Communication, and Technology: Mild Disabilities), and
SPED 4713 (Collaboration in School Settings). COE conceptual framework descriptors tapped
by specific assignments, assessments, and activities are:
• Adaptive (students must show flexibility in working in a new situation and beginning to do
planning on a limited basis in Planning, Instructional, and Assistive Activities and in
Specific Activities)
• Collaborative (students must work with others and see how school personnel collaborate in
planning for youngsters with special needs in Planning, Instructional, and Assistive
Activities)
• Culturally Sensitive (students are working in increasingly diverse school populations
requiring interaction with students, parents, and teachers in that is Culturally Sensitive;
students working in settings with young children may be called upon to interact with parents
in the Planning, Instructional, and Assistive Activities and in Specific Activities)
• Decision Makers (students work to prepare themselves to make a variety of program and
instructional decisions in the Planning, Instructional, and Assistive Activities and in
Specific Activities)
• Knowledgeable (students begin to apply information from didactic classes in school settings
and gain additional knowledge related to characteristics, planning, and procedures, as well as
more general information related to service delivery, as reflected in the Planning,
Instructional, and Assistive Activities and in Specific Activities)
• Lifelong Learners (students work to prepare themselves to see that learning is a lifelong
process and to continually work toward improving their knowledge, skills, and dispositions
as reflected in the Planning, Instructional, and Assistive Activities and in Specific
Activities)
• Proactive (students engage in activities designed to help them make decisions in advance
about appropriate assessment, IEPs, instruction, classroom management, and collaboration
instructors in the Planning, Instructional, and Assistive Activities and in Specific
Activities)

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• Reflective (students reflect on their experiences in both oral and written form, in interaction
with other candidates and course instructors in the Planning, Instructional, and Assistive
Activities and in Specific Activities)
Activities and Assessments:
1. Students will demonstrate regular and timely ATTENDANCE in the school setting and at
University meetings. Daily sign-in following school procedures is required. Students who
are physically unable to attend or will be late should call both their university supervisor
and the school promptly. Attendance at University meetings also is required.
(Objectives 1, written/oral evaluation from supervising teacher, instructor observation)
2. Students will develop create a daily log of their activities while at the school placement.
(Objectives 1-4; instructor evaluation of portfolio)
3. Students will complete at least 3 complete days of lesson plans that support the individual
needs of their students.
(Objectives 1-4)
4. Students will interview at least 2 Special Education teachers regarding their methods for
preventing professional stress and burnout.
Evaluation Procedures:
Student performance will be graded as S (Satisfactory) or U (Unsatisfactory), based on
requirements outlined in this syllabus and in guidelines to be distributed and discussed in classes/
meetings.
Grading Policy:
S = satisfactory general and specific participation, performance, and completion of
assignments, including demonstration of satisfactory attitudes and dispositions, as judged
and documented by the University Supervisor with input from the supervising teacher
U = unsatisfactory general or specific participation, performance, or completion of selected
assignments, including evaluation of attitudes and dispositions, as judged and documented
by the University Supervisor with input from the supervising teacher
Note: Professional Development Plans may be required for students during or at the conclusion
of this experience should students demonstrate deficiencies in or problems with any aspect
of the practicum
CLASS POLICIES

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1. Work done outside of class meetings must be reasonably correct (not detract from content)
in mechanics (e.g., spelling, grammar, punctuation). Points will be subtracted for inadequate
work. Assignments should be keyboarded (possibly not on some forms). All work (done
both inside and outside of class meetings) must be reasonably legible; light handwriting
(e.g., use of light pencil) or writing over erasures is not acceptable.
2. University policy requires that all students have regular access to a computer with at least a
certain capability level (see Catalog, Student Handbook, etc.). All students are required to
make use of technological advances in coursework. Students will be required to make use of
computer resources in this class, including communication (e.g., class announcements) and
accessing materials needed for class via the Internet and the UWG portal/pipeline. In
addition, students should realize that formal communications from UWG will be sent
through campus e-mail (myUWG); this e-mail needs to be checked regularly.
3. Language that is consistent with IDEA and emphasizes people more than disabilities
(“people-first” language) is to be used on assignments prepared outside of class. Points will
be subtracted for inappropriate work.
4. Unless other arrangements are made, work not distributed in classes (due to student absence
or lateness) will be available from the course instructors during office hours. Materials not
picked up will be kept through the next term, although they may be kept in another location.
5. Disability policy: All students are provided with equal access to classes and materials,
regardless of special needs, temporary or permanent disability, special needs related to
pregnancy, etc. If you have any special learning needs, particularly (but not limited to)
needs defined under the Americans with Disabilities Act, and require specific
accommodations, please do not hesitate to make those known, either through the
Coordinator of Disability Services, Dr. Ann Phillips, or by yourself. Students with
documented special needs may expect accommodation in relation to classroom
accessibility, modification of testing, special test administration, etc. For more information,
please contact Disability Services at the University of West Georgia:
http://www.westga.edu/~dserve/.
6. Statement on Liability Insurance: Students in College of Education programs need tort
liability insurance. They, not the State University of West Georgia, are responsible for
things done while participating in professional clinical experiences. Financial penalties can
be extreme, particularly when public school students are injured. Students are to obtain
professional tort liability insurance through one of the professional organizations or from
some other source. Information concerning these organizations is available from each
College of Education department.
7. We cannot call telephones that block calls from phones not providing caller ID. State of
Georgia telephones do not provide caller ID and UWG phones cannot be adjusted to do so.
CLASS OUTLINE
Week(s) Activity

1-5 Out in schools
ACADEMIC HONESTY
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Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs
when a student uses or purchases ghost-written papers. It also occurs when a student utilizes the
ideas of or information obtained from another person without giving credit to that person. If
plagiarism or another act of academic dishonesty occurs, it will be dealt with in accordance with
the academic misconduct policy as stated in The Student Handbook, Undergraduate Catalog,
and Graduate Catalog.
Students are expected to comply with the Honor Code for UWG and should have signed the
Pledge related to Academic Honor.