EDSP 455: Student Teaching in Special Education: Deaf and Hard of Hearing
Prerequisites: Admission to teacher education licensure program; successful completion of EDSP 427, EDSP 428, EDSP 432, EDSP 462, EDSP 469; COSD 421, COSD 422, COSD 423 (or demonstrated proficiency in American Sign Language); Admission into the Teacher Education program, passing scores on Praxis I, RVE and VCLA.
Credit Hours: (6)
Teacher candidates work with PreK-12 students who are deaf and/or hard of hearing during these courses under the supervision of cooperating teachers and university supervisor. Placements are provided at the preschool or elementary levels and middle (EDSP 455) or high school levels (EDSP 456). Each course represents a one-half semester, full-time placement. The course begins with observation in the classroom and culminates with full responsibility for the cooperating teacher’s daily schedule, including provision of direct instruction to students.
Note(s): Grading: A-F.
Detailed Description of Course
This student teaching experience is designed to provide students the opportunity for a practical, field based experience teaching deaf/hard of hearing students. The practicum student must complete this experience at a preschool/elementary level and a secondary level.
Detailed Description of Conduct of Course
Student Teaching involves observation, planning, implementing, and evaluating instructional programs, and participation in eligibility and IEP meetings as appropriate.
Goals and Objectives of the Course
Students should be able to:
1. Observe and assume responsibilities of the teacher for the deaf/hard of hearing
as appropriate in accordance with the requirements of law, rules, and regulations, and local division policies.
2. Assume responsibilities for planning and implementing instructional programs which include:
a. selecting and using instructional strategies and materials in all areas of the curriculum aimed at SOL (Standards of Learning) and IEP (Individualized Education Program) mastery.
b. selecting, modifying and using instructional strategies and materials to accommodate deaf /hard of hearing students with additional disabilities.
c. delivering an individualized education program on a one‑to‑one basis, as well as in a small group setting to facilitate learner participation in various settings.
d. monitoring students’ individualized education programs to assure progress and goal achievement based on performance data and information from teachers, parents and other professionals.
e. communicating with individual students, families and other professionals to set goals and evaluate supports needed to assure accommodation/integration with various placements including the regular education classroom.
f. selecting, planning, implementing, monitoring and evaluating learning objectives for individual students.
g. supporting paraprofessionals, interpreters and volunteer assistants in planning and implementing daily routines and instructional programs .
3. Assist students in evaluating their progress to promote their participation in planning appropriate learning opportunities.
4. Participate in evaluation, eligibility and IEP meetings as appropriate.
5. Establish rapport and exhibit professional conduct with students, families and school personnel.
6. Self-evaluate performance in the classroom and in other professional activities.
7. Collaborate with families and other professionals involved in assessing deaf students and determining communication/instructional approaches to use with the students.
8. Manage student behavior and instructional environments in the least restrictive manner to maximize student learning.
9. Use effective American Sign Language (ASL), verbal, and nonverbal communication strategies with deaf/hard of hearing students.
10. Demonstrate academic, interpersonal, and professional qualities and skills that reflect established expectations for professional educators to include the following:
a. Advocate for effective services to enhance the potential of deaf and hard of hearing students
b. Maintain a high level of competence and integrity in the field of Deaf/Hard of Hearing
c. Demonstrate effective oral, written and manual communication skills.
d. Demonstrate behavior that is congruent with the Council for Exceptional Children Code of Ethics, the National Education Association Code of Ethics and the RU Honor Code.
e. Participate in professional activities that enhance services and opportunities for deaf and hard of hearing students
f. Implement monitoring and evaluation procedures in accordance with local, state, and national requirements related to the provision of special education
The student will be supervised and evaluated by the cooperating teacher and a university faculty member. Evaluation is based on how well the student fulfills the major goals and objectives of the student teaching experience as evidenced from lesson plans, diagnostic reports, anecdotal records, conferences with supervising teachers, participation in committees, written evaluations, lesson observations, Individualized Education Programs (IEPs), and observations.
Other Course Information
Review and Approval