EDSP 456: Student Teaching in Special Education: Deaf and Hard of Hearing.
Prerequisites: Admission to teacher education licensure program; successful completion
of EDSP 455.
Credit Hours: (6)
This is the second placement of a semester long experience. Teacher candidates continue
to meet the goals and objectives of EDSP 455. Teacher candidates work with PreK-12
students who are deaf and/or hard of hearing under the supervision of Cooperating
Teachers (CT) and a University Supervisor (US). Seven-week 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
Teacher candidates will engage in a school-based, full-time placement in a Deaf and
Hard of Hearing special education classroom or setting.
Course content includes:
- Learner development and individual learning differences
- Learning environments
- Curricular content knowledge
- Assessment
- Instructional planning and strategies
- Professional learning and ethical practices
- Collaboration
Detailed Description of Conduct of Course
Teacher candidates participate in a full range of duties as required of teachers of
the Deaf and Hard of Hearing. The experience is designed to provide teacher candidates
the opportunity for a practical, field-based experience while meeting Virginia licensure
requirements. This experience involves observations, planning, implementing instructional
programming, and evaluating students. Teacher candidates abide by the school site
calendars and policies and take part in professional and community activities expected
of Cooperating Teachers (CT) and demonstrate commitment to the profession's codes
of ethical conduct.
The teacher candidate will complete this experience at a preschool/elementary level
and/or a secondary level.
Weekly seminars are held to facilitate the development of knowledgeable, skilled,
thoughtful, and committed professionals. Seminars may focus on:
- Experiences in the field
- Effective teaching practices
- Current issues and concerns of educators of Deaf and Hard of Hearing children
Student Learning Outcomes
Goals, objectives, and assignments address the Virginia Department of Education regulations
for preparing educators and the Council for Exceptional Children (CEC) Initial Preparation
Standards and Specialty Set Knowledge and Skill Items. Specialty set included in this
course cover competencies for Deaf and Hard of Hearing Education.
This course will prepare each teacher candidate to:
- Identify learner development and individual differences by...
- Developing individualized programming and instruction
- Utilizing knowledge and understanding of diverse factors that influence development
and learning including differences related to families, languages, cultures, and communities,
and individual differences, including exceptionalities, to plan and implement learning
experiences and environments
- Implementing evidence-based practices
- Delivering individualized programming and planning informed by the presence of identified
exceptionalities
- Identifying and supporting all Least Restrive Environment (LRE) options
- Create and maintain positive learning environments and social interactions by...
- Using effective routines and procedures to create safe, caring, respectful, and productive
learning environments for individuals with exceptionalities
- Using a range of preventative and responsive practices documented as effective to
support individuals’ social, emotional, and educational well-being
- Designing or modifying a language-rich learning environment that maximizes opportunities
for visual and/or auditory learning that meets developmental needs
- Structuring the learning environments to encourage developmentally-appropriate self-advocacy
and self-determination skills
- Use curricular and content knowledge by...
- Applying understanding of academic subject matter content of the general curriculum
to inform their programmatic and instructional decisions for individuals with exceptionalities
- Integrating evidence based language and literacy instruction
- Differentiating and adapting curricula in response to diverse populations across multiple
education settings
- Align assessment with curriculum; content standards; IEP; and local, state and federal
regulations by...
- Assessing, collaboratively analyzing, interpreting, and communicating students’ progress
toward measurable outcomes using technology as appropriate, to inform both short-
and long- term planning, and make ongoing adjustments to instruction
- Utilizing appropriate terminology and interpreting results across assessments
- Using and interpreting technically sound assessments for individuals who are Deaf
and/or Hard of Hearing
- Administering appropriate formative, summative, and diagnostic assessments
- Collecting and analyzing a range of spoken, signed, written, or other language and
communication samples
- Use instructional planning and strategies to benefit individuals who are Deaf or Hard
of Hearing by...
- Using explicit, systematic instruction to teach content, strategies, and skills to
make clear what a learner needs to do or think about while learning
- Organizing and managing focused, intensive small group instruction to meet the learning
needs of each individual
- Planning and delivering specialized, individualized instruction that is used to meet
the learning needs of each individual
- Implementing evidence-based strategies for developing language in individuals’ preferred
communication mode(s)
- Promoting optimal access to communication
- Developing proficiency in the languages/modes of communication used by individuals
who are Deaf or Hard of Hearing
- Ensuring use of visual tools, organizers, and current assistive technology that enhances
communication access that support programming and planning
- Participate in professional learning activities and practice ethical standards by...
- Practicing within the ethical guidelines and legal policies and procedures
- Advocating for improved outcomes for individuals with exceptionalities and their families
while addressing the unique needs of those with diverse social, cultural, and linguistic
backgrounds
- Applying ethical decision making related to optimal access to communication in individuals’
preferred communication mode(s)
- Using historical foundations and research evidence to inform educational programming
and planning
- Advocating for and implementing programming and planning to provide equal communication
access
- Practicing self-reflection and self-evaluation in the classroom and in other professional
activities
- Practice collaboration, consultation and case management skills by...
- Utilizing communication, group facilitation, and problem-solving strategies in a culturally
responsive manner to lead effective meetings and share expertise and knowledge to
build team capacity and jointly address students’ instructional and behavioral needs
- Participating in professional networks relevant to the education of individuals who
are Deaf and/or Hard of Hearing
- Preparing and assisting team members to work with Deaf and Hard of Hearing students
- Working with interpreters, paraprofessionals, and other service providers
Assessment Measures
Assessment measures may include, but are not limited to:
- Participation in feedback, observations, and evaluations from cooperating teachers(s)
and university supervisor(s)
- Engage in self-analysis of teaching
- Complete a log of student teaching placement activities
- Writing assignments applying best practices to instruction
- Complete other assignments as deemed appropriate
Other Course Information
This course is a required professional education course for the Deaf and Hard of Hearing
special education teaching licensure.
Review and Approval
July, 2019
April 15, 2024