EDSP 600 | Radford University

EDSP 600: Practicum in Special Education

Pre- or Corequisites: May be taken concurrent with or following assessment and methods coursework.

Credit Hours: (1-3)

This is a practicum for educators who are seeking an add-on endorsement in special education, general curriculum or who are completing requirements for a provisional license in one of the five endorsement areas in special education in Virginia. Practicum students will engage in a minimum of 45 instructional hours with students with disabilities in public school settings or private, accredited settings for students with disabilities. Practicum students will complete applied assessment and teaching activities tied to assessment and methods/Individualized Education Program (IEP) courses. The practicum may be supervised collaboratively by a Radford University faculty member and a school division mentor.

Note(s): This course has variable credit hours of 1-3 and has the option to be repeated in future semesters.

Detailed Description of Content of Course

Key topics addressed throughout the practicum experiences include:

Learner Development and Individual Learning Differences
Learning Environments
Curricular Content Knowledge·
Assessment
Instructional Planning and Strategies
Collaboration
Professional Learning and Ethical Practice

Detailed Description of Conduct of Course

This course allows the application of skills learned in EDSP 669 and EDSP 675/676 or other assessment and methods/Individualized Education Programs (IEP) courses with actual students with disabilities in the school setting. Students will digitally record instructional interactions with students with disabilities and demonstrate the application of assessment and teaching competencies, and will receive instructional coaching from supervisors. These will be completed through distance education methodologies. Coaching will be provided in one-on-one or group sessions.

Student Learning Outcomes

Students enrolled in this practicum will be able to:

Demonstrate ability to use assessments and instructional strategies to benefit students with disabilities by:
1. Selecting, adapting, and using assessment and instructional strategies and materials according to characteristics of the individual with exceptional learning needs.
2. Selecting and using research-supported methods for assessment and academic and nonacademic instruction.
3. Using appropriate adaptations and educational/assistive technologies during assessment and instruction.
Practice collaboration and co-teaching skills by:
1. Collaborating with families and others in the assessment of individuals with exceptional learning needs and in development in of educational plans.
2. Participating in collaborative conferences with individuals with exceptional learning needs, their families, and other professionals.
3. Co-teaching and modeling for other school personnel the instructional practices that meet the needs of students with disabilities.
Use writing to generate, gather, plan, organize, and present ideas to communicate assessment results and instructional needs of students with disabilities within the team structure and processes of special education.

Assessment Measures

Assessment measures include but are not limited to the following:

Complete a log documenting a minimum of 45 hours of assessment and instructional interactions per credit hour with students with disabilities including hours and tasks. This log will also include all collaboration activities and interactions with team members around students with disabilities.
Participate in interactive coaching sessions with supervisors.
Provide access to digitized recordings or live interactive viewing of instructional or assessment interactions with students with disabilities.
Conduct a collaborative conference using effective teaming structures and action plan agenda.
Submit samples of writing used to share assessment or instructional needs of students with disabilities.

Other Course Information

None

Review and Approval

2019

May 10, 2024