EDUC 262 - Mild Intervention Practicum

1. Conduct observations and record the diverse students’ behaviors within the mild disabilities classification.
2. Demonstrate and practice knowledge, skills, attitudes and standards of settings with the various characteristics of students with mild disabilities.
3. Describe the roles of parents and school personnel related to providing education and related services to a child with a mild disability.
4. Demonstrate competence in the development/utilization of appropriate/effective instructional techniques and materials used with students with mild disabilities.
5. Observe and describe various settings (e.g., resource room, regular classroom, self- contained classroom, etc.) for providing services to students with mild disabilities.
6. Observe and describe various positive guidance (behavior management) techniques used with students who have mild disabilities.
7. Demonstrate observation, recording, and assessment skills.
8. Create and evaluate environments that promote social, emotional, physical, cognitive, and creative development of students with mild disabilities.
9. Demonstrate the ability to use various technologies (e.g., copier, overhead, VCR/DVD, computer.)
10. Actively participate in classroom duties and school functions.
11. Select and implement activities and techniques that promote individualized instruction skills with students of mild disabilities.
12. Demonstrate pro-social behaviors, professional attitude, and appearance.
13. Respect and maintain all rules of confidentiality as they apply to students, records, and school policy.
14. Reflect on personal growth and development as a competent, caring professional.
15. Communicate effectively in oral and written modes with other professionals.

• 48-144 hour field experience (depending on the transfer institution’s requirement)
• Prepare / implement / evaluate activities
• Observation and recording skills
• Individualized instruction
• Guidance techniques
• A TABLE HAS BEEN DEVELOPED BELOW TO SUMMARIZE WHICH STANDARDS HAVE BEEN ADDRESSED IN EITHER A PRIMARY OR SECONDARY FASHION IN THIS InTASC COURSE.
• Web Site http://www.doe.in.gov/

Course number EDUC 262

Course Name MILD INTERVENTION PRACTICUM

InTASC Model Core Teaching Standards
Interstate Teacher Assessment and Support Consortium CCSSO (Council of Chief State School Officers)

Standard #1: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

PORTFOLIO STATEMENT:

All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation. The portfolio will contain several artifacts and reflection pieces as evidence of the student’s demonstrated understanding of education principles as outlined by INTASC standards. The cumulative portfolio should document dispositions and competencies reflected in assignments throughout their coursework.  Students may begin collecting artifacts when they begin their coursework. Creating a portfolio has value to the graduating student, the Ivy Tech Community College Education Program, the transferring four-year institution, and potential employers. Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material. See additional handouts on this cumulative assignment.

CERTIFICATION STATEMENT: 

Ivy Tech cannot guarantee that any student will pass a certification or licensing exam. Our requisite coursework is designed to assist you in understanding the material sufficiently to provide a firm foundation for your studies as you prepare for the exam. Department of Education web site http://www.doe.in.gov/

 
Course Addendum - Syllabus (Click to expand)