The practicum experience will consist of a major project intended to promote positive change in the school, community, and/or homes for the benefit of children with disabilities. The student will create a proposal for the project, along with goals and a detailed timeline for completion. The project will culminate in an artifact or finished product that will be used to support students with disabilities and/or their families, or will be used by educators to improve the outcomes of students with disabilities.
Objectives Candidates will meet the following standards and competencies relating to special education leadership and the relevant Council for Exceptional Children’s (CEC) knowledge and skills base standards for all beginning special education administrators and educational diagnosticians.
Needs of different groups in a pluralistic society
Evidence-based theories of organizational and educational leadership
Emerging issues and trends that potentially affect the school community and the mission of the school
Models, theories, and philosophies that form the basis of assessment
Issues in general and special education that impact placement decisions for individuals with exceptional learning needs
Policy and research implications that promote recommended practices in assessment
Identify and use the research literature to resolve issues of professional practice
Roles of educators in integrated settings
Responsibilities and functions of school committees and boards
Promote a free appropriate public education in the least restrictive environment
Advocate for educational policy within the context of evidence-based practices
Pre-referral intervention processes and strategies
Developmentally appropriate strategies for modifying instructional methods and the learning environment
Characteristics of individuals with exceptional learning needs that impact the development of programs and services
Develop programs including the integration of related services for individuals based on a thorough understanding of individual differences
The practicum project assignment is designed to have you integrate concepts and methods you have learned throughout your graduate program and apply them in a practical way that helps others. This project must go beyond your regular duties and extend your professional expertise.
You should formulate an idea for your project based upon a perceived need, problem, or issue. You will then articulate a solution to the need, problem or issue in a comprehensive proposal which should include the following elements:
Six steps for planning, completing and documenting your practicum experience.
Grading for the practicum will be in accordance with rubrics established for each activity in the course.
This course is comprised of work in the field. Therefore, students will adhere to the schedule agreed upon with the instructor. Each student is expected to adhere to the established deadlines agreed upon with the instructor.
The special education faculty expects students to be reflective, culturally sensitive practitioners and leaders in the profession of education who practice within the Code of Ethics adopted by the CEC.
Special education professionals are committed to developing the highest educational and quality of life potential of individuals with exceptionalities.
Special education professionals promote and maintain a high level of competence and integrity in practicing their profession.
Special education professionals engage in professional activities which benefit individuals with exceptionalities, their families, other colleagues, students, or research subjects.
Special education professionals exercise objective professional judgment in the practice of their profession.
Special education professionals strive to advance their knowledge and skills regarding the education of individuals with exceptionalities.
Special education professionals work within the standards and policies of their profession.
Special education professionals seek to uphold and improve where necessary the laws, regulations, and policies governing the delivery of special education and related services and the practice of their profession.
Special education professionals do not condone or participate in unethical or illegal acts, nor violate professional standards adopted by the Delegate Assembly of CEC.