Objectives The candidate will meet the following standards and competencies relating to special education by the Texas Education Agency (TEA) as required for certification as a special education teacher (EC-12), as well as the relevant Council for Exceptional Children (CEC) knowledge and skills base standards for all beginning special education teachers.
Cluster & Competency
Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and career development
Collaborate with team members to plan transition to adulthood that encourages full community participation
Plan instruction in a variety of educational settings
Model career, vocational, and transition programs for individuals with exceptional learning needs
Use strategies to facilitate integration into various settings
Use strategies that promote successful transitions for individuals with exceptional learning needs
Collaborate with school personnel and community members in integrating individuals with exceptional learning needs into various settings.
Utilize resources and techniques used to transition individuals with exceptional learning needs into and out of school and post-school environments
Design and implement instructional programs that address independent living and career education for individuals
Integrate affective, social and life skills with academic curricula
Provide instruction in community-based settings
Create an environment that encourages self-advocacy and increased independence
Teach individuals with exceptional learning needs to give and receive meaningful feedback from peers and adults
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.
(Additional information and rubrics for assignments will be provided in Blackboard)
Transition blog (5 x 10pts) 50
Assessment of Transition Readiness (ATR) 50
Mock transition plan 50
Functional Lesson Plan (FLP) 60
Quizzes (4 @ 10 pts) 40
Field Experience Journal 100
Modules (2 x 25 pts) 50
Final Exam 50
Total 500 points
450-500 = A
400-449 = B
350-399 = C
300-349 = D
< 300 = F
Professional teachers are dependable, reliable, and responsible. Therefore, candidates are
expected to be on time and in attendance at every class, and to stay for the entire class.
Candidates will receive a grade of F for the course on the third absence. After the second absence from the course it is mandatory that a student schedule an appointment with the course instructor to discuss attendance. Failure to schedule and attend a conference will result in the grade for the course being lowered by one letter.
It is expected that you will complete all course field experience hours in a professional manner. Professional conduct is expected when observing or participating in school settings (e.g., dressing appropriately, arriving on time, remaining for the entire pre-arranged time, not canceling, and demonstrating respect in all interactions with young people, parents, teachers, and staff). If you must miss your field experience for any reason, you are expected to call supervisor you are working with before the activity begins for the day. You must also contact the course instructor to let me know you will not be present and arrange a time with me when we can discuss the most appropriate way to make up that absence. Three instances of tardy arrival will be counted as one absence.
Professionalism is shown when students (a) attend all classes on time; (b) participate in class discussions and lectures; (c) dress appropriately; (d) are flexible to schedule changes; refrain from using their phones during class/field experience times; and (e) respect the opinions and rights of others. Students who regularly practice professionalism tend to earn all of the allotted points for that component of the course grade. Professionalism is a significant part of your course grade.