National University

HANDBOOK Field Experience

Special Education
for EXC602A
April 2008

Educational Specialist Program

Mild/Moderate Disabilities

Moderate/Severe Disabilities

TM

The University of Values

 EXC602A Field Experience: Special Education | i

Table of Contents
i. Identification Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . i 14. Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
15. Interview Form (Speech Therapist) . . . . . . . . . . 55-56
16. Interview Form (School Psychologist) . . . . . . . 57-58
1. Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Course Information

2. Placement Policies. . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
3. Professional Portfolio . . . . . . . . . . . . . . . . . . . . . . . . . 9 Unit #5
Meeting Three – Units #5 and #6

4. Advisement Verification . . . . . . . . . . . . . . . . . . . . . . 13 1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

5. Library Orientation . . . . . . . . . . . . . . . . . . . . . . . . . . 14 2. Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
6. Assignment Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 3. Lecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
4. Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
5. Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
6. Case Study – Charlie . . . . . . . . . . . . . . . . . . . . . . . . . 63
Unit #1
Meeting One – Units #1 and #2
7. Observation Form (Vocational Program). . . . . . . 65-66
1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
8. Observation Form (Playground/Recreation) . . . . 67-68
2. Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
3. Lecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Unit #6
4. Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
9. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
5. Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
10. Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
6. Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
11. Lecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
7. “Self-Regulation through Reflective Practice” . . . . . 24
12. Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
13. Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Unit #2
14. Interview Form (Parent). . . . . . . . . . . . . . . . . . . 73-74
8. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
15. Chart (Specific Disabilities). . . . . . . . . . . . . . . . 75-76
9. Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
10. Lecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
11. IDEA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
14. Observation Form (SDC for M/M) . . . . . . . . . . 33-34 Unit #7
Meeting Four – Units #7 and #8

15. Interview Form (k-6, Special Ed Teacher). . . . . 35-36 1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

16. Interview Form (RSP) . . . . . . . . . . . . . . . . . . . . 37-38
12. Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
13. Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Unit #3
Meeting Two – Units #3 and #4
2. Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
3. Lecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
4. Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
5. Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
6. Composition (Becoming Culturally Responsible)
7. Discussion Response (Technology in Special Ed)

1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Unit #8
2. Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
6. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
3. Lecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
7. Vocabulary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
4. Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
8. Lecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
5. Codes of Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . 44-45
9. Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
6. Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
10. Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
7. Medication Dilemma. . . . . . . . . . . . . . . . . . . . . . . . . 46
11. Coursework Summary . . . . . . . . . . . . . . . . . . . . 86-93
8. Observation Form (SDC for M/S) . . . . . . . . . . . . 47-48
13. Philosophy of Education (Draft)
9. Interview Form (7-12, Special Ed Teacher). . . . . 49-50

Unit #4 Verification of Course Completion . . . . . . . . . . . . . 94-95

10. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
11. Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
12. Lecture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
13. Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

© National University 2008

ii | EXC60A FIeld Experience: Special Education

NATIONAL UNIVERSITY
SCHOOL OF EDUCATION
SPECIAL EDUCATION PROGRAM

EXC602A
Field Experience: Special Education

Student: __________________________________

ID#: _____________________________________

E-mail: ______________________ Telephone ___________

Name of Instructor:_________________________________

Date Submitted: _____________

Student

© National University 2008


National University
School of Education
Department of Special Education
Handbook for EXC602A
Field Experience: Special Education
Course Syllabus
Revised December 2007
Required Text
Obiakor, Festus E. (2007).
Multicultural Special
Education, Culturally
Responsive Teaching.
Accardo, Pasquale J. and
Whitman, Barbara Y. (2006).
Dictionary of Developmental
Disabilities Terminology.
Prerequisites
Candidates must be enrolled in
a program that leads to a
Preliminary Level 1 Education
Specialist Credential and/or a
Masters degree in the field of
special education.
EXC602A Field Experience: Special Education
Course Description
EXC602A is an eight-week
course. The campus-based
course is presented in four 90
minute meetings. Three quarter-
units are earned upon
completion. The course is
graded satisfactory (S) or
unsatisfactory (U).
This course is a special
education field experience
course that introduces the
candidate to all types of
exceptionalities and service
delivery options. Candidates are
shown the importance of
becoming a reflective
practitioner and a culturally
responsive teacher. There is an
emphasis on the role of the
special education teacher and
the role of the parents in the
education of special needs
students.
© National University 2008
| 1
Course Objective
This is a field-based course that
will introduce the candidates to
the following:
• All types of exceptionalities
and service delivery options
• Becoming a reflective
practitioner and a culturally
responsive teacher.
• The role of the parents of a
special needs students.
Learning Outcomes
At the conclusion of this course,
candidates will be able to:
• Describe the basic skills
needed to be a reflective
practitioner and its
importance in educating
students with special needs.
• Describe the basic skills
needed to be a culturally
2 | EXC60A FIeld Experience: Special Education
responsive teacher.
• Demonstrate the skills needed to observe and
interview practicing, fully credentialed,
professionals in the field of special education.
• Describe and discuss the education programs
and service delivery options available to all
special education students.
• Describe the consumer and professional
organizations, publications, and journals
relevant to the field.
• Describe and discuss the major provisions of
the Individuals with Disabilities Education
Act (IDEA).
• Describe and discuss legal, ethical, and
professional responsibilities of the special
education teacher.
• Describe and discuss some basic strategies
that special education teachers use to meet the
needs of students from various cultures.
• Describe and discuss basic behavior
commonalties and differences of students
with disabilities.
• Describe the basic current issues and trends in
the field of special education.
• Describe what is required in the Level 1
Educational Specialist’s Portfolio.
• Develop a draft of their personal philosophy
of education
Course Requirements
General Requirements
Candidates are expected to conduct themselves
in a responsible manner that reflects ethics,
honor, and good citizenship. They are also
expected to abide by the regulations of the
University. It is the candidates’ responsibility to
maintain academic honesty and integrity, and to
manifest their commitment to the mission of the
University through their conduct and behavior.
Online candidates are bound to the same
policies, rules, and regulations of the University.
(See National University catalog, Policies and
Procedures)
© National University 2008
The Commission on Teacher Credentialing is
charged by law with evaluation of the moral
character and fitness of all persons who wish to
teach or perform certified services in the public
schools. Every person who is an applicant for,
or who now holds, any credential, certificate,
permit, or license authorizing service in
California public schools is answerable to the
CTC and the Committee of Credentials for his
or her fitness related conduct. California Laws
and Rules Pertaining to the Discipline of
Professional Certificated Personnel is available
on the CTC website at www.ctc.ca.gov.
Candidates are expected to attend all four of the
required class meetings when enrolled in a
campus-based class. Online candidates are
expected to actively participate in all
discussions and activities as scheduled.
Candidates who submit work or take part in
activities after the due date are subject to loss of
points and possible grade reduction.
Specific Academic Requirements
1. Candidates are expected to conduct field
observations in the following four settings:
• A Special Day Class (SDC) for students with
mild/moderate disabilities. The teacher of the
class must hold a clear special education
credential.
• An SDC for students with moderate/severe
disabilities. The teacher of the class must hold
a clear special education credential.
• A vocational program, career education class,
or student work site.
• A playground, lunchroom, or recreation
activity.
Upon completion of the observations, the
candidate will complete and submit the specific
form provided for each field observation.
2. Candidates are expected to interview the

following five practicing professionals with
clear credentials and one parent of a student
currently in special education:
• An SDC teacher who is currently teaching at
the k-6 level
• An SDC teacher who is currently teaching at
the 7-12 level
• A Resource Specialist (RSP) who is currently
working in a public school
• A Speech and Language specialist.
• A School Psychologist who is currently
working in a public school
• A parent of a current special education student
• Upon completion of the interviews the
candidate will complete and submit the
specific form for each interview.
3. Candidates will complete the Observation
Chart for Specific Disabilities. The chart is
provided as part of the course materials. It
requires candidates to describe all disabilities
that are eligible for special education services in
California. The information needed to complete
the chart can be gathered while completing the
coursework required for the class
Candidates will complete the EXC602A
Coursework Summary that is provided in the
Coursework materials. This summary will be
completed based on the knowledge gained while
completing the required coursework.
Candidates will participate in the discussion of
four specific topics. Online candidates should
post approximately 150-250 words. The post
should include the candidate’s ideas on the topic
as well as the candidate’s response to other
postings. Campus-based candidates must
participate in class at the same level. Candidate
responses should extend the ideas of others and
go beyond simple agreement or disagreement.
Campus-based candidates should be prepared to
submit a response in writing.
© National University 2008
EXC602A Field Experience: Special Education | 3
Candidates will complete a composition titled
“Becoming a Culturally Sensitive Practitioner”
that addresses the step to becoming a culturally
sensitive teacher. The composition should be
based on the candidate’s thoughts as well as
knowledge gained from the required interviews,
observations, and reading assignment. It should
be 2-4 pages in length, in APA style and should
be written thoughtfully and subjectively in first
person. Three references are required; one of
which can be a course text.
Candidates will develop a draft describing his or
her personal philosophy of education. The draft
will be 1-2 pages in length, written in the first
person and continually revised throughout the
duration of the course. A final copy of the
philosophy will be included in the Level I
Professional Portfolio that is submitted at the
end of the program in EXC603A. No references
are required.
Candidates will complete a vocabulary activity
for each unit in the course. The activity will
introduce candidates to the most common terms
used in special education.
Specific Advisement Requirements
All candidates enrolled in EXC602A must
complete the requirements for both academic
and credential advisement before a grade can be
posted for the class.
To complete the academic advisement the
candidate, both online and campus-based, must
schedule an appointment for advisement with
the lead faculty member at their home campus.
Online candidates who are not in California or
Nevada are required to call the lead faculty
member at the Fresno Center for advisement.
To complete the credentials advisement, the
candidate must complete a credentials packet
provided by the credential analyst. Online
4 | EXC60A FIeld Experience: Special Education
candidates may request a packet from the online
advisor. (Barbie Hansen, bhansen@nu.edu, 858-
642-8396)
Specific Requirements for Online Classes
• Candidates must have an e-mail address.
• Candidates must take the online tutorial.
• Candidates must have easy access to a
computer.
• Candidates must fully realize that online
classes require as much, if not more time, as a
campus based class.
• Candidates must agree to contact the help
desk, not the instructor, for technology
problems.
Grading
Candidates completing EXC602A receive a
grade of satisfactory (S) or unsatisfactory (U).
To receive a grade of satisfactory (S) candidates
must complete all assignments and earn a
minimum of 85 of the 100 points available.
Points Available for Each Assignment
• Coursework summary. (25 points)
• Interviews of professionals with clear special
education credentials. (18 points total, 3
points per interview)
• Observations in special education classrooms
taught by a professional with a clear special
education credential. (12 points, 3 points per
observation)
• Discussions (15 points, 5 points per
discussion)
• Observation chart for specific disabilities (10
points)
• Draft of a philosophy of education (5 points)
• Composition on becoming a Culturally •
Sensitive Practitioner (15 points).
In addition to the graded assignments listed
© National University 2008
above all candidates enrolled in EXC602A must
complete the library orientation at:
http://www.nu.edu/library , keyword ilibrary, faculty
advisement requirement, and a credential packet
prior to receiving a grade.
In specific situations the following is used:
I INCOMPLETE
A grade given at the discretion of the
instructor when a candidate who has
completed at least two-thirds of the course
class sessions and is unable to complete the
requirements of the course because of
uncontrollable and unforeseen
circumstances. The candidate must convey
these circumstances (preferably in writing)
to the instructor prior to the final day of the
course. If an instructor decides that an
“Incomplete” is warranted, the instructor
must convey the conditions for removal of
the “Incomplete” to the candidate in writing.
A copy must also be placed on file with the
Office of the Registrar until the
“Incomplete” is removed or the time limit
for removal has passed. An “Incomplete” is
not assigned when the only way the
candidate could make up the work would be
to attend a major portion of the class when
next offered.
An “I” that is not removed within the
stipulated time becomes a “U.” No grade
points are assigned. The “U” is calculated
in the grade point average.
W WITHDRAWAL
Signifies that a candidate enrolled in
EXC602A has withdrawn from a course
before beginning the third meeting of an
on campus class and before the sixth week
of an online class. Candidates who wish to
withdraw must notify their admissions

advisor to discuss withdrawing from a class.
Instructors are not authorized to issue a
“W” grade.
Plagiarism
Plagiarism is the presentation of someone else’s
ideas or work as one’s own. Candidates must
give credit for any information that is not either
the result of original research or common
knowledge. If a candidate borrows ideas or
information from another author, he or she must
acknowledge the author in the body of the text
and on the reference page. Candidates found
plagiarizing are subject to the penalties outlined
in the Policies and Procedures section of the
University Catalog, which may include a failing
grade for the work in question or for the entire
course. The following is one of many websites
that provide helpful information concerning
plagiarism for both candidates and faculty:
http://www.indiana.edu/~wts/pamphlets/plagiari
sm.shtml
Ethics
Ethical behavior in the classroom is required of
every candidate. The course will identify
ethical policies and practices relevant to course
topics.
Technology
Candidates are expected to be competent in
using current technology appropriate for this
discipline. Such technology may include word
processing, spreadsheet, and presentation
software. Use of the internet and e-mail may
also be required.
Diversity
Learning to work with and valuing diversity is
essential in every class. Candidates are expected
to exhibit an appreciation for multicultural and
© National University 2008
EXC602A Field Experience: Special Education | 5
gender diversity in the classroom.
Civility
As a diverse community of learners, candidates
must strive to work together in a setting of
civility, tolerance, and respect for each other and
for the instructor. Rules of classroom behavior
(which apply to online as well as onsite courses)
include but are not limited to the following:
• Conflicting opinions among members of a
class are to be respected and responded to in a
professional manner.
• Side conversations or other distracting
behaviors are not to be engaged in during
lectures, class discussions or presentations.
• There are to be no offensive comments,
language, or gestures.
Candidates with Disabilities
Candidates seeking special accommodations due
to a disability must submit an application with
supporting documentation, as explained under
this subject heading in the General Catalog.
Instructors are required to provide such
accommodations if they receive written
notification from the University.
Writing Across the Curriculum
Candidates are expected to demonstrate writing
skills in describing, analyzing and evaluating
ideas and experiences. Written reports and
research papers must follow specific standards
regarding citations of an author’s work within
the text and references at the end of the paper.
Candidates are encouraged to use the services of
the University’s Writing Center when preparing
materials.
The following website provides information on
APA, MLA, and other writing and citation styles
that may be required for term papers and the
6 | EXC60A FIeld Experience: Special Education
like:
http://www.nu.edu/LIBRARY/ReferenceTools/c
itations.html
Library Electronic Resources
The National University Library System
(NULS) purchases access to several databases
of full text articles from scholarly journals. Go
to http://www.nu.edu/library and click on
“Electronic Resources.”
Resources
Anderson, L. & Krathwohl, D. (2001), A
Taxonomy for Learning, Teaching and
Assessing, New York, NY: Addison Wesley
Longman, Inc
Baca, L. (2003), The Bilingual Special
Education Interface, Compact Disk, The
Monarch Center, University of Illinois, Chicago
and the Bueno Center, University of Colorado,
Boulder
Caine, R. & Caine, G. (1991), Making
Connections, Menlo Park, CA: Innovative
Learning Publications an imprint of the
Addison-Wesley Publishing Company
Coelho, E. (2001), Learning together in the
multicultural classroom, Portsmouth, NH:
Heinemann
Coots, J. & Stout, K. (2007), Critical
Reflections About Students with Special Needs,
Boston, MA: Pearson Allyn and Bacon
Costa, A. & Garmston R. (2002), Cognitive
Coaching, Norwood, MA: Christopher-Gordon
Publishers, Inc
Council for Exceptional Children (2005),
Universal Design for learning: A guide for
teachers and educational professionals,
© National University 2008
Arlington VA: Council for Exceptional Children
Gay, G., Culturally Responsive Teaching.
Compact Disk, The monarch Center, University
of Illinois, Chicago IL, The Laser Project,
University of South Florida and the National
association for Multicultural Education
Goethals, M., Howard, R. & Sanders, M.
(2004), Student Teaching, A process approach to
reflective practice, Second Edition, Upper
Saddle River, New Jersey: Pearson Education,
Inc.
Hoover, J. & Patton J. (1997), Curriculum
Adaptations for Students with Learning and
Behavior Problems, Austin, TX: Pro-Ed Inc.
Lyles, D. (2000) Winning Ways, New York, NY :
The Berkeley Publishing Group
National University School of Education,
Supervised Teaching Handbook for Interns and
Student Teachers, (2007), San Diego, CA:
National University
Nieto, S. (2005), Affirming Diversity, creating
multicultural learning communities, Compact
Disk, The Monarch Center, University of
Illinois, Chicago, The Laser Project, University
of South Florida, The National Association for
Multicultural Education
Rutherford, P. (2002), Instruction for All
Students, Alexandria, VA: Just Ask Publications,
Attitudes, Skills & Knowledge (ASK), Inc
Sousa, D. (2007), How the Special Needs Brain
Learns. Second Edition, Thousand Oaks, CA:
Corwin Press
Villa, R., Thousand, J & Nevin, A. (2004), A
guide to Co-Teaching , practical tips for
facilitating Student Learning, Thousand Oaks,
CA: Corwin Press

Candidate
Placement Policies
1. Preliminary Level 1: Educational
Specialist (Mild/Moderate and
Moderate/Severe)
Candidates must student teach for a total of 45
a. Student Teachers:
teaching days. The 45-day requirement is
divided into one 25-day teaching experience
(EXC685A or EXC690A), and one 20-day
teaching experience (EXC685B or EXC690B).
In most cases all 45 days will be completed in
the same classroom with one supervising
teacher.
Candidates who are currently working under
contract in a public school may continue in their
current special education position with the
permission of their district administrator if the
placement matches the credential they are
pursuing.
Candidates who are interns must be employed
b. Interns:
by a district holding an active intern agreement
with National University. A total of 45 days of
supervised teaching is required to complete an
internship. The 45-day period is divided into two
parts: Part I is one 25-day teaching experience,
and Part II is the final 20-day teaching
experience.
c. Candidates Working in Nonpublic
Candidates, both interns and student teachers,
Schools:
who are currently contracted in a non-public
school that has been approved for educating the
disabled by the California State Department of
Education, may complete the entire 45 days of
special education supervised teaching in their
classroom, if they satisfactorily complete one of
© National University 2008
EXC602A Field Experience: Special Education | 7
the following four options:
(1) The candidate has had the equivalent of six
months of experience as a teacher, or as an
instructional aide in a public school. In these
instances, the public school requirement will
be waived. (The candidate should be
prepared to show proof of experience).
(2) The candidate completes all observations and
interviews required by field experience
classes in public school. This will include the
following:
EXC602A (4 interviews and 5 observations)
EXC602B (3 interviews and 2 observations)
EXC620 (1 observation)
EXC630 (1 assessment and 1 case study)
EXC644A (2 observations, 1 assessment and
1 case study)
EXC660/665A (2 observations and 2
interviews)
Candidates, both student teachers and intern,
who select option #2 to satisfy the public school
requirement are fully responsible for collecting
the required interviews, observations,
assessments and case studies and presenting
them to their University Supervisor for approval.
(3) The candidate spends 10 consecutive days in
a public school special education class
during their vacation from their contracted
position. The candidate, with the approval of
the university supervisor, will find a public
school and teacher that will provide
opportunities for them to participate in a
public school program.
(4) Over a 20-day period, the candidate will
teach a minimum day (four hours) in their
contracted non-public school position. The
candidate will spend the remainder of each
school day, including after school meetings
and after school tutoring programs, in a
public school special education program. The
placement is arranged by the candidate and
approved by the university supervisor.
8 | EXC60A FIeld Experience: Special Education

In addition to completing one of the four approve any special considerations.

options listed above, all candidates, both
interns and student teachers, must be
prepared to discuss the following procedures
used in a public school where they worked or
observed:
Student Study referral process
Inclusion of Special Education students
Co-teaching that involves Special Education
and general education
IEP process
General Education involvement in Special
Education programs
School Climate regarding Special Education
(1) All candidates, both interns and student
d. General Placement Procedures:
(3) Any candidate, intern or student teacher,
placed in an assignment that requires the
candidate to teach a significant amount of the
time in a one-on-one situation must be
prepared to teach in a group situation. The
specifics for this requirement will be
determined by the University Supervisor and
the school where the candidate is placed.
(4) All candidates, both interns and student
teachers, seeking both a Mild/Moderate and
Moderate/Severe Credential are required to
complete 45 days of supervised teaching in
both areas. Interns should be prepared to
complete additional supervised teaching

teachers, seeking a Mild/Moderate experiences as a student teacher.

Credential must complete supervised
teaching in a special education setting that is Candidates, both interns and student teachers,
designated for students with mild to seeking more than one credential must complete 45
moderate disabilities or for deaf students. days of supervised teaching in each area.
The University Supervisor has the discretion
to assign the candidate to any instructional
setting that requires a special education
teacher. Examples of such assignments are
resource specialist program, inclusion
instructor, team teaching and co-teaching.
The Coordinator of Special Education Field
Experience or Education of the Deaf lead
faculty must approve any special
considerations.

(2) All candidates, both interns and student

teachers, seeking a Moderate/Severe
Credential must complete supervised
teaching in a special education setting that is
designated for students with moderate to
severe disabilities or for deaf students. The
University Supervisor has the discretion to
assign the candidate to any instructional
setting that requires a special education
teacher. Examples of such an assignment are
community-based placements, vocational
training centers, inclusions instructor, team
teaching and co-teaching. The Coordinator of
Special Education Field Experience or
Education of the Deaf lead faculty must

© National University 2008

 EXC602A Field Experience: Special Education | 9

Professional Portfolio:
Special Education
Credential Candidates
Preliminary Level I Education Specialist Credential
The purpose of the Professional Portfolio is to provide a document, prepared by each credential candidate, which
describes their competency as a professional educator. At the end of the credential program, Mild/Moderate and
Moderate/Severe credential candidates will complete their portfolio during EXC603A. The instructors will
evaluate the portfolios and provide feedback to the candidates.

The portfolio contains two parts. Part one contains the candidate’s professional documents, e.g. candidate’s
resume, philosophy on education, etc. Part two consists of twelve artifacts from coursework or student teaching
that support the candidate’s understanding and competency in applying each of the six standards listed in the
California Standards for the Teaching Profession (CSTP). Of the twelve artifacts, the following six are required:

1. Classroom management plan
The classroom management
plan required for EXC620 will
fulfill this requirement
2. A complete Individualized
Education Program (IEP).
The IEP required for EXC630
will fulfill this requirement.
3. A one-month unit of
The remaining six artifacts may be
selected by the candidate.
Each CSTP must be illustrated by
two artifacts. Artifacts may be
selected from the required list or
may be the candidate’s choice. A
one page reflection for each CSTP
must be included that justified how
the two artifacts selected support
the specific CSTP.
your understanding of Professional
Portfolios in several ways: The
purpose; benefits; organization and
contents; artifacts; educational
philosophical statement; reflective
summary; stages of development;
assessment; artifacts suggestions;
resources.
What is a PROFESSIONAL

instruction
A portfolio is a document designed
PORTFOLIO?

The unit of instruction The Professional Portfolio should

required for EXC660 and
EXC665 will fulfill this
requirement.
4. Three lesson plans used while
student teaching along with a
by each teacher candidate to
be presented in a three ring binder
demonstrate their competency as a
that contains a title page, a section
professional educator.
for the professional documents and
one section for each of the CSTP.
All work written by the candidate
must be typed.
What is the PURPOSE of

copy of the University

developing a Professional

Supervisor’s classroom Completing a professional The purpose of developing a

Portfolio?

observation and two samples
of student work for each lesson
that supports the effectiveness
of the lesson.
portfolio may be one of a career
teacher’s most challenging yet
rewarding experiences. The
information in the following
sections is designed to increase
Professional Portfolio is to enable
candidates to portray evidence of
their competency and to
demonstrate their progress towards
becoming a professional educator.

© National University 2008

10 | EXC60A FIeld Experience: Special Education
The Portfolio includes the candidates’ educational
philosophy. Artifacts are chosen to portray the
candidates’ knowledge and abilities. The Portfolio
also provides outside evaluators with a factual
document that includes concise, selective
information from a variety of sources and
experiences. Portfolios model the behavior that
candidates will expect of their own students.
What are the BENEFITS of a Professional
The Professional Portfolio benefits candidates. The
Portfolio?
Portfolio process encourages them to keep evidence
of the quality of their teaching and learning
throughout their teaching career.
What is the ORGANIZATION of a
The following suggestions are provided to assist in
Professional Portfolio?
the organizing of material for the student teaching
section of the Professional Portfolio:
1. The portfolio has two parts: Professional
Documents and a selection of documents and
reflections supporting each of the six California
Standards for the Teaching Profession.
2. Professional Documents. Collections include a
philosophy of education statement, résumé,
letters of recommendation, certificates, honors,
awards, transcripts, test scores (CBEST,
PRAXIS, CSET), etc.
3. Standards. Two artifacts chosen from either
coursework and/or student teaching should be
organized into the six standards. Artifact
suggestions are found at the end of this section.
A one page Reflective Summary is written to
preface each of the six standards.
What are the CONTENTS of a Professional
There are many ways to construct a Portfolio.
Portfolio?
Candidates may include any artifacts that they feel
demonstrate their progress. Artifacts are chosen with
a specific purpose in mind, and might be lessons
and/or units that they have planned, products created
for a lesson taught, or other evidence supporting the
Standards for the Teaching Professional. Portfolios
© National University 2008
also have a reflective component. Candidates write a
brief Reflective Summary for each Standard.
In summary, a Portfolio contains:
• Title Page
• Table of Contents
• Professional Documents
• Coursework and Student Teaching Artifacts
• Reflective Summaries
A good way to think of artifacts is to imagine
What does an ARTIFACT look like?
preparing a bulletin board of your professional
experiences. Include photos from your classroom,
field trips or extra curricular activities; evidence of
involvement at professional development activities;
samples of bulletin boards, special projects, lesson
plans, artwork, lesson videotape, etc. Suggestions
are found at the end of this section.
Artifacts usually fall into two categories: Process
and Product. The process artifacts are items such as
planning pages, i.e., something to show your work in
progress. The product artifacts tend to be the
outcome, i.e., a unit plan.
What is an EDUCATIONAL PHILOSOPHICAL
An educational philosophical statement summarizes
STATEMENT?
the candidates’ values and beliefs. This component
of the Professional Portfolio is important yet
challenging to write.
In EXC602A and/or EXC602B, candidates begin
writing their philosophical statement by sharing
personal insights and views of the education process.
Knowing that the development of a philosophical
statement is an ongoing process that is continually
revisited and revised, candidates in student teaching
review their original philosophical statement and
these questions:
• Why do I want to become a teacher?
• What will I stand for as a teacher? What is my
philosophy, my beliefs?
• What have I learned about myself? What are my
values?
• What do I believe about curriculum, learning,

instruction, classroom activities, discipline,
homework, evaluation and assessment?
• What do I want my legacy as a teacher to be?
(Palmer, 1998)
Place the revised philosophical statement in the
Portfolio.
A Reflective Summary is a key component to the
What is a REFLECTIVE SUMMARY?
Professional Portfolio. Learning improves through
reflection; examining how learning takes place leads
to personal discovery where theory takes on
practical meaning.
Reflective writing prompts candidates to think more
deeply on their growth and development. This form
of reflective writing describes thoughts, feelings,
teaching insights and questions decisions, and
student reactions. Candidates choose artifacts and
think and write about what they are doing and the
effect it has on student behavior and achievement. A
Reflective Summary describes the artifacts, their
value, and why they were chosen or why the
candidates believe that a specific artifact is required.
A one page Reflective Summary prefaces each
standard. It is a summary of the learning that was
experienced in each standard. When writing the
reflection, the candidate concludes with an analysis
and summary of personal learning (self-evaluation)
and projects how the learning may apply to future
teaching.
What are some SUGGESTIONS for
An artifact is intended to provide evidence of a
ARTIFACTS?
candidate’s knowledge and ability in each of the six
CSTP Domains. For each Standard, artifact
suggestions are provided in the following charts.
Each standard identifies understandings, skills, and
abilities that teacher candidates should know and be
able to do in their work as teachers.
© National University 2008
EXC602A Field Experience: Special Education | 11
Standard and Artifact Suggestions
Standard I: Engaging and Supporting
1. Sample lesson plan showing a variety of
Students in Learning
instructional strategies for diverse learners.
2. Sample lesson plan showing integration of
instructional technology.
3. Sample lesson plan that promote choice,
problem solving and critical thinking.
4. Unit [theme] plan with samples of student work.
5. Plans that show sensitivity to cultural and
language issues.
6. Items that represent successful outcomes from
effective planning.
7. Bibliography / webliography of primary and
supplementary resource materials.
8. Evidence of developed classroom discipline
plan.
9. Summary of readings / interviews showing
understanding of a special needs students.
10. Planning for ELL and special needs showing
differentiated strategies, technology, assessment.
Standard II: Creating and Maintaining
Effective Environments for Student
1. Sample schedule for paraeducators.
Learning
2. Classroom rules, procedures, lists, memos,
discussions, seating charts, etc. with explanation
of how developed, rationale, and consequences.
3. Notes, comments, and reflections on classroom
observations that identify and clarify how class
time is used.
4. Items that indicate how classroom time is used.
5. Sample of a substitute teacher’s packet.
6. Class schedules indicating times and ways to
promote social development and self-esteem.
7. Evidence of a variety of instructional strategies
for diverse learners.
8. Collection of “emergency activities”.
Standard III: Understanding and Organizing
1. Lesson plans incorporating specific state content
Subject Matter Knowledge for Student
standards integrated into the lesson objective.
2. Lesson plans relating learning to real-life
applications.
12 | EXC60A FIeld Experience: Special Education
3. Lesson plans showing differentiated instruction
based on K-12 standards and modified for
individual needs.
4. Evidence of infusion of multicultural content
into instruction.
5. Evidence of adaptation of instruction to students
of diverse backgrounds and/or varied learning
needs.
6. Evidence of students’ thinking and problem
solving skills.
7. Evidence of the use of technology to enhance
instruction.
8. Description of resources available that reflect
diverse perspectives
9. Evidence of integration of subject matter across
the curriculum.
10. Samples of student work from a variety of
levels, styles.
11. Video of large/small group instruction using a
variety of instructional strategies.
Standard IV: Planning Instruction and
Designing Learning Experiences for all
1. Description of system for monitoring IEP
Students
goals/objectives.
2. Evidence of technology integrated into
instruction.
3. Samples of IEPs.
4. Teacher narrative regarding decisions about
modifying instruction to meet diverse needs.
5. Photographs and/or student profiles that reflect
an understanding of their unique learning needs.
6. Summary of plan for coordinating services with
General Education, and other faculty.
7. Samples of student plans, portfolios and/or
folders used for organizing their work.
8. Items that highlight diversity among students.
9. Narratives describing how the teacher deals with
students individually and collectively.
10. Sample of professional report for an IEP
meeting.
1. Evidence of teacher-made assessments and
Standard V: Assessing Student Learning
analysis of results.
2. Sample observation reports.
3. Evidence of data collection for assessing IEP
© National University 2008
objectives.
4. Evidence of alternative assessments with details
regarding their purpose.
5. Designs for student portfolios.
6. Artifacts that represent making student-centered
decisions about instructional plans.
7. Summary of how data is collected for specific
student.
8. Evidence of student projects and rubrics for their
evaluation.
9. Video showing teacher interaction, observation,
and feedback to students.
10. Video of teacher giving directions clearly stating
expectations and outcomes.
11. List of assessment tools trained to use and
sample protocols.
12. Evidence of specific oral and written feedback to
students.
Standard VI: Developing as a Professional
1. Summaries of classroom and school visits and
Educator
observations from EXC602A & B.
2. Sample professional development project.
3. Updated Philosophical statement.
4. Annotated bibliography / webliography of recent
journal articles and videos related to teaching
and professional growth.
5. Reflections of significant / meaningful journal
articles and videos or from participation in
workshops/staff development.
6. Reflection of conversations with teachers to
update expertise in teaching strategies.
7. Evidence of membership in a Professional
Organization.
8. Materials from networks and/or Professional
Organizations.
9. Information about innovations and technology
used in teaching subject area and / or specific
disabilities.
10. Examples of conferences, meetings, with parents
and community members.
11. Description of community work, work with
service providers and with parents.
12. Items from personal activities that contribute to
balance between professional and personal life.
13. Original and adapted versions of the same lesson
plan.
 EXC602A Field Experience: Special Education | 13

PRELIMINARY LEVEL I: EDUCATION SPECIALIST

MILD/MODERATE AND MODERATE/SEVERE

Advisement Verification for EXC602A

Candidate’s Name: ______________________________________________________________

ID#: _________________________________________________________________________

Phone(s): _____________________________________________________________________

E-mail: _______________________________________________________________________

EXC602A Instructor: ____________________________________________________________

Formal Meeting Date for EXC602A: _______________________________________________

Academic Advisement

_______________________________ received academic advisement on the following

date:______________.

Signature of Lead Faculty:________________________________________________________

Credential Advisement

_______________________________ submitted a complete credential packet on the following

date:______________.

Signature of Credential Analyst: ___________________________________________________

© National University 2008

14 | EXC60A FIeld Experience: Special Education

Library Orientation Conducted by Student

Students will receive directions from their instructor.

Assignment Chart for EXC602A

Assignment Possible Points Points Earned
Interview with a Resource Specialist 3
Interview with a Special Education Teacher (k-6) 3
Observation of a Special Day Class (Mild/Moderate) 3
Observation of a Special Day Class (Moderate/Severe) 3
Interview with a Special Education Teacher (7-12) 3
Discussion: Unit #1 5
Interview with a School Psychologist 3
Interview with a Speech and Language Specialist 3
Observation of a Playground 3
Observation of Vocational Training 3
Discussion: Unit #5 5
Interview with a Parent of a Special Needs Student 3
Observation Chart for Specific Disabilities 10
Culturally Responsive Essay 15
Discussion: Unit #7 5
Coursework Summary 25
Personal Philosophy of Education (Initial Draft) 5

TOTAL POINTS 100

© National University 2008


Meeting #1, Units #1 & #2
EXC602A FIELD EXPERIENCE:
SPECIAL EDUCATION
1.0 Introduction to Unit #1
During this week you will be introduced to the procedures for conducting interviews and observations.
You will study the importance of being a Reflective Practitioner and study the importance of being a
Culturally Responsive Educator. In addition, you will be shown the requirements for the Level I
Educational Specialist Portfolio.
The vocabulary building portion
of the class will introduce you
to important terms used in
special education.
You will have four discussion
assignments in this course; three
of which will be graded. The
initial discussion will not be
graded and will allow online
candidates to become familiar
with the discussion board. In the
discussion assignment, you will
introduce yourself to your
classmates and your instructor.
The lecture contains instruction
on conducting the required
interviews and observations, an
overview of the Level I
Educational Specialist Portfolio,
a series of power point slides
discussing the benefits of being
a Reflective Practitioner, and
instruction pertaining to
becoming a Culturally
Responsive Educator.
EXC602A Field Experience: Special Education
The reading assignment in the
text covers an introduction to
multicultural special education,
bilingualism, and litigation and
legislation pertaining to special
education. It also includes
several pages in the Supervised
Teaching Handbook for Interns
and Student Teachers that
provide information on
candidate placement policies.
You should study these policies
in order to understand your
options for placement. The
purpose and description of
Professional Portfolios is also
part of the reading assignment
including the six standards and
artifact suggestions for each.
Finally, an excellent paper,
which appeared in the
Academic Exchange Quarterly,
is provided in the course
documents. It describes the
experience of a new teacher in a
rural school in Mississippi and
it will give you some valuable
© National University 2008
| 15
insight into personal reflection.
You should begin to schedule
your appointments with
professionals.
Learning Outcomes
1. The candidate will learn the first
steps needed to become a
Reflective Practitioner.
2. The candidate will learn the first
steps needed to become a
Culturally Responsive Educator.
3. The candidate will learn the
procedures for conducting
4. The candidate will learn what is
required for the Level 1
Educational Specialist Portfolio.
5. The candidate will learn the
options for supervised teaching
placements.
16 | EXC60A FIeld Experience: Special Education

Activities Unit #1

1.1.1 Vocabulary Building

Knowing and understanding key terms and vocabulary used in a profession will increase your ability to

successfully communicate with other members of that profession. Every unit in EXC602A will start with

a short matching activity that will include terms and vocabulary that is associated with the assignment

for that week. To complete the activity refers to the Dictionary of Developmental Disabilities

Terminology, which is one of your texts for the course. In addition, you may also refer to the assigned

reading for the week.

Terms: Match the terms with the definitions.

1. Cultural Sensitivity ____ An educator who thoughtfully and regularly examines

his/her teaching practice, philosophy and experience and
uses this information to make improvements

2. Reflective Practitioner ___ A document designed by each teacher candidate to

demonstrate their competency as a professional educator. The
document keeps evidence of the quality of the candidate’s
teaching and learning throughout their teaching career.
3. Professional Portfolio
___ Individuals with Disabilities Education Act

___ Knowledge of cultural differences and the corresponding

4. Special Education usage of verbal and nonverbal behavior that optimizes
interactions with people from a different cultural background

___ The world’s largest professional organization concerned

5. IDEA with exceptional (in any respect) children, i.e. those who
have learning disabilities, physical impairments or special
gifts

6. CEC ___ Education designed to meet the individual needs of the

children with disabilities.

© National University 2008

 EXC602A Field Experience: Special Education | 17

1.1.2 Observations
There are no observations in this unit

1.1.3 Interviews
There are no interviews in this unit

1.1.4 Discussion
The discussion portion of the unit will be used to
introduce yourself to the rest of the class

© National University 2008

18 | EXC60A FIeld Experience: Special Education

1.2 LECTURE Unit #1

In this course you are required to visit a variety of special education settings and to make observations of

the students and instructors. You will also be required to interview several different professional

educators who have chosen special education as a career and a parent of a special education student. All

professionals that you interview must have a clear special education credential and should be currently

in the field of special education; this should be verified prior to your interview or observation. If you are

not currently working in the public schools and you have no knowledge of who to call for these

visitations, the following are offered as brief guidelines:

1. Start with the telephone
directory of the community
in which you live.
Telephone the Central
Administration of your
home school district and ask
for the telephone number of
either the Special Education
Director or the Director of
Human Resources. Ask
them for suggestions of
classes where you could
observe or teachers you
could interview.
2. If your local district has no
special education program,
try a neighboring district.
3. Visit your County Office of
Education. The Special
Education Director should
have a list of the Special
Education Local Plan Areas
in the county and a list of
the approved non-public
schools.
4. Call your instructor of
EXC602A for ideas.
When visiting schools and
vocational settings and when
conducting interviews, there are
certain rules of behavior and
ethical standards that apply. You
are representing the National
University as well as yourself;
consequently the following
rules apply:
1. Always sign in with the
School Office. Never walk
around a school unless
someone knows that you are
on campus.
4. For each interview and
2. Dress appropriately and
professionally for classroom
visitations. You may be back
to apply for a teaching
position at this location
some day. Remember that
you are representing
National University. Leave a
good impression of both
yourself and the university.
3. In this course you will be
asked to interview several
types of individuals, e.g.
teachers, support personnel
and parents. They will
reveal information to you
that is private. You will
never share that information
with another person,
including your family
members. This is called
“confidentiality.” It is the
most important of the
ethical standards that a
special education
professional must uphold.
observation you will be
required to complete a form.
Prepare for your interview
or observation by
memorizing the salient
points of the form you will
be completing. You may
find, when interviewing or
observing that some
individuals become
uncomfortable when they

© National University 2008


see that you are taking notes. If this happens,
cease note taking and ask the required
questions. Write up your notes after you
leave. Do this as quickly as possible before
you forget what was said.
There are certain characteristics of a successful
classroom that you should be looking for in your
observations. The following framework will
help you focus your classroom observations:
A Framework for Observing in
Classrooms
Learning Climate – organized to provide a
positive environment
Look for:
• A classroom structured to support warmth,
concerns and expectations conveyed to
students by the teacher
• A physical space organized to promote
cohesion and interaction among students
• Activities competition, independence or
competition.
Classroom Management – organized to
anticipate and respond to student behavior to
provide an efficient environment for learning
Look for:
• A classroom organization matched to
instructional goals
• A set of pre-established and communicated
classroom rules
• A set of developed and communicated
instructional routines
• A system of appropriate incentives and
consequences
• Techniques for “low profile” classroom
control
Lesson Clarity – speaking directly; presenting
instruction at the students’ current level of
understanding
© National University 2008
EXC602A Field Experience: Special Education | 19
Look for:
• A method of informing learners of expected
skills and understandings
• A set of advance organizers showing students
past and future learning
• Reviewing and summarizing
• Using examples, illustrations and
demonstrations that expand and clarify
lessons
Instructional Variety – various instructional
methods which address the learning styles of the
students
Look for:
• Use of attention-getting devices
• A variation of eye contact, voice and gestures
• A use of alternative learning modes (seeing,
listening, doing)
• A mix of rewards and reinforcers to sustain
student interest and engagement
Task Orientation – managing classroom
activities efficiently, handling misbehavior with
a minimum of disruptions, reducing
instructional time spent on clerical duties, and
maximizing time devoted to content instruction
Look for:
• Lesson plans reflective of texts, curriculum
guides, state frameworks
• Rules and procedures that anticipate and
reduce misbehavior
Student Engagement in the Learning Process
– providing activities that allow students to
think about, act on, and practice what they
learned
Look for:
• Activities to “practice” new skill,
understanding, etc.
• Feedback and correctives
• Individualized and self-directed learning
activities
• Meaningful verbal praise
• Checking and monitoring of classroom
assignments during seatwork
20 | EXC60A FIeld Experience: Special Education
Student Success – presenting material that
allows students to be moderately to highly
successful at completing assigned work
Look for:
• Unit and lesson organization reflective of
prior learning
• Timely feedback and corrections
• Gradual transition to new content
Performance Outcomes and Higher Level
Thinking – planning, teaching and learning
activities that promote higher thought processes,
such as critical thinking, reasoning and problem
solving
Look for:
• Collaborative and group activities
• Demonstration of mental models and
strategies for learning
• Student projects and demonstrations
• Oral performances by students
• Independent practice
• Performance-based assessment
The only portfolio requirement for completing
EXC602A is a draft of your Philosophy of
Education, which will be due the seventh week
of this class. The guidelines for writing your
philosophy are as follows:
• Write your philosophy in first person.
• Do not site references. Your opinions,
feelings, and thoughts are what are want.
• The philosophy should be one or two pages
long.
Read pages 43 through 49 in the Supervised
Teaching Handbook for Interns and Student
Teachers, May 2007. This will introduce you to
the content of the portfolio. There are two parts
to the document. The first part contains your
professional documents that are described in the
Handbook. The second part consists of twelve
artifacts, some of which you will accumulate
during this course. You will be required to
submit your portfolio at the end of EXC603A,
© National University 2008
which is the end of the Level I program.
Reading the information now and becoming
familiar with the information required, will give
you an opportunity to save artifacts as you
progress through the program and incorporate
them into the final document.
Reflection is a powerful tool to use in improving
your teaching. Throughout your level I program
you will learn more about the value of reflection
and the reflective strategies that successful
teachers use with their students. Your instructor
may show a brief power point on reflection or
you can read the copies of the slides in your
folder.
The article “Self-Regulation through Reflective
Practice” which can be found in the course
document section of this class provides an
excellent example of the value of reflection,
especially to a new teacher. After viewing the
power point slides and reading the article keep
some of the key ideas in mind as you complete
your assigned interviews, observations and
reading assignments.
The reading assignment covers the foundations
of multicultural special education and includes a
chapter on litigation and legislation. Each
chapter includes a section on “A Culturally
Responsive Educator”. Pay particular attention
to these sections and use the traits enumerated to
reflect on the chapter contents. Later in the
course you will develop and write a short plan
describing how you will become a culturally
responsive educator.

1.3 Reading List Unit #1
Multicultural Special Education Culturally
Responsive Teaching, chapters 1 – 3
Dictionary of Developmental Disabilities
Terminology, as needed for vocabulary activity.
Supervised Teaching Handbook for Interns and
Student Teachers, May 2007, pp. 11&12, pp. 43
- 49 (available on the National University
website)
Holmes, K, “Self-Regulation through
Reflective Practice”, Academic Exchange
Quarterly, winter 2005, ISSN 1096-1453 Vol. 9,
Issue 4, (In the course documents)
© National University 2008
EXC602A Field Experience: Special Education | 21
1.4 Assignments Unit #1
1. The interviews and observations are
extremely important elements of the course
content. You should start scheduling the
interviews and observations today. They are
required for this course. Review the course
content and attempt to schedule the specific
professionals for the week that the specific
topic will be covered in the lecture e.g. a
special education teacher (k-6) and an RSP
for Unit #2, etc. Always keep your instructor
informed regarding scheduling constraints
and problems. All of your interviews and
observations should be scheduled by the
second week of class.
2. Complete the Vocabulary Building
assignment in 1.1.1. This is not a graded
activity. Your instructor can provide the
answers to the activity.
3. Complete the reading assignment. Reflect on
the traits of a Culturally Responsive
Educator listed at the end of each chapter.
Save your reflections. They will be useful
when completing your writing assignment
for unit 7.
4. Schedule your mandatory advisement this
week!
22 | EXC60A FIeld Experience: Special Education

Why Become a
Many of you, as you begin your teaching

Reflective
career in special education, may feel
somewhat at a loss when confronted with the

Practitioner?
real world of the classroom. You will be
challenged every day to prepare approaches
and methods to enable you to reach your “…when students and teachers make use of
students. There will be times when your
reflection as a tool for learning and
preplanned approach doesn’t work as well as
assessment, they are creating an opening
you wished and situations will arise that you
that allows them to enter into students’
will cause you to react spontaneously. Your
work, making sense of their endeavors and
ability to reflect on these results and gain
accomplishments, and learning how they
insight into your students and the classroom
environment will enable you to grow and judge their success…”

mature as a professional. R. Zessoules & H. Gardner

© National University 2008

A Reflective Practitioner
EXC602A Field Experience: Special Education | 23

Asks...
How am I doing?
Did the plan prove to be
successful?
What would be more successful?

How do I/the students fell about

this plan?
How will this help the students?

Reflection
When and Where
The transition from theory to practice is never a
straight line. Often the creation of a positive
learning environment takes place in a series of
steps. Reflection is the means by which a new
teacher in special education improves his or her
Driving to school
Directly after a lesson
approach to overcoming the challenges which

While exercising
directly affect teaching and learning.

Some of the questions asked to achieve During your prep period

Establish a habit!
introspection into the teaching results are shown
in this slide.You will note that they involve not
only the teacher’s self-evaluation but the
students’ attitude toward the approach or plan
selected and, equally important, how they will
benefit.

© National University 2008

24 | EXC60A FIeld Experience: Special Education
Academic Exchange Quarterly Winter 2005 ISSN 1096-
1453 Volume 9, Issue 4
SELF-REGULATION THROUGH
REFLECTIVE PRACTICE.
Kerry P. Holmes, Ed.D. University of Mississippi
Kerry Holmes, a former classroom teacher, is an assistant professor
of education.
Abstract
“Teaching today is much harder than it used to be” is a commonly
heard refrain. Unfortunately the hardships faced by many of today’s
first year teachers have caused too many of them to leave their
chosen field of education. This article describes how reflection can
be used to face and overcome challenges directly affecting teaching
and learning.
Introduction
Every year in August and September eager and idealistic new
teachers arrive at schools ready to make a positive difference in
their students’ lives. The transition from theory to practice, for
many, is swift and brutal (Ornstein 2003). During their time in
schools of education, most new teachers had plenty of support from
university supervisors and their peers. They go into teaching
expecting the same level of support and are shocked when they
realize they are totally on their own (Ornstein, 2003).
Without moral and practical help, new teachers must look to
themselves to determine how to cope with incidents in order to
create a positive learning environment for their students. This is
how I found myself when I was the new teacher. Hole & McEntee
(2001, p. 27) developed the following protocol for individual
reflection that closely parallels the reflective processes I used and
have described in this article:
* Collect stories. Keep a diary, log, or informal notes on stories of
incidents as they occur.
* What happened? From your notes, expand on a story that requires
further thought.
* Why did it happen? Provide background information surrounding
the story; look for causes and effects.
* What might it mean? Determine whether the incident is worthy of
action. Explore multiple solutions and answers.
* What are the implications for practice? Reflect on the incident in
context; determine how you would monitor and adjust your
practice.
Hole and McEntee’s protocol enables teachers to move toward self-
regulated behaviors necessary for teaching and learning. Self-
regulation is a metacognitive activity requiring teachers and
students to reflect on their thinking. It is an active process where
participants set goals, take action, deliberately monitor their actions,
and make necessary adjustments to meet articulated goals (Pape,
Zimmerman, & Pajares, 2002). Self-regulation of teaching practices
is coming into its own due to the inclusion of reflective practice in
© National University 2008
the National Council for Accreditation of Teacher Education
(NCATE NCATE - National Council for Accreditation of Teacher
Education) Standards and the National Board for Professional
Teaching Standards (NBPTS NBPTS - National Board for
Professional Teaching Standards). Attention to reflection has far-
reaching consequences as more than 40,000 teachers in our nation’s
schools are currently Board Certified (NBPTS, 2005) and 620
colleges of education have met NCATE standards (NCATE, 2004).
Teaching students to think critically about their learning is an
indispensable skill required by good teachers. Just as students
benefit by reflecting on their learning, teachers benefit by reflecting
on their teaching practices. Teachers must learn to identify and set
specific goals for themselves, the same expectations they hold for
their students. John Dewey said, “... thinking enables us to direct
our activities with foresight and to plan according to ends-in-view,
or purpose of which we are aware. It enables us to act in deliberate
and intentional fashion ...” (1933, p. 17). Self-regulation is at the
heart of deliberate and intentional practice. Schon (1987) coined the
term “reflection-in-action” to describe the experience-based
platform that supports teachers and guides their practice. Through
reflection-in-action, good teachers are empowered to elevate
teaching to an art form where teachers masterfully connect theory
and practice. Reflection-in-action facilitates the intentional actions
teachers take everyday in response to stimuli from their students.
The following account from a first grade classroom illustrates the
importance of reflection.
Surviving the First Days of Teaching
I was the new teacher in a rural school in Mississippi. Half of my
class had been retained before they even reached first grade. My
first weeks of teaching made me feel as though I had been thrown
into a very deep lake. Almost instantly, I felt physically and
emotionally unfit for the challenge of teaching. My prior experience
and beliefs were being harshly tested. I was plagued by the idea that
if I fail in my job, or do a mediocre job of teaching, my children fail
with me. Above all, my students must not suffer. I left school each
day feeling beaten down from the mental and physical exertion of
teaching. My meticulous plans often lay fallow as I struggled to
create classroom harmony. Not fulfilling my high expectations for
the day was in itself cause for intense dismay and frustration.
The Days Pass
Each day I tried to arm myself with life-saving equipment. I
planned my lessons, gathered all the necessary materials, and set up
everything necessary to teach so each lesson could progress
seamlessly. However, the children had their own needs, the need to
move, poke, play, retaliate for real and imagined offenses, talk, and
a big one, use the bathroom. It appeared that the highlight of their
day was to get to the bathroom. All that water, paper, and quasi-
freedom was a major attraction that drew them away from my
lessons. When the last bus left at 3:15, I savored the quite solitude
before getting ready for the next day. The process of my life as a
teacher began a predictable cycle. As the days alternated between
exhaustion and relief, I knew I had to do something. I still had about
160 days to teach, and this treading water, that was quickly
becoming routine, was not close to my goal of creating a
community of self-confident, self-motivated learners.
The Genesis of Reflection
Though I did not consciously set out to do it, I sought refuge in
reflection. My mind was overwhelmed by the cacophony of the

sights and sounds of the classroom. My ears rang with the often-
shrill voices of the children. My name had been repeated so often it
became an echo within my head, “Ms. Holmes, Ms. Holmes, Ms.
Holmes, Ms. Holmes, Ms. Holmes.” Initially reflection came to me
uninvited and unbidden. Thoughts of my children invaded my mind
while I was driving home, shopping for dinner, or trying to relax.
Events in my life did not trigger these thoughts; they were simply
there. I knew I needed to establish a time when I could gather all the
thoughts that had been roaming through my head. Early morning,
between the hours of 5:30 and 6:30, became my time for more
focused reflection. I reflected on the content of the lessons I was
teaching as well as classroom management practices; both directly
contributed to the children’s behavior. I made it a practice to review
carefully my plans for the day. This review took the form of writing
detailed notes about how and what I would teach. To organize and
record ideas and insights from my reflections, I used yellow sticky-
notes that I attached to the squares on the weekly lesson sheets. My
yellow-sticky note messages contained ways to set up for the
lesson, how-to information on conducting the lessons, names of
students who needed extra attention, and any other information
pertinent to the day’s lessons. One memo I frequently wrote to
myself was, “Be positive.” This one I stuck to the very top of my
plans. I learned early on that when I became negative, it was much
harder to recoup the day and provide quality instruction and student
interaction. During these early morning hours I thought about my
children, their backgrounds, their needs and what I as a professional
educator could do for them. I knew that simply getting through the
day was not enough. As I studied and reflected over my plans, I
looked for ways to improve my lessons. I sought ideas from books
and articles, and mentally reviewed how these would support my
lesson. Books provided the ideas; reflection provided the wisdom
for implementation.
My morning ruminations continued every day through the last day
of school. Each morning I gained new insights and thoughts of new
ideas to try. I devoted much of my reflective time to seeking ways I
could help the students control their impulsive behavior. Several of
the children in my class had a short, but notorious behavioral
history. More than two thirds of my children had been retained from
the previous year leaving me with an age spread from six to nine
years. Reflecting led me to develop one over-arching principle of
behavior management that held true throughout the year, positive
reinforcement. My students always responded to praise. When I
phrased my command to an individual student in a positive way, “I
like the way LaToya is sitting.” The entire class responded. When I
phrased my command to an individual student in a negative way,
“Don’t get out of your seat, LaToya!” only one child responded.
Theory Tested by Experience
The realization that by positively recognizing one group of children,
the desired behavior was immediately copied by the others led me
to develop a simple, non-disruptive way to promote good behavior.
I simply wrote the name of each group on the board (one of the
children thought of naming the groups after days of the week).
When Monday’s group behaved appropriately the group earned a
star by its name; the group that earned the most stars had special
privileges such as lining up first for recess and being first to choose
center activities. With so much at stake, students would often urge
others to behave. One of my highly competitive boys, Joseph,
wanted his group to get the most stars. He didn’t worry about using
a positive tone. His shrill piercing voice could whip the others into
shape with just one or two urgent commands, “Hurry up, get your
© National University 2008
EXC602A Field Experience: Special Education | 25
books out!” or “Don’t talk!” Though this in itself could be
disruptive, I was always happy to shift some of my responsibility to
the students.
The use of a positive approach to discipline is supported by research
on classroom management and discipline. Harlan and Rowland
(1991, 35) state that praise and positive reinforcement are “powerful
and effective” for promoting acceptable student behavior. Evertston,
Emmer, & Worsham (2006) report that establishing positive
relationships with students is one of the most significant factors
leading to student success. Brophy and Good suggest ways to use
positive language when directing students’ behavior. By expressing
expectations in a positive way, we establish and model an
atmosphere of respect. “Use your own ideas.” is a positive
statement of behavioral expectations that leaves the student’s self
respect intact. “Don’t plagiarize” sends the same message to the
student, but with additional baggage of accusation and disrespect
for the student’s integrity (1991, 208). Students crave attention. If
we silently take good behavior for granted, and respond with a
passion to bad behavior, students will engage in bad behavior as the
only sure way to get attention. For many students, negative attention
is preferable than no attention at all.
Split Personality of the Classroom
During the school day I had noted a dramatic difference between the
tone of the class in the morning and the tone of the class after lunch.
During the morning my children were easier to keep on task and
were more interested in learning. After lunch they were a boisterous
lot regardless of the activity. I tried to think what caused this daily
behavioral transformation; something had to be causing this
schizophrenic-like personality of my class. Was behavior affected
by eating, an inability to settle down after a break, or were we all
growing weary of trying so hard? How did my lessons differ from
morning to afternoon?
Through Children’s Eyes
The morning lessons were more structured than those in the
afternoon. In the afternoon my children spent part of their time
rotating among math, art, and language arts centers. Many of the
children complained saying, “We want to do work.” It appeared that
not only did my children have a difficult time handling the freedom
that came with center work, but they did not value the work they
were doing if it did not include pencil and paper activities.
Information about the children’s feelings came in fragments. These
bits and pieces of information were not always welcome. I wanted
to dismiss their complaints by saying, “You are working!” It was
only through careful reflection that I saw the classroom through my
children’s eyes. They wanted the more familiar paper and pencil
work so they could monitor their own progress. The use of
manipulatives did not give my students the individual specific
feedback they needed. I had to revise my lesson plans to include
goal-oriented activities within the centers. I built in self-assessment
so the children could see progress while engaged in hands-on
activities.
I observed and listened to my children to gather information for
improving my teaching. By charting my children’s behavior during
different activities at different times of the day, I concluded that my
behavior had changed in the afternoon. I was more inclined to speak
to the children more cryptically, “Sit down! Be quiet!” My carefully
cultivated positive approach diminished as the day wore on.
Positive strokes had to be repeated, often more than my patience
26 | EXC60A FIeld Experience: Special Education
would allow. When I felt my patience was at an end causing me to
lapse into the feel-good tendencies of lashing out at offending
students, I reminded myself to be positive by glancing at my yellow
sticky-note at the top of my plans: Be positive!
Meeting the Students’ Needs
To satisfy many of the children’s needs to use pencil and paper, I
ran off a huge assortment of math facts papers. The papers varied in
length and difficulty to meet the needs of the high and low
achieving math students. Initially I distributed one math paper to
each student so I could match the level of the paper to the child.
When the children finished, they were allowed to go to a math
center or choose any of the math papers to work individually or
with a partner. I promised to grade every paper they turned in; for
some children I graded up to six fact-laden math sheets each night.
Many children turned their papers over and wrote and solved their
own problems. Though harder to read, I graded these too. For the
children who turned in papers with many incorrectly worked
problems, I marked the problems that were correct, and wrote the
number they had correctly solved at the top of their paper.
One popular activity that did not require pencil and paper to be
satisfying to my children was a math game I found during my pre-
dawn kitchen table sessions, “Trading Up.” The game consists of a
single die and a pile of realistic play money. After shaking the die,
the student takes the number of cents indicated on the die. If the
child shakes a four, he/she takes four cents. The children have to
trade up for nickels and dimes each time they collect five pennies or
two nickels; they are to have more than four pennies or one nickel
in their possession at one time. The goal of the game is to see who
can collect the most dimes. Perhaps due to the visual and instant
feedback, this became the most popular center. I realized that my
children were seeking recognition and validation of the fact they
could succeed in school. Because so many of my children had
already failed first grade they became anxious if they could not see
their own progress. They needed structure and concrete goals. Once
I developed an understanding of some of the causes behind my
children’s behavior I could adjust my lessons and classroom
management style to meet their needs. Through it all I learned there
are no easy fixes. Afternoons were still more difficult to manage
than mornings, but changes, based on a child’s eye view of the
classroom, helped considerably.
Conclusion: A New Awareness Spawned by Reflective Practice
How could learning occur with a teacher who had been fighting for
day-to-day survival? The innate curiosity and spirit of the children
must top the list of answers. However, active reflection, a dominant
and tangible force, had become the mainstay of my teaching.
Schon’s (1987) notion of reflection-in-action, “thinking on one’s
feet,” occurs countless times every day in classrooms. The
utterances and actions that sprang from on-the-spot reflection were
not sufficient for me to be effective. I needed to focus intentionally
on my goals and determine how to meet them. Thinking on my feet
was a start, but I also needed quiet times, removed from the
classroom where I could think through the unique and complex
issues that confronted me each day. Schon (1987) calls this delayed
reflection, “thinking-on-action.” I found “thinking-on-action” the
most helpful because it helped to prevent me from making snap
decisions or worse, emotionally laden comments to my students that
were hurtful rather than helpful.
© National University 2008
Though reflection is often thought of as a solitary process, in the
ideal world, reflection would also be a social process, where ideas
are shared with other teachers and professionals. However, like
many other teachers, I was left to fend for myself; the culture of my
school did not support interaction and collaboration among
teachers. Unfortunately, teacher isolation is common among new
and experienced teachers alike (Ornstein 2003). As I sought answers
through reflection, I realized that the process of change takes time.
A single idea, no matter how good, will not instantly effect change.
Reflecting prevented me from passing the blame to others (students
aren’t like they used to be; families do not provide enough support;
supplies are not sufficient ...). I looked to the children and to myself
for the answers; the responsibility was undeniably mine. Through
reflection I was able to gain a deeper appreciation of the needs that
fueled the behavior of my children and how I could meet these
needs while working to change behaviors that were inappropriate
for school and life success. Reflecting took on a broader meaning
than just critically thinking; in its truest sense, reflecting came to
mean never giving up.
References
Brophy, J. and Good, T. (1991). Looking in classrooms. New York:
HarperCollins, Publishers, Inc.
Dewey, J. (1933). How we think. New York: D.C. Heath and
Company.
Evertson, C.M., Emmer, E.T. Worsham, M.E. (2006). Classroom
management for elementary teachers. Boston: Pearson Allyn and
Bacon.
Harlan, J. and Rowland, S. (2002). Behavior management strategies
for teachers. Springfield, Illinois: Charles C. Thomas Publisher,
LTD.
Hole, S. & McEntee, G. (2001). Reflection is at the heart of
practice. In K. Ryan, & J. Cooper, J. Kaleidoscope: Readings in
education. (pp.25-29). Boston: Houghton Mifflin Company.
National Board for Professional Teaching Standards. (2005).
Graduate teacher standards. Available: <http:www//nbpts.org>
National Council for Accreditation of Teacher Education. (2004).
Program standards for elementary teacher preparation. Available:
<http:www//ncate.org>
Ornstein, A. C. (2003). Pushing the envelope: Critical issues in
education. Upper Saddle River, New Jersey: Merrill Prentice-Hall.
Pape, S. J., Zimmerman, B.J. & Parjares, F. (2002). This issue.
Theory into Practice, 41, 62-63.
Schon, D., (1987). Educating the reflective practitioner. Paper
presented at the meeting of the American Educational Research
Association, Washington, DC.
Kerry P. Holmes, Ed.D. University of Mississippi School of
Education, MS
Kerry Holmes, a former classroom teacher, is an assistant professor
of education. She is a member of the Mississippi Writing Project.
 EXC602A Field Experience: Special Education | 27

EXC602A FIELD EXPERIENCE:

SPECIAL EDUCATION
2.0 Introduction Unit #2
During this week you will begin your fieldwork and you will be introduced to the six major provisions

of the Individuals with Disabilities Education Act (IDEA). Your field work will consist of observing a

Special Day Class (SDC) for students with mild/moderate disabilities, and interviewing a Special Day

Class teacher, teaching students at the k-6 level. You will also interview a Resource Specialist (RSP)

who is currently working in a public school. You will be required to complete a form for each interview

and another form after each observation. These forms can be accessed through the Assignments section

of this unit.

The vocabulary building portion
of the class will introduce you
to important terms used in
special education.
The lecture contains
information on conducting the
assigned observation and
interviews, a power point
presentation and discussion on
IDEA, and two film clips that
address a disability that you
may observe during your
classroom visit.
The reading list for this unit
focuses on multicultural
learners with learning
disabilities and behavioral
problems. The importance of
doing interviews with parents
and teachers, reviewing records
and incorporating innovative and how they relate to the
teaching techniques is also classroom.
covered. 3. The candidate will learn
culturally responsive
“A Description: Major strategies for teaching
Provisions of the Individuals students with learning
with Disabilities Education Act and/or behavior disabilities.
(IDEA)“, available in the
4. The candidate will begin the
Course Documents section of
process of reflecting on his
this course is included in the
or her experiences.
reading to supplement the
power point presentation.
Learning Outcomes
1. The candidate will gain
insight into special
education teaching from
conducting two interviews
and one observation.
2. The candidate will learn the
six major tenants of IDEA

© National University 2008

28 | EXC60A FIeld Experience: Special Education

2.1 Activities Unit # 2

2.1.1 Vocabulary Building

Terms: Match the terms with the

definitions.

1.Least Restrictive Environment (LRE) ___ A disorder in one or more of the basic
psychological processes involved in
understanding or using language, spoken or
written.

2. Free Appropriate Public Education (FAPE) ___ Reading disability; a term loosely employed
to describe any learning disability in which
reading, writing and spelling are more severely
involved than other subject areas.

___ To the maximum extent appropriate,

3. Learning Disability children/youth with disabilities, including
children in public or private institutions or other
care facilities, are educated with children who
do not have disabilities.

___ Free, appropriate, public education for all

4. Dyslexia eligible children/youth with disabilities between
ages of 3 to 21 (including children with
disabilities) who have been suspended or
expelled from school.

___ A placement for special education students

5. Resource Specialist Program who require specialized services of up to 49% of
their time in school. The placement is
determined by the IEP team.

___ A placement for special education students

who require specialized services for 50% or
6. Special Day Class more of their time in school. The placement is
determined by the IEP team.

© National University 2008


2.1.2 Observations
You will observe a Special Day Class classroom
designed for students with mild/moderate
disabilities and complete the required form.
2.1.3 Interviews
You will interview a professional, teaching a
special day class at the k-6 level and a Resource
Specialist currently working in a public school.
The required form will be completed for each
interview.
© National University 2008
EXC602A Field Experience: Special Education | 29
2.2 Lecture Unit #2
In this course you will be required to conduct
four field observations and interview five
practicing professionals and one parent. The
field observations will be conducted in the
following settings:
a) A Special Day Class (SDC) for students with
mild/moderate disabilities. The teacher of the
class must hold a clear special education
credential
b) An SDC for students with moderate/ severe
disabilities. The teacher of the class must
hold a clear special education credential.
c) A vocational program, career educational
class, or student work site.
d) A playground, lunchroom, or recreation
activity
The interviews will consist of the following:
a) An SDC teacher who is currently teaching at
the k-6 level
b) An SDC teacher who is currently teaching at
the 7-12 level.
c) A Resource Specialist who is currently
working in a public school
d) A Speech and Language specialist
e) A School Psychologist who is currently
working in a public school
f) A parent of a current special education
student
This week in this unit you will interview a
special education teacher, teaching a special day
class at the k-6 level and observe a Special Day
Class (SDC) at the mild/moderate level. You
30 | EXC60A FIeld Experience: Special Education
may, if you wish, interview the same special
education teacher who is conducting the SDC
that you observe. You will also interview a
Resource Specialist (RSP) who is currently
working in a public school. Make sure that both
the RSP and the special education teacher have
clear special education credentials.
Before conducting the interviews and
observation, review the information and
guidance provided in the lecture for Unit #1. Try
to be aware of the reaction of the interviewee to
your questions.
After conducting the observation and interviews
you will complete the appropriate form Pay
particular attention to the content of the forms.
Use them as a guide for your interviews and
observation rather than simply reading the
questions. Try to understand the purpose of the
questions on the form, delve deeper and ask the
professional about teaching strategies, current
trends, curriculum, accommodations for specific
disabilities, and specific areas that interest you.
When observing a classroom be aware of the
students’ reaction to you. If they seem to have a
negative reaction to your taking notes, cease
note taking and simply observe. Complete the
form as soon as possible after the observation
When completing the forms, remember to
complete all items. Responses should be
expressed in complete thoughts. One-word
answers should be expanded. Remember to
spell check everything before submitting
assignments to your instructor.
Two short video clips may be shown by your
instructor that should provide some helpful
insights into a learning disability, common with
mild/moderate students, that you might observe
in your class visits.
The Individuals with Disabilities Education Act
(IDEA) which is sometimes referred to as the
“Bill of Rights for the Handicapped” defines the
© National University 2008
laws, roles, and responsibilities governing the
education of students with disabilities. The law
was initially passed in 1975. It was a very
important milestone because it established a set
of requirements that had to be met for the
education of individuals with disabilities. There
are six major principals of IDEA. They are:
FAPE, Non-Discriminatory Evaluation, IEP and
IFSP, LRE, legal due process and Parental
Rights. These principals are covered in a power
point presentation that your instructor may show
or that you can read copies of the slides in your
packet.
The law is reauthorized every three years;
therefore, you must keep current to determine
how the changes may affect you. A pamphlet
titled “ A Description: Major Provisions of the
Individuals with Disabilities Education Act
(IDEA)” can be found in the Course Documents
section of this course. The pamphlet provides an
extensive discussion of IDEA including the
purpose, the impetus for its passage in
Congress, the constitutional justification and
other information.
The reading assignment covers learning
disabilities and behavior problems. The value of
interviews with the child, the parent and the
classroom teacher are discussed as well as
various innovative teaching techniques.
Behavioral problems are addressed through a
case study of Roberto and the use of a culturally
sensitive functional behavior assessment is
discussed. The traits of a culturally responsive
educator are listed at the end of each chapter.
Study these and reflect on their application to
the topics in the chapters to which they apply.
Later in the course you will need to be familiar
with these traits when you write your plan
describing how you will become a culturally
responsive educator.
 EXC602A Field Experience: Special Education | 31

Major Provisions and Regulations of IDEA (Individuals with

A Summary of the Six Principles of IDEA

Disabilities Act)

From a handout prepared by Dr. Nancy L. Peterson, University of Kansas, (August 2002)

This law was initially passed in 1975 as P.L. 94-142. It was then titled The Education for All

Handicapped Children Act or EHA. It is often called the Bill of Rights for the Handicapped. This law

was a major milestone in the history of education. It affects our roles and responsibilities as

professionals in education and related fields. In the 1990 reauthorization of this law, it was renamed the

Individuals with Disabilities Act or IDEA. The law must be reauthorized every three years. In order to

keep track of the IDEA requirements that affect education and you as a professional, you need to update

yourself on the law each time a reauthorization is passed by Congress.

elementary, or secondary school The law defines procedural

education in the state involved. safeguards to ensure that
Principle #1: Zero Reject or

evaluation materials and

“Free Appropriate Public

procedures used for evaluating

Education” (FAPE)
The law mandates a free,
Principle #2:
and placing children with
appropriate, public education
Nondiscriminatory
disabilities are selected and
for all eligible children or
Evaluation
Schools may not place a student administrated so that they are
youths with disabilities,
in special education or begin not racially or culturally
between ages of 3 to 21
special education services discriminatory. Such materials
(including children with
unless they first conduct a non- or procedures are to be provided
disabilities who have been
discriminatory evaluation. This or administered in the child’s
suspended or expelled from
principle is the law because native language or mode of
school). This includes special
minority students have been communication, unless it clearly
education and related services.
proportionately over-classified is not feasible to do so. No
No student with a disability
into special education. Also, single procedure shall be the
may be excluded from FAPE.
some classifications of students sole criterion for determining an
Exclusion is prohibited. FAPE
have been incorrect as a result appropriate educational
must be provided at public
of inappropriate, poorly program for a child.
expense, under public
supervision and direction, and conducted or unfair evaluation
must meet standards of the State procedures resulting in
Education Agency for an wrongful inclusion or exclusion
appropriate preschool, from special education.

© National University 2008

32 | EXC60A FIeld Experience: Special Education

Principle #3: Individualized Education Principle #5: Due Process or “Procedural

Programs (IEP) or the Individual Family
Service Plan (IFSP) or “Appropriate
Education”
The IEP or the IFSP and their contents are what
define appropriate education for an individual
child or student. An IEP is written for children
or youths, ages 3 to 21, who are receiving
special education services. The IFSP is the
document written for infants or toddlers from
birth to age 3 and their families. What goes into
these documents must be based upon a full
evaluation of that child and upon the decisions
made by the IEP or IFSP team using that
information.Placement of the special education
student must be based upon the child’s needs
and the services prescribed for him or her. The
IEP document is a written educational plan,
tailored to meet the individual needs of each
student requiring special education services .
The law requires that in order for a student to
receive special education services, an IEP or
IFSP must be developed . The IEP must be
reviewed and updated annually. The IFSP must
be reviewed and updated at 6-month intervals or
more often if needed.
Safeguards”
The purpose of due process is to assure the
rights of students with disabilities and their
parents or guardians to equal protection under
the law. This section of the law provides a
process whereby parents are appropriately
informed of school actions and by which parents
and school officials can work out differences or
disagreements regarding the child’s education.
Principle #6: Parent Participation
Parents are to be encouraged, and indeed have a
right, to participate in the education of their
child and in educational decisions concerning
their child. This is based upon the assumption
that parents are not only legally and morally
responsible for their child but have a significant
contribution to make to the decision-making
process. Moreover, minors lack legal authority
to make decisions affecting themselves.

Principle #4: Least Restrictive Environment

(LRE)
To the maximum extent appropriate, children or
youths with disabilities, including in public or
private institutions or other care facilities, are
educated with children who do not have
disabilities. They may not be removed from the
general curriculum unless they cannot benefit
from it, even after they are provided with
supplementary aids and resources. Removal of
children with disabilities to special classes and
separate facilities should occur only when
nature and severity of the disability prevents
them from successfully being educated in
regular classes with the use of supplementary
aides and services.

© National University 2008

 TM

SCHOOL OF EDUCATION

FIELD OBSERVATION CONDUCTED BY THE CANDIDATE

OBSERVATION OF A SPECIAL DAY CLASS (MILD/MODERATE)

Teacher_______________________________________________________________ Title__________________________________

School _____________________________________________________ District: _________________________________________

Disabilities served in the classroom: ______________________________________________________________________________

Languages spoken by the students: _______________________________________________________________________________

Culture(s) represented in the classroom: ___________________________________________________________________________

1. List five behavior characteristics of the students with Mild/Moderate disabilities.

(a) _________________________________________________________________________________________________________

(b) _________________________________________________________________________________________________________

(c) _________________________________________________________________________________________________________

(d) _________________________________________________________________________________________________________

(e) _________________________________________________________________________________________________________

2. List five specific ways in which the students with Mild/Moderate disabilities learn

(a) _________________________________________________________________________________________________________

(b) _________________________________________________________________________________________________________

(c) _________________________________________________________________________________________________________

(d) _________________________________________________________________________________________________________

(e) _________________________________________________________________________________________________________

3. Describe how the classroom setting is designed to assist in the learning process for the students with Mild/Moderate disabilities.

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

© National University 2008 page 1 of 2 6782_EXC602A M/M 3/08

4. What equipment is being used by the Mild/Moderate students?

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

5. What technologies are used to empower the Mild/Moderate students?

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

6. What teaching strategies are used which address multicultural and multilingual education?

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

Reflection:

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

National University Candidate: __________________________________________________________________________________

Teacher Observed: __________________________________________________________________________Date:______________

© National University 2008 page 2 of 2 6782_EXC602A M/M 3/08

 TM

SCHOOL OF EDUCATION

INTERVIEWS CONDUCTED BY THE CANDIDATE

INTERVIEW WITH A SPECIAL EDUCATION TEACHER (K-6)

Teacher: ______________________________________________________ Title: _________________________________________

School: _____________________________________________________ District: ________________________________________

Classification of the Classroom ____ Mild/Moderate ____ Moderate/Severe

Languages spoken by the students: ______________________________________________________________________________

Culture(s) represented in the classroom: ___________________________________________________________________________

Interview Questions

1. Which assessment tools do you use to prepare your IEPs? __________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

2. What are the most successful instructional programs to use with special education students?

For language arts? ________________________________________________________________________________________

For mathematics? _________________________________________________________________________________________

For social studies? ________________________________________________________________________________________

For health? ______________________________________________________________________________________________

For P.E.or adapted P.E.? ___________________________________________________________________________________

For art? _________________________________________________________________________________________________

For music? ______________________________________________________________________________________________

3. What are your greatest challenges? _____________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

How do you meet them? ___________________________________________________________________________________

___________________________________________________________________________________________________________

© National University 2008 page 1 of 2 6782_EXC602A k-6 3/08

4. What is your philosophy about classroom discipline? What behaviors do you discourage? What techniques do you use? ________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

5. How do you plan for all students e.g., students of different abilities, cultural backgrounds learning styles, and interests? ________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

6. How do you select unbiased teaching methods and materials to educate students of diverse abilities, cultural backgrounds, learning
style lifestyles and interests? ___________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

7. What technologies do you use to empower disabled students? _______________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

8. How do you collaborate with general education teachers?___________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

Reflection: __________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

Candidate Signature: __________________________________________________________________________________________

Teacher Interviewed: ________________________________________________________________________Date:______________

© National University 2008 page 2 of 2 6782_EXC602A k-6 3/08

 TM

SCHOOL OF EDUCATION

INTERVIEWS CONDUCTED BY THE CANDIDATE

INTERVIEW WITH A RESOURCE SPECIALIST

Teacher: ______________________________________________________ Title: _________________________________________

School: _____________________________________________________ District: ________________________________________

Classification of the Classroom ____ Mild/Moderate ____ Moderate/Severe

Languages spoken by the students: ______________________________________________________________________________

Culture(s) represented in the classroom: ___________________________________________________________________________

Interview Questions

1. Which assessment tools do you use to prepare your IEPs? __________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

2. What are the most successful instructional programs to use with special education students?

For language arts? ________________________________________________________________________________________

For mathematics? _________________________________________________________________________________________

For social studies? ________________________________________________________________________________________

For health? ______________________________________________________________________________________________

For P.E.or adapted P.E.? ___________________________________________________________________________________

For art? _________________________________________________________________________________________________

For music? ______________________________________________________________________________________________

3. What are your greatest challenges? _____________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

How do you meet them? ___________________________________________________________________________________

___________________________________________________________________________________________________________

© National University 2008 page 1 of 2 6782_EXC602A RS 3/08

4. What is your philosophy about classroom discipline? What behaviors do you discourage? What techniques do you use? ________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

5. How do you plan for all students e.g., students of different abilities, cultural backgrounds learning styles, and interests? ________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

6. How do you select unbiased teaching methods and materials to educate students of diverse abilities, cultural backgrounds, learning
style lifestyles and interests? ___________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

7. What technologies do you use to empower disabled students? _______________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

8. How do you collaborate with general education teachers?___________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

Reflection: __________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

Candidate Signature: __________________________________________________________________________________________

Teacher Interviewed: ________________________________________________________________________Date:______________

© National University 2008 page 2 of 2 6782_EXC602A RS 3/08


2.3 Reading List Unit #2
Multicultural Special Education, Culturally
Responsive Teaching, chapters 6 and 7.
Dictionary of Developmental Disabilities
Terminology, as needed for vocabulary activity.
Peterson, N.,“A Description: Major Provisions
of the Individuals with Disabilities Education
Act” (IDEA), University of Kansas, Aug 2002
(In course documents).
© National University 2008
EXC602A Field Experience: Special Education | 39
2.4 Assignments Unit #2
1. Complete the Vocabulary Building activity in
2.1.1.This is not a graded activity. Your
instructor will provide the answers to the
activity.
2. Complete an interview of a Resource
Specialist.
3. Complete the form Interviews Conducted by
the Candidate, Interview with a Resource
Specialist
4. Complete an interview with a Special Day
Class teacher, who is currently teaching at
the k-6 level
5. Complete the form Interviews Conducted by
the Candidate, Interview with a Special
Education Teacher (k-6)
6. Complete an observation of a Special Day
Class
7. Complete the form Field Observations
Conducted by the Candidate, Observation of
a Special Day Class (Mild/Moderate)
8. Complete the reading assignment. Reflect on
the traits of a Culturally Responsive Educator
listed at the end of each chapter. Save your
reflections. They will be useful when
completing your writing assignment for
unit 7.
40 | EXC60A FIeld Experience: Special Education

Meeting #2, Units #3 & #4

EXC602A FIELD EXPERIENCE:
SPECIAL EDUCATION
3.0 Introduction to Unit #3
During this week you will study an ethical dilemma that you may encounter as a special education

teacher. After reading the details of the dilemma, the class will participate in a discussion of the ethical

principles involved.

You will observe a Special Day Class (SDC) for students with moderate/severe disabilities. You will also

interview an SDC teacher who is currently teaching at the 7-12 level. After completing the interview and

observation you will complete a form for each.

The vocabulary building portion
of the class will introduce you
to important terms used in
special education.
The lecture for this unit will
cover the topic of ethics in the
special education teaching
profession. A short power point
presentation of the CEC Code
of Ethics and the NEA Ethics
Indicators for Educators is
included to help you with your
analysis of the dilemma.
Websites for further reading
into the various ethical codes of
similar professions is also
provided.
The reading assignment covers
cognitive disabilities, learners
with traumatic brain injury, and
physical and health impairments The candidate will gain special
Video clips that show some of education teaching insight from
the moderate /severe disabilities conducting one observation and
that you may observe are one interview.
included
Learning Outcomes
The candidate will learn about
the Council for Exceptional
Children (CEC) code of ethics.
The candidate will learn about
the National Education
Association (NEA) ethics
indicators for educators.
The candidate will learn of
some culturally sensitive
strategies for teaching students
with moderate/severe
disabilities.

© National University 2008

 EXC602A Field Experience: Special Education | 41

3.1 Activities Unit #3

3.1.1 Vocabulary Building

Terms: Match the terms with the definitions

1. Autism ___ A chromosomal disorder with hypotonia

(decreased muscle tone), short stature, flat facial
profile, epicanthal folds, upslanting palpebral
fissures (eye slits), small ears, speckling (Brushfield
spots) of the iris, short fingers, single transverse
palmar crease (simian crease), cardiac defects,
2. Down Syndrome duodenal atresia, atlantoaxial instability, thyroid
disorders, conductive hearing loss and mental
retardation.

___ A neural tube defect; a constellation of

malformations of the central nervous system that
3. Cerebral Palsy presents with failure of fusion of the bones in the
vertebral column.

___ A pervasive developmental disorder

characterized by a pattern of deficits that include
impaired communication skills; failure to develop
social relationships and restricted, repetitive and
4. Spina Bifida stereotypical behaviors

___ A family of syndromes with disordered

movement and posture, delayed motor development
and atypical motoric findings on neurological
examination

5. Crippled Children’s Services ___ Federally subsidized state programs for the
diagnosis and treatment of children with
developmental disabilities, especially those with
physical disabilities and other medical complications

___Substantial limitations in present cognitive

6. Mental Retardation functioning, characterized by significantly
subaverage intellectual functioning

© National University 2008

42 | EXC60A FIeld Experience: Special Education
3.1.2 Observation
You will observe a Special Day Class classroom
designed for students with moderate /severe
disabilities and complete the required form.
3.1.3 Interview
You will interview a Special Day Class teacher
currently teaching a Special Day Class at the 7-
12 level and complete the required form.
3.1.4 Discussion
You will take part in the discussion of the
ethical dilemma presented in the assignment
section.
© National University 2008
3.2 Lecture Unit #3
Teachers face many ethical dilemmas each day in the
classroom. How do they know the “right way” to
respond to these dilemmas? Professions such as law
and medicine have created codes of ethics to
communicate the responsibilities of a profession and
to improve personal beliefs, values, and morals.
These codes help define a professional’s
responsibilities to the people for whom they work.
Many organizations have review boards that monitor
and enforce codes of professional standards (Webb,
2007). Similarly, teachers also have codes of ethics
that can guide their decision made during day-to-day
professional challenges.
The Council for Exceptional Children (CEC) has
developed a code of ethics for educators of persons
with exceptionalities. CEC’s code contains eight
principles that guide professional behavior. These
ethical standards deal with professionals in relation
to: (a) persons with exceptionalities and their
families, (b) employment, and (c) the profession. A
complete listing of the CEC ethics and professional
standards are found in the CEC publication What
Every Special Educator Must Know: Ethics,
Standards, and Guidelines for Special Educators
(Council for Exceptional Children, 2003) and on the
CEC Web site www.cec.sped.org. Your instructor
may show a power point chart about the eight
highlights of the code of ethics. Copies of the slides
are available in your packet.
.
The NEA developed its code of ethics in 1975. The
preamble to the NEA’s code of ethics sets a clear and
noble goal for educators:
The educator, believing in the worth and dignity
of each human being, recognizes the supreme
importance of the pursuit of truth, devotion to
excellence, and nurture of the democratic
principles. Essential to these goals is the
protection of freedom to learn and to teach and
guarantee equal opportunity for all. The educator
accepts the responsibility to adhere to the highest
ethical standards.
The NEA code is organized into two main
principles. The first principle is based on the

commitment of the educator to helping each student
reach his or her potential and has eight indicators
pertaining to your relationship to your students e.g.
protecting them, not embarrassing them or
discriminating against them. The second principle is
based on the commitment of the educator to the
profession and public trust and responsibility. It has
eight indicators to guide educators e.g. your
behavior regarding statements made concerning your
qualifications or those of others. The NEA indicators
are shown in a g power point chart that your
instructor may show. Copies of the slides are in your
packet.
Other organizations have similar codes. These are
shown in the power point link below. Most states
have also developed codes of ethics for educators
within their state. The goal of all of these guidelines
is to provide professionals with direction for
resolving the ethical dilemmas faced each day in the
classroom.
What is considered ethical often comes down to
determining what is in the best interest of the
student. “Behaving ethically is more than a matter of
following the rules or not breaking the law- it means
acting in a way that promotes the learning and
growth of students and helps them realize their
potential” (Parkay, 2004 p. 195). When professionals
or students engage in unethical behavior it can
damage a good student-teacher relationship.
Unethical behavior can ruin trust and respect
between teachers and their colleagues. In extreme
situations, unethical behavior can result in a teacher
losing his or her teaching position and/or
certification. Resolving ethical dilemmas requires
difficult educational decisions that do not always
have a clear-cut “right” answer.
These charts were taken from an article by Jessica
Bucholtz, Cassandra Keller and Michael Brady. The
entire article “Teachers’ Ethical Dilemmas” can be
found in the Course Documents.
You will interview a Special Day Class teacher at the
7-12 level who has a clear credential. You will also
observe a special day class, in a classroom that is
designed for students with moderate/severe
disabilities. You may interview the same teacher that
© National University 2008
EXC602A Field Experience: Special Education | 43
you observed if you wish. After the interview and
observation you will complete the appropriate forms.
The comments, which were presented in Unit #2,
regarding the completion of the forms apply here as
well. They should be reviewed prior to conducting
the interview and observation.
The reading assignment will cover learners with
cognitive disabilities, those with traumatic brain
injury (TBI), and physical health impairments. You
should attempt to complete the three chapters prior
to observing the moderate/severe classroom since it
is likely that students with some of the disabilities in
chapter 10 or 11 will be in the classroom. Knowing
some of the functional needs of the students should
aid you in understanding the disabilities and the
learning strategies used to address them. Reviewing
table 10.1 in the text will also give you some
understanding of the approach taken by teachers
There are four video clips, which your instructor
may show that provide an introduction to some of
the disabilities, which are included in the
moderate/severe category.
(a.) “Educating Peter” is a video clip taken from
a TV documentary about a boy with Tourette
syndrome.
.
(b.) “Emma’s Challenge” is a video clip that
shows how patience and the recognition of small
step student achievements can be very rewarding
for the student in a moderate/severe classroom.
The Spina Bifida Association prepared a short video
that discusses specific facts about Spina Bifida.
A doctor who is also a practicing attorney discusses
Cerebral Palsy.
Remember to spell check all work before
submitting assignments to your instructor
References:
Webb, D.L. (2007). Foundations of American
education. Upper Saddle River, NJ Pearson
Education
Council for Exceptional Children (2003) What every
44 | EXC60A FIeld Experience: Special Education

special educator must know: Ethics, Standards, and
guidelines for special educators. Reston, VA: CEC
National Education Association (1975) Code of
ethics of the education profession. Retrieved June
18, 2007, from
http://www.nea.org/aboutnea/code.html
Parkay, F. W. (2004), Becoming a teacher. Upper
Saddle River, NJ: Pearson Education
3.3 Reading Unit #3
Multicultural Special Education, Culturally
Responsive Teaching, Chapters 5, 10, 11.
Dictionary of Developmental Disabilities
Terminology, as needed for vocabulary activity.

“Teachers’ Ethical Dilemmas”, available in the

Course Documents section of this course

Organizations With Codes of Ethics and Web Sites

CATEGORY ORGANIZATION WEB SITE
General Education National Education Association nea.org
Special Education Council for Exceptional Children Cec.sped.org
Early Childhood National Association for the Education of Young Children naeyc.org
Administration Association for Supervision and Curriculum Development ascd.org
School Counselors American School Counselor Association Schoolcounselor.org
General Education/
Administration/ Faculty Phi Delta Kappa Pdkintl.org
Paraprofessionals National Resource Center for Paraprofessionals nrepara.org
Bulcholz, J., et al. “Teachers’ Ethical Dilemmas”, TEACHING Exceptional Children, (vol. 40 no.2, Nov/Dec 2007) p 61

© National University 2008

 EXC602A Field Experience: Special Education | 45

NEA Ethics Indicators for Educators

COMMITMENT TO THE STUDENT COMMITMENT TO THE PROFESSION
Restraint of individual action and pursuit of learning Do not make false statements in application of a position
Access to varying points of view Do not misrepresent qualifications
Do not distort subject matter Do not assist someone unqualified gain entry into the
Protect students from harm profession
Do not embarrass or disparage Do not make false statements concerning a candidate’s
qualifications
Do not discriminate
Do not assist a noneducator in the unauthorized practice
Do not use professional relationship for private advantage of teaching
Do not disclose confidential information Do not disclose personal information about a colleague
unless required by law
Do not knowingly make false statements about a
colleague
Do not accept any gift or favor that might influence
professional decisions

Bulcholz, J., et al. “Teachers’ Ethical Dilemmas”, TEACHING Exceptional Children, (vol. 40 no.2, Nov/Dec 2007) p 61

CEC Code of Ethics for Special Educators

SPECIAL EDUCATION PROFESSIONALS WILL:
Promote high educational and Quality of Life for persons with special needs
Promote and maintain high level of competence and integrity in practice
Engage in activities to benefit persons with special needs and others
Exercise objective professional judgement
Advance knowledge and skills
Work within professional standards and policies
Uphold and improve laws, regulations, and policies
Promote ethical and legal behavior and statements

Bulcholz, J., et al. “Teachers’ Ethical Dilemmas”, TEACHING Exceptional Children, (vol. 40 no.2, Nov/Dec 2007) p 62

© National University 2008

46 | EXC60A FIeld Experience: Special Education
3.4 Assignments
Complete the Vocabulary Building activity in 3.1.1.
This is not a graded activity. Your instructor will
provide answers to the activity.
Conduct an observation of a Special Day Class for
moderate/severe students.
Complete the form Field Observations Conducted
by the Candidate, Observation of a Special Day
Class (Moderate/Severe).
Conduct an interview of a Special Day Class teacher,
with a clear credential, who is currently teaching at
the 7-12 level.
Complete the form Interviews Conducted by
Candidate, Interview with a Special Education
Teacher (7-12)
After reading chapters 5,10 and 11 reflect on the
general content and then focus on the conclusions on
pp. 74, 150, and 163. Your reflections may be useful
when completing your writing assignment for unit 7.
Read the “Medication Dilemma” in the next column,
then write a response in 150-250 words that explains
what you would do as the teacher in this situation.
Give reasons for your decision. Bring your response
to class to share with the class. Be prepared to turn
your response into the instructor. This response will
be used to help determine your discussion grade for
this unit.
© National University 2008
Medication Dilemma
Mr. Garrison is a third-grade teacher in a local
elementary school. One of the students he teaches in
his classroom is Javier. Javier was diagnosed with
attention deficit/hyperactivity disorder (ADHD) in
the first grade. Javier does not require the services of
the special education teacher; however, at the time
he was diagnosed his doctor and parents decided to
put Javier on medication to help with his ADHD.
Javier’s parents are now divorced and he lives with
his mother during the week; he stays with his father
on weekends. Javier’s father and doctor still believe
the medication is essential to help him succeed in
school. Javier’s mother and father disagree about
everything. She has begun to withhold Javier’s
medication. Javier’s father still gives his son the
medication when he stays with him on the
weekends. As a result of the inconsistent medication
Javier has had difficulty paying attention in class,
completing assignments, controlling aggressive
behavior, and interacting with his peers. Mr.
Garrison knows the importance of consistency in
following medication protocols.
Respond to the two questions below in 150-250
words and submit to your instructor.
1.What should he do about this situation?
2.What would you do?
Your response must be given to the instructor. It
will be used to help determine your discussion
grade for this unit.
 TM

SCHOOL OF EDUCATION

FIELD OBSERVATION CONDUCTED BY THE CANDIDATE

OBSERVATION OF A SPECIAL DAY CLASS (MODERATE/SEVERE)

Teacher_______________________________________________________________ Title__________________________________

School _____________________________________________________ District: _________________________________________

Disabilities served in the classroom: ______________________________________________________________________________

Languages spoken by the students: _______________________________________________________________________________

Culture(s) represented in the classroom: ___________________________________________________________________________

1. List five behavior characteristics of the students with Moderate/Severe disabilities.

(a) _________________________________________________________________________________________________________

(b) _________________________________________________________________________________________________________

(c) _________________________________________________________________________________________________________

(d) _________________________________________________________________________________________________________

(e) _________________________________________________________________________________________________________

2. List five specific ways in which the students with Moderate/Severe disabilities learn

(a) _________________________________________________________________________________________________________

(b) _________________________________________________________________________________________________________

(c) _________________________________________________________________________________________________________

(d) _________________________________________________________________________________________________________

(e) _________________________________________________________________________________________________________

3. Describe how the classroom setting is designed to assist in the learning process for the students with Moderate/Severe disabilities.

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

© National University 2008 page 1 of 2 6782_EXC602A M/S 3/08

4. What equipment is being used by the Moderate/Severe students?

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

5. What technologies are used to empower the Moderate/Severe students?

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

6. What teaching strategies are used which address multicultural and multilingual education?

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

Reflection:

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

National University Candidate: __________________________________________________________________________________

Teacher Observed: __________________________________________________________________________Date:______________

© National University 2008 page 2 of 2 6782_EXC602A M/S 3/08

 TM

SCHOOL OF EDUCATION

INTERVIEWS CONDUCTED BY THE CANDIDATE

INTERVIEW WITH A SPECIAL EDUCATION TEACHER (7-12)

Teacher: ______________________________________________________ Title: _________________________________________

School: _____________________________________________________ District: ________________________________________

Classification of the Classroom ____ Mild/Moderate ____ Moderate/Severe

Languages spoken by the students: ______________________________________________________________________________

Culture(s) represented in the classroom: ___________________________________________________________________________

Interview Questions

1. Which assessment tools do you use to prepare your IEPs? __________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

2. What are the most successful instructional programs to use with special education students?

For language arts? ________________________________________________________________________________________

For mathematics? _________________________________________________________________________________________

For social studies? ________________________________________________________________________________________

For health? ______________________________________________________________________________________________

For P.E.or adapted P.E.? ___________________________________________________________________________________

For art? _________________________________________________________________________________________________

For music? ______________________________________________________________________________________________

3. What are your greatest challenges? _____________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

How do you meet them? ___________________________________________________________________________________

___________________________________________________________________________________________________________

© National University 2008 page 1 of 2 6782_EXC602A 7-12 3/08

4. What is your philosophy about classroom discipline? What behaviors do you discourage? What techniques do you use? ________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

5. How do you plan for all students e.g., students of different abilities, cultural backgrounds learning styles, and interests? ________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

6. How do you select unbiased teaching methods and materials to educate students of diverse abilities, cultural backgrounds, learning
style lifestyles and interests? ___________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

7. What technologies do you use to empower disabled students? _______________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

8. How do you collaborate with general education teachers?___________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

Reflection: __________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

Candidate Signature: __________________________________________________________________________________________

Teacher Interviewed: ________________________________________________________________________Date:______________

© National University 2008 page 2 of 2 6782_EXC602A 7-12 3/08

 EXC602A Field Experience: Special Education | 51

EXC602A FIELD EXPERIENCE:

SPECIAL EDUCATION
4.0 Introduction to Unit #4
Communication is the focus of your work this week. You will view four video clips that provide insight

into communication issues faced by many students in special education programs. You will also

interview a school psychologist and a speech therapist who work with students in special education

programs.

The vocabulary building portion of the class will introduce you to important terms used in special

education.

The lecture contains disorders and a second language Learning Outcomes

information on completing the
interviews with a school
psychologist and a speech
therapist. Communication
disorders and delays associated
with specific disabilities, such
as autism, will be addressed.
Four video clips will be used to
provide insights into
communication disorders.
You will also read about the
importance of determining
whether communication
problems are due to language
difference or language
delay/disorder. The reading
assignment covers
communication disorders,
autism, hearing loss, and visual
impairments. Specific
information in the text on the
difference between language
or cultural difference will be
highlighted. The candidate will learn about
communication disorders
frequently associated with
specific disabilities.
The candidate will conduct an
interview of a school
psychologist.
The candidate will conduct an
interview of a speech therapist.
The candidate will learn of
differences between
communication disorders/delays
and second language/cultural
differences.

© National University 2008

52 | EXC60A FIeld Experience: Special Education

4.1 Activities Unit #4

4.1.1 Vocabulary Building

Terms: Match the terms with the definitions

1. Speech Disorder ___ A behavioral syndrome with eccentric and

obsessive interests, impaired social interactions,
average to above-average intelligence, gross-
motor clumsiness and communicative
deviations.

___ A closed head injury with damage to the

2. Language Disorder brain occurring to an infant, child or adult.

___ A developmental disorder involving

disabilities of reception, integration, recall
and/or production of language. The disorder
may be spoken, written or both.

3. Asperger Syndrome
___ A term describing a team approach to the
diagnosis and treatment of developmental
disabilities. The team goes beyond the
interdisciplinary model, in that one or more of
the professionals on the team cross the
traditional discipline boundaries.
4. Tourette Syndrome (Gilles de la Tourette
syndrome)
___ A developmental articulation disorder,
phonological disorder, speech defect, difficulty
with pronunciation. The disorder is
characterized by consistent failure use
developmentally expected speech sounds.
5. Transdisciplinary

___ A condition that starts in middle childhood

with multifocal tics (usually facial) that progress
to vocal tics, coughing and throat clearing,
6. TBI animal noises, echolalia (repetition of what is
heard) and coprolalia (unprovoked obscene
language).

© National University 2008


4.1.2 Observation
There are no classroom observations in this unit.
4.1.3 Interviews
You will interview a practicing school
psychologist currently working with students in
special education programs and you will
interview a speech and language specialist who
is also working with students in special
education programs.
© National University 2008
EXC602A Field Experience: Special Education | 53
4.2 Lecture Unit #4
4.2.1 Interview of a Current Practicing
School Psychologist
During your interview of a current practicing
school psychologist, you may be surprised at the
scope of responsibilities that the position
encompasses. There are a wide variety of duties
that a school psychologist is called upon to
perform. From student evaluations to
developing programs for behavior problems to
crisis counseling; the list can be quite large. The
specific requirements and duties will vary, based
on the individual needs of the schools and
districts where they work. Prior to conducting
the interview you should review the following
website: http://nasponline.org/about_sp/whatis.aspx.
You will gain insight into how valuable the
school psychologist can be to a special
education teacher.
You will also conduct an interview with a
speech and language specialist who is working
in a public school. Before conducting the
interview visit the website for the American
Speech-Language-Hearing Association
(ASHA), which is a professional association for
audiologist, speech-language specialists, speech,
language, and hearing scientists.
http://www.asha.org/default.htm, and browse
some of the articles in the “quick links” topic
index.
In addition to visiting the website before
interviewing the speech therapist your instructor
may show the videos listed below.
The video clip “Peanut Butter Kid” shows a
therapy session with a student who needs tongue
exercises to improve his articulation.
54 | EXC60A FIeld Experience: Special Education
The video clip about a girl with a stuttering or
disfluency problem shows the results of therapy.
The video clip features an autistic student. The
speech therapist is vital to the education of
autistic students who struggle with the
communication demands of society in general.
4.3 Reading Unit #4
Multicultural Special Education, Culturally
Responsive Teaching, chapters 4,9,12 and 13.
Dictionary of Developmental Disabilities
Terminology, as needed for the vocabulary
activity.
© National University 2008
4.4 Assignments Unit #4
Complete the Vocabulary Building activity in
4.1.1. This is not a graded activity. Your
instructor will provide answers to the activity
Conduct an interview of a practicing school
psychologist currently working with students in
special education programs.
Complete the form Interviews Conducted by
Candidate, Interview with a current practicing
Psychologist who serves children and youth
with special needs.
Conduct an interview of a practicing speech and
language specialist currently working with
students in a special education program.
Complete the form Interviews Conducted by
Candidate, Interview with a current practicing
Speech and Language Specialist who serves
children and youth with special needs
After reading the chapters 4, 9, 12, and 13,
reflect on the conclusions and discussion
questions on the following pages: 61,137,175-
176, 191-192. You should devote some time to
develop these reflections. You may choose to
use them when completing the writing
assignment for Unit 7. This is not a graded
activity.
 TM

SCHOOL OF EDUCATION

INTERVIEWS CONDUCTED BY THE CANDIDATE

Interview with a current practicing speech and language specialist
who serves children and youth with special needs
Interviewee:___________________________________________________ Title: _________________________________________

School: _____________________________________________________ District: ________________________________________

Disabilities represented in the classroom: __________________________________________________________________________

Interview Questions
1. What responsibilities do you have?_____________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

2. How do students qualify for your services? ______________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

3. What part do you play in the referral process? ____________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

4. Which assessment tools do you use to prepare your IEPs when assessing potential special education students? ________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

5. What are the most successful instructional programs to use with special education students in your area of expertise?

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

© National University 2008 page 1 of 2 6782_EXC602A SLS 3/08

6. What discipline methods/techniques do you recommend to be used with special education students? ________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

7. What is your philosophy about classroom discipline? What behaviors do you discourage? What techniques do you use? ________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

8. What common mistakes can I avoid as a teacher of special education students? _________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

9. What technologies do you use to empower special education students? ________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

10. What do you consider to be your best practices for multicultural and multilingual education? _____________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

Reflection: __________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

Candidate Signature: __________________________________________________________________________________________

Speed Pathologist Interviewed Signature: _______________________________________________________Date:______________

© National University 2008 page 2 of 2 6782_EXC602A SLS 3/08

 TM

SCHOOL OF EDUCATION

INTERVIEWS CONDUCTED BY THE CANDIDATE

Interview with a current practicing psychologist who serves children
and youth with special needs
Interviewee:___________________________________________________ Title: _________________________________________

School: _____________________________________________________ District: ________________________________________

Disabilities represented in the classroom: __________________________________________________________________________

Interview Questions
1. What responsibilities do you have?_____________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

2. How do students qualify for your services? ______________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

3. What part do you play in the referral process? ____________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

4. Which assessment tools do you use to prepare your IEPs when assessing potential special education students? ________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

5. What are the most successful instructional programs to use with special education students in your area of expertise?

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

© National University 2008 page 1 of 2 6782_EXC602A Psy 3/08

6. What discipline methods/techniques do you recommend to be used with special education students? ________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

7. What is your philosophy about classroom discipline? What behaviors do you discourage? What techniques do you use? ________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

8. What common mistakes can I avoid as a teacher of special education students? _________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

9. What technologies do you use to empower special education students? ________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

10. What do you consider to be your best practices for multicultural and multilingual education? _____________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

Reflection: __________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

Candidate Signature: __________________________________________________________________________________________

Psychologist Interviewed Signature: ____________________________________________________________Date:______________

© National University 2008 page 2 of 2 6782_EXC602A Psy 3/08

 EXC602A Field Experience: Special Education | 59

Meeting #3, Units #5 & #6

EXC602A FIELD EXPERIENCE:
SPECIAL EDUCATION
5.0 Introduction Unit #5

This week’s unit will cover the interaction of disabled students with non-disabled students and the

problems encountered by the disabled in the job market. You will observe students with disabilities

interacting with students who do not have disabilities, in one of three settings. You will also observe

students, with disabilities, in the process of preparing to transition into the job market.

The class will discuss a case
study involving a 31-year-old
man with Down syndrome who
has a recurring problem on his
job. This is a graded activity
and you will be expected to
contribute to the discussion.
You will also complete
assignments and activities that
will provide information on
disabilities awareness training
and information on career
possibilities for students with
disabilities.
The lecture provides
information on observing
students with disabilities
interacting with students who
do not and information about
observing how students with
disabilities prepare for a job.
Disabilities awareness programs
and transition plans will be
addressed. Two video clips will
feature successful worksites for • The candidate will become
young adults with disabilities. familiar with disabilities
awareness programs.
The reading assignment will • The candidate will become
address early childhood special aware of transition plans for
education and the students with disabilities.
characteristics of a culturally • The candidate will become
responsive educator. Transition aware of career options for
planning for the multicultural students with disabilities.
learner is also presented.
Learning Outcomes
• The candidate will gain some
insight into disabled students’
relational difficulties by
observing students with
disabilities interacting in
social situations with students
who are not disabled.
• The candidate will gain some
insight into disabled students’
learning challenges and how
they can transition into the
job market.

© National University 2008

60 | EXC60A FIeld Experience: Special Education

5.1 Activities Unit #5

5.1.1 Vocabulary Building

Terms: Match the terms with the definitions.

1. Carl Perkins Act ___ The state agency that provides medical,
therapeutic, counseling, education, training,
assessment, and other services needed to
prepare people with disabilities for work.

2. Transition Services ___ A convulsion or epileptic attack. Epilepsy is

a disease with chronic attacks characterized by a
paroxysmal burst of electrical activity in the
brain that is clinically manifested by
unconsciousness or impaired consciousness.
3. Job Coach
___ A law passed in 1984 and amended in 1990
(PL 101-392) intended to make the United
States more productive and competitive in the
world economy by more fully developing the
4. Vocational Rehabilitation educational and vocational skills of all segments
of the population.

___ Programs that are mandated by the IDEA

5. Individualized Service Plan (ISP)
(Individuals with Disabilities Education Act of
1990) PL 101-476 and all subsequent updates,
including the IDEA amendments of 1997
(PL105-17), to address the needs of students to
prepare them for adult roles.

6. Seizure ___ An individual who accompanies a student to

a new job to provide direction and assist in job
training

___ A document containing a statement

concerning the total habilitation needs of the
person with development disabilities, including
education, employment, social, emotional and
placement, combined with a plan for meeting
these needs and naming a responsible service
coordinator to oversee the plan’s enactment

© National University 2008


5.1.2 Observations
You will observe students with disabilities
interacting with students who are not disabled in
a playground, lunchroom or recreation activity.
You will also observe students in a vocational
setting e.g. vocational training, career education
class or a worksite.
Interviews
There are no interviews for this unit.
5.1.4 Discussion
You will participate in a discussion about a
young adult with disabilities at a worksite
© National University 2008
EXC602A Field Experience: Special Education | 61
5.2 Lecture Unit #5
This unit provides an opportunity for you to
observe children with disabilities interacting
with children who are not disabled. You may
observe one of three non-classroom settings.
You may select a playground, a lunchroom or
some other recreation activity. This observation
must be conducted at a public school where both
disabled and non-disabled students are enrolled.
The purpose of the observation is to acquaint
you with some of the challenges disabled
students may have with their peer group.
Conversely, you may observe some friendships
and behaviors occurring that you may not have
expected. While conducting the observation ask
the staff members who are supervising the
students, during their activity, about any
disabilities awareness programs used at that site.
People with disabilities need to be self-sufficient
and secure some degree of employment. There
are programs, which provide pre-employment
skills training and employment placement and
follow-up for high school students in special
education who are making the transition from
school to work. One such program is called
Workability I. This program is described in the
following web site:
http://www.cde.ca.gov/sp/se/sr/wrkabltyI.asp
To become familiar with what takes place at
these career oriented settings, conduct an
observation of either a career education
classroom, a job training program or a worksite
that is designed for students with disabilities.
Your instructor may show the following video
clip called “Great Hires”: It provides a very
positive aspect of hiring disabled persons. Not
only does the employee benefit but also the
company receives a positive benefit in customer
relations and good will. Employees working
side-by-side with a disabled worker have also
benefited from the relationship by learning
about life and seeing how some people can rise
62 | EXC60A FIeld Experience: Special Education

to the challenge presented to them. 5.3 Readings Unit #5

The following video clip describes the
Association for Retarded Citizens (ARC)
Multicultural Special Education, Culturally
training program in Onondaga, New York The
Responsive Teaching, Chapters 14 and 15.
community residences for independent living
and the vocational training are two ways in
Dictionary of Developmental Disabilities
which disabled persons are able to achieve a
Terminology, as needed for the matching
degree of independence so important to the
activity.
individual.

IMPORTANT ADVISEMENTS:

If you have not scheduled the mandatory

advisement with the lead faculty member at
your home campus, you should schedule it
immediately. Remember that you must
complete the advisement requirements before
the instructor of this class can post your
grade. If you have completed the advisement
be sure you notify your instructor. Check the
syllabus for more detail

Remember to complete the Library

Orientation. This is a requirement. Check the
syllabus for more detail.

© National University 2008


5.4 Assignments Unit #5
Complete the Vocabulary Building activity in
5.1.1. This is not a graded activity. Your
instructor will provide answers to the activity.
Observe the manner in which students with
disabilities interact with students who do not
have disabilities in a playground, lunchroom, or
recreation activity and complete the required
form. Note that this observation must be done
at a public school.
Observe students with disabilities in a career
education class, a job training program or at a
worksite and complete the required form.
Read the scenario below then write your
response and bring it to class to share during a
discussion. Your response should be 150-250
words and will be used as part of your
discussion grade for this unit. Be prepared to
give your instructor a copy of your discussion
response.
After reading chapter 15 reflect on how to write
a successful transition plan for a multicultural
student. This is not a graded assignment. You
may use your reflections when you complete the
writing assignment for unit 7.
CASE STUDY: CHARLIE
(From P. Wehman, LIFE BEYOND THE
CLASSROOM)
Charlie is a 31-year-old man with Down
syndrome. He has cognitive delays and requires
extensive support. He lives with his family and
holds a job. Prior to his competitive placement,
Charlie spent four years in a segregated
vocational education program and one year in a
work activity center.
At Charlie’s current job, his primary work area
is a university dining room for students, faculty,
© National University 2008
EXC602A Field Experience: Special Education | 63
and staff with a seating capacity of 110 patrons.
Charlie works 30 hours a week and performs a
variety of tasks independently, including wiping
tables, stocking shelves, sweeping, mopping,
and trash disposal.
Charlie is nonverbal but communicates with co-
workers, students and friends through
vocalizations and gestures. Charlie’s jovial
personality is widely known and has been
generally accepted by all of the university
community who patronize the food services.
Throughout Charlie’s nearly 10-year
competitive work history, behavior management
has been the focus of intervention. A recurring
problem includes disturbing diners by sweeping
underneath tables as they attempt to eat. This
problem intensifies after breaks for holidays,
when Charlie forgets not to disturb diners.
To solve this problem, Charlie’s job coach
utilized a personal cassette player with
headphones that Charlie was allowed to wear
while cleaning the dining room. Country music
(Charlie’s favorite) was dubbed onto the cassette
tapes, with a delay of approximately 10-15
seconds between songs. Into these intervals
were dubbed verbal instructions from Charlie’s
favorite job coach- gentle reminders not to
interrupt people who are eating and to sweep
under empty tables. The cassette player was
selected as a permanent prompting system
because it was unobtrusive and acceptable to
Charlie’s boss. Charlie had been able in the past
to decrease unacceptable behaviors with verbal
cues. During baseline data collection, Charlie
disturbed diners with his sweeping behavior
three times per hour. After the cassette
intervention, Charlie disturbed diners only once
an hour. The experiment was labeled a success.
The results of this little experiment demonstrate
that persons with mental retardation can be
helped by the use of unobtrusive behavior
64 | EXC60A FIeld Experience: Special Education

supports. Although Charlie decreased his

“sweeping” behavior, he still has other
challenges, and his job coach will not be
unemployed soon. He bothers students who are
studying, he waves to real and imagined
persons, and he mutters to himself. However,
his boss has indicated that he could tolerate
those behaviors for now.
Respond to the two questions below in 150-250
words and submit to your instructor.
1. What would you like or dislike about being
a job developer?

2. Which of Charlie’s behaviors would you

tackle next and how would you intervene
with him, his co-workers and his boss?

Your responses must be posted during the

fifth week of class.

© National University 2008

 TM

SCHOOL OF EDUCATION

FIELD OBSERVATION CONDUCTED BY THE CANDIDATE

Observation of a Vocational Training, Career Education class,
or Student Worksite

Teacher_______________________________________________________________ Title__________________________________

School _____________________________________________________ District: _________________________________________

Disabilities served in the setting: _________________________________________________________________________________

Languages spoken by the students: _______________________________________________________________________________

Culture(s) represented in the setting: ______________________________________________________________________________

Number of disabled students observed: ____________________________________________________________________________

1. Describe the setting you chose to observe: _______________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

2. List five behavior characteristics of the disabled students or employees that you observed:

(a) _________________________________________________________________________________________________________

(b) _________________________________________________________________________________________________________

(c) _________________________________________________________________________________________________________

(d) _________________________________________________________________________________________________________

(e) _________________________________________________________________________________________________________

3. Describe any interaction between the disabled students or employees and non-disabled persons you observed in their setting:_____

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

© National University 2008 page 1 of 2 6782_EXC602A Voc 3/08

4. Describe the skills or vocational tasks that the disabled students or employees were learning: ______________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

5. Describe how, in your opinion, the disabilities noted hindered skill acquisition:__________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

6. Describe any social skills or life skills training being used in conjunction with the vocational career education: ________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

Reflection:

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

National University Candidate: __________________________________________________________________________________

Teacher Observed: __________________________________________________________________________Date:______________

© National University 2008 page 2 of 2 6782_EXC602A Voc 3/08

 TM

SCHOOL OF EDUCATION

FIELD OBSERVATION CONDUCTED BY THE CANDIDATE

Observation of a Playground, Lunchroom, or Recreation Activity
Note: This observation must be done at a public school

Teacher_______________________________________________________________ Title__________________________________

School _____________________________________________________ District: _________________________________________

Disabilities served in the setting: _________________________________________________________________________________

Languages spoken by the students: _______________________________________________________________________________

Culture(s) represented in the setting: ______________________________________________________________________________

Number of disabled students observed: ____________________________________________________________________________

1. Describe the setting you chose to observe: _______________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

2. List five behavior characteristics of the disabled students or employees that you observed:

(a) _________________________________________________________________________________________________________

(b) _________________________________________________________________________________________________________

(c) _________________________________________________________________________________________________________

(d) _________________________________________________________________________________________________________

(e) _________________________________________________________________________________________________________

3. Describe the social interactions between the disabled and non-disabled students that you observed:__________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

© National University 2008 page 1 of 2 6782_EXC602A Play 3/08

4. Describe any evidence of friendship between the disabled students and their peers that you observed:________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

5. Describe any social deficits among the disabled students that you observed: ____________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

6. Describe any instances of social isolation or segregation of the disabled students that you observed: _________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

Reflection:

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

National University Candidate: __________________________________________________________________________________

Teacher Observed: __________________________________________________________________________Date:______________

© National University 2008 page 2 of 2 6782_EXC602A Voc 3/08

 EXC602A Field Experience: Special Education | 69

EXC602A FIELD EXPERIENCE:

SPECIAL EDUCATION
6.0 Introduction Unit #6

This week the unit will cover parental involvement in the education of students with special needs. You

will interview a parent of a student who is currently in a special education program. You will also

complete a comprehensive disabilities chart to summarize what you have learned about the various

disability categories.

The lecture contains information on conducting a parent interview. Family empowerment will be

presented as a key factor in a Learning Outcomes the Library Orientation for

successful education program
for students with disabilities.
Parent rights and procedural
safeguards will be presented. In
addition directions for
completing the comprehensive
Disabilities Chart will be
provided.
Two videos describing how
parental involvement can affect
a child with special needs is
included.
The reading portion of the unit
covers family empowerment.
The advantages of establishing
a cooperative relationship
between parents and school are
discussed and the essentials of a
culturally responsive educator
relating to family empowerment
are also included.
EXC602A you should do so
• The candidate will gain some this week. Your instructor
insight into a parent’s cannot post a grade for any
involvement by conducting an students who have not
interview with the parent of a completed the requirements.
current special education Be sure to contact your
student. instructor, with verification,
• The candidate will learn how after you have completed the
the “Parent Rights” provision requirements.
of the IDEA assists parents
with their children.
• The candidate will review all
of the disability categories
recognized by the California
State Department of
Education by completing a
disabilities chart.
• The candidate will learn of
the importance of being
culturally responsive when
working with the families of
students with disabilities.
If you have not completed the
advisement requirements and

© National University 2008

70 | EXC60A FIeld Experience: Special Education

6.1 Activities Unit #6

6.1.1 Vocabulary Building

Terms: Match the terms with the definitions.

1. Individualized Education Program (IEP) ___ Organized efforts to locate children with
developmental disabilities or children who are at
risk for developmental disabilities.

2. Discrete Trial ___ A behavioral intervention method in which

a therapist presents an antecedent or cue, the
subject responds, and the therapist presents a
consequence.

3. Child Find
___ A written statement for the education of a
child with disabilities that is developed and
implemented according to criteria originally
presented in the Education for All Handicapped
4. Reinforcer Children Act of 1975 (PL94-142) and now
delineated in the Individuals with Disabilities
Education Act of 1990 (PL 101-476) and The
Individuals with Disabilities Education Act
(IDEA) Amendments of 1997 (PL 105-17)
5. Individualized Family Service Plan (IFSP)

___ For children birth to three years, a statement

of child and family needs, outcomes to be
achieved, and a plan of services necessary to
meet these needs, including frequency, intensity,
location, method of delivery, and payment
arrangements.

___ Anything that occurs after a behavior and

causes an increase in the frequency of that
behavior. Examples are: physiologically or
biologically pleasurable stimuli such as food

© National University 2008


Observations
You will interview the parent or parents of a
student who is currently in a special education
program.
Interviews
There are no interviews for this unit.
Discussion
There are no discussion assignments for this
unit.
Disabilities Chart
You will complete a chart that summarizes
information about all categories of disabilities
that are considered for services in a special
education program in California.
© National University 2008
EXC602A Field Experience: Special Education | 71
6.2 Lecture Unit #6
This unit will concentrate on the role that the
parent plays in the education of a child with
special needs. You will interview the parent of a
student who is currently in special education.
The following two web sites provide valuable
insights and should be reviewed prior to
conducting the interview. They cover the
procedural parental rights provided by IDEA as
well as links to other services available to
parents: http://www.cde.ca.gov/sp/se/fp/,
http://www.cde.ca.gov/sp/se/qa/documents/psen
glsh.pdf
Your instructor that illustrates how important a
parent’s attitude can be in the education of their
child may show two video clips. The parent in
the “Welcome to Holland” clip is able to see
some positive aspects of her child’s disability.
She draws the analogy of having the trip of a
lifetime diverted to an unexpected place where
she learns new things and meets new people and
has new experiences.
The video clip “Dyslexic Ryann” illustrates the
tenacity and perseverance of parents who
worked with their daughter. Her parents’ support
and efforts allowed Ryann to cope with her
dyslexia and achieve an excellent education.
In this unit you are required to complete an
Observation Chart for Specific Disabilities. This
chart lists all of the disability categories that are
eligible for special education services in
California. You probably have observed
students that qualify for each of the categories;
however, if you have not observed a student in a
specific category you will find the information
you need in one of your required texts for this
class, Dictionary of Developmental Disabilities
Terminology. You can also find additional
information via a simple online search. All
categories must be completed.
72 | EXC60A FIeld Experience: Special Education
When completing the “Specific Comments and
Accommodation” section of the chart, list
information that is specifically related to the
disability. General comments such as “one on
one instruction” or “individual aide” are not
specific enough and cannot be used to complete
the assignment.
The reading assignment will cover family
empowerment. In light of the degree of
diversity, which is now in our large urban areas,
family empowerment is an extremely important
and complex issue. It is essential for a child’s
academic and personal development and is a
useful tool for a culturally responsive educator.
© National University 2008
6.3 Readings Unit #6
Multicultural Special Education, Culturally
Responsive Teaching, chapters 16 and 17.
Dictionary of Developmental Disabilities
Terminology, as needed for the vocabulary
activity.
6.4 Assignments Unit #6
Complete the Vocabulary Building activity in
6.1.1. This is not a graded activity. Your
instructor will provide answers to the activity.
Review the websites listed in the lecture to
familiarize yourself with the parent’s legal
rights.
Conduct an interview with the parent of a
student who is currently in special education.
Complete the form Interviews Conducted by
Candidate, Interview with Parent of Special
Needs Student.
Complete the chart Observation Chart for
Specific Disabilities. Review the directions for
completing the chart in the lecture for this unit.
Remember that the entire chart must be
completed before submitting it to your
instructor. The chart can be accessed via the
following link:
After reading chapter 16 in your text reflect on
the importance of family empowerment for the
teacher of students with disabilities. This is not
a graded assignment. Also, reflect on the traits
of a Culturally Responsive Educator. You may
want to use your reflections when completing
the writing assignment for Unit 7.
 TM

SCHOOL OF EDUCATION

INTERVIEWS CONDUCTED BY CANDIDATE

Interview with Parent of Special Needs Student

Parent:__________________________________________________Student’s Name: ______________________________________

School _____________________________________________________ District: _________________________________________

Interview Questions

1. How was your child referred for special education services? _________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

2. How would you describe your first IEP meeting?__________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

3. What kind of special education services is your child currently receiving? ______________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

4. How has special education changed over the time that you have been associated with the schools? __________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

5. What do you especially like about your child’s teachers? ___________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

© National University 2008 page 1 of 2 6782_EXC602A Parent 3/08

6. What educational needs does your child have that are not being met by the schools, if any? _______________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

7. Is your child enrolled in regular education for part of the day? If so, describe the services received: _________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

8. If not, what are your feelings about the inclusion movement? Are you happy with full-time special education placement? ________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

9. What would you predict the future of special education to be? _______________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

10. Where do you think your child will be in ten years and what kinds of activities, living arrangements, vocational pursuits, etc. do
you wish for?

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

Reflection:

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

National University Candidate: __________________________________________________________________________________

Parent: ___________________________________________________________________________________Date:______________

© National University 2008 page 2 of 2 6782_EXC602A Parent 3/08

Observation Chart for Specific Disabilities
EXC602A Field Experience: Special Education | 75

Review the eligibility for specific disabilities in California Special Education Programs: A Composite of Laws.
Plan your classroom observations to include all disabilities. Complete the chart below with the information that you
learned during your observations. (Continued on next page.)

Disability Age Placement Specific comments and accommodations

Autism
_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
Traumatic Brain Injury
_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
Mental Retardation
_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
Emotional Disturbance
_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
Specific Learning Disabilities
_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
Hearing Impaired
_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

© National University 2008

 Observation Chart for Specific Disabilities
76 | EXC60A FIeld Experience: Special Education

Review the eligibility for specific disabilities in California Special Education Programs: A Composite of Laws.
Plan your classroom observations to include all disabilities. Complete the chart below with the information that you
learned during your observations. (Continued from previous page.)

Disability Age Placement Specific comments and accommodations

Hearing & Visually Impaired
_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
Language & Speech Disorders
_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
Visually Impaired
_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
Orthopedic Impaired
_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
Other Health Impairment
_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

© National University 2008

 EXC602A Field Experience: Special Education | 77

Meeting #4, Units #7 & #8

EXC602A FIELD EXPERIENCE:
SPECIAL EDUCATION
7.0 Introduction Unit #7

This week you will reflect on all of the assignments, readings, activities, and lectures from units 1

through 7. With this reflection in mind you will then write a plan, using APA style, that explains how

you will become a culturally responsive educator.

The reading assignment for this
week covers the future
perspectives of multicultural
special education. Included in
the assignment is a chapter on
using technology in the
classroom. There will be a class
discussion on the role of
technology in the future of
special education.
To ensure that you will have all
of your assignments and course
requirements completed by the
end of next week you should
look ahead at the assignments
for unit 8. You may want to start
some of those assignments this
week.
If you have not completed the Learning Outcomes
mandatory advisement for
602A you must schedule it • The candidate will become
immediately. familiar with the APA writing
style
• The candidate will develop
and write a plan, in the APA
writing style, describing how
he or she will become a
Culturally Responsive
Educator.
• The candidate will become
aware of the importance of
technology in a special
education multicultural
classroom.

© National University 2008

78 | EXC60A FIeld Experience: Special Education

7.1 Activities Unit #7

7.1.1 Vocabulary Building

Terms: Match the terms with the definitions.

1. Attention-Deficit/Hyperactivity Disorder ___ A typical perceptual experience in which

(ADHD) the whole is understood as something more than
the sum of the parts.

2. Central Auditory Processing Disorder

(CAPD) ___The use of adaptive, work, and play
activities to increase independent function,
enhance development and prevent disability; the
task or the environment may be adapted to
3. Gestalt achieve maximum independence and to enhance
the quality of life

___ A discipline that deals with the examination

4. Occupational Therapy (OT) of gross-motor skills and disorders of movement
and posture, and their treatment through a
variety of interventions.

___ A neurobehavioral syndrome characterized

5. Physical Therapy by short attention span, distractibility,
impulsivity, and/or hyperactivity

___A language processing disorder in which the

individual has a reduced or impaired ability to
discriminate, recognize, or comprehend auditory
information despite normal hearing.

© National University 2008

 EXC602A Field Experience: Special Education | 79

7.1.2 Observations 7.2 Lecture Unit #7

There are no observations in this unit
7.1.3 Interviews
There are no interviews in this unit
7.1.4 Discussion
You will participate in a discussion of the role
technology will play in future special education
classrooms.
You have now observed special education
students in classrooms k-12 and in non-
classroom settings. You have interviewed
special education teachers, a speech therapist, a
psychologist and a parent of a child with special
needs. These experiences as well as your
reading on the subject of multicultural special
education should provide you with a sound basis
to reflect on the importance of understanding
multiculturalism in special education. Each
chapter in your reading assignment listed
several attributes of a Culturally Responsive
Educator. Review these attributes. Some are
general e.g. respect the civil rights of all
persons, respect the laws of the land, etc;
however many of them represent very specific
traits of a Culturally Responsive Educator and
represent an excellent standard for which to
strive. You should apply all of the experiences
you have had thus far in this course when you
develop your plan for becoming a Culturally
Responsive Educator. When developing the
plan consider how important a knowledge of
multiculturalism might be and how it might
affect your expectations, how diversity might
affect readiness and skill levels of students, and
how culture might affect motivation. These are
some of the factors to ponder; obviously you are
encouraged to consider others which you may
believe to be as important and to include them.

The APA style of composition is to be used.

This is the writing style recommended by the
American Psychological Association for
research papers and is presented in the
Publication Manual of the Psychological
Association. The manual can be purchased;
however there are some websites that provide a
summary of the writing rules, they are:
http://owl.english.purdue.edu/owl/resource/560/01 and
http://www.wooster.edu/psychology/apa-crib.html.
The reading assignment is directed at the future

© National University 2008

80 | EXC60A FIeld Experience: Special Education
perspectives of multicultural special education.
One of the three chapters assigned covers the
use of technology in the classroom. Utilization
of instructional technology and assistive
technology are discussed, including “no tech”,
“low tech” and “high tech” devices. After
reading chapter 20 consider the following
questions: what assistive technology devices are
you aware of that might increase your ability to
provide improved functional capabilities of
children with disabilities? What are your
opinions regarding the use of technology in the
classroom? These and other ideas will be
discussed by the class. Refer to the home page
for instruction on class discussions. In addition
to reading the text your instructor may show a
video clip on multicultural education. The video
will provide additional insight into the value of
multicultural education.
© National University 2008
7.3 Readings Unit #7
Multicultural Special Education, Culturally
Responsive Teaching, Chapters 18-21
Dictionary of Developmental Disabilities
Terminology, as needed for the vocabulary
activity.
7.4 Assignments Unit #7
Complete the Vocabulary Building activity in
7.1.1. This is not a graded activity. Your
instructor will provide the answers to the
activity.
Develop and write a three-to-five page, single-
spaced reflective composition that describes
how you will become a culturally responsive
educator.
Review your reading of chapter 20 and the
lecture in this unit. Write a 150-250 word
response that discusses the role that instructional
technology and assistive technology will play in
the future of special education. Consider the
questions below as possible starting points and
supplement them with your own ideas. Include
your response in your packet when you submit it
to your instructor.
What assertive technology might you use to
increase your ability to improve capabilities
of children with disabilities?
What are your opinions regarding the use of
technology in the classroom; is there a point
of diminishing return?
Your response must be included in your final
packet that is submitted to your instructor.
 EXC602A Field Experience: Special Education | 81

EXC602A FIELD EXPERIENCE:

SPECIAL EDUCATION
8.0 Introduction Unit #8

This is the last week of class and you will summarize what you have learned by completing the Course

Work Summary and writing a first draft of your own personal Philosophy of Education. You will visit

the websites for a least two well-known professional organization and learn what services they provide

and how they benefit the profession. The mandatory advisement requirements and Library Orientation

must be completed before your instructor can post your grade for EXC602A. Inform your instructor

immediately after completing these requirement.

The lecture provides specific Learning Outcomes

information and directions
needed to complete the course
work summary and the draft of
your personal philosophy of
education. Websites for well-
known professional
organizations are suggested.
The lecture is ended with two
inspirational video clips about
people with disabilities.
• The candidate will summarize
the knowledge that has been
gained regarding program
options, reflective practice,
cultural responsiveness,
disabilities, IDEA,
professional ethics, teaching
strategies and professional
organizations as required by
the Course Work Summary.
• The candidate will develop a
first draft of a personal
Philosophy of Education.
• The candidate will become
familiar with some
professional organizations.
• The candidate will have
completed the mandatory
advisement requirements.

© National University 2008

82 | EXC60A FIeld Experience: Special Education

8.1 Activities Unit #8

8.1.1 Vocabulary Building

Terms: Match the terms with the definition.

1 Social Skills Training ___ A record of the frequency, duration, or

intensity with which a behavior occurs over a
period of time before an attempt to change the
behavior is initiated.

2. Self-Concept
___ A North Carolina network of autism-related
services that has published much research on
autism

3. Cultural Competence
___ An electronic device that is placed in the
skull and that, in combination with a hearing aid
worn on the body, enhances the detection of
sound by a person who cannot use conventional
hearing aids

4. TEACCH
___ Specific training in the skills necessary for
successful peer interaction.

5. Cochlear Implant
___ An evaluation that an individual makes and
strives to maintain with regard to him or her
self. It includes the thoughts, attitudes,
characteristics, feelings, and behaviors that a
person considers vital to who he or she is.
6. Baseline

___ The ability to think, feel, and act in ways

that acknowledge, respect, and build upon
ethnic, sociocultural, and linguistic diversity.

© National University 2008


8.1.2 Observations
There are no observations in this unit
8.1.3 Interviews
There are no interviews in this unit.
8.1.4 Discussion
There are no discussions in this unit.
8.1.5 Written
You will write a Course Work Summary and a
first draft of your own Philosophy of Education
© National University 2008
EXC602A Field Experience: Special Education | 83
8.2 Lecture Unit #8
In this final week you will be required to submit
two final course documents. The first is a
Course Work Summary. This document is a 20-
point assignment and can have a significant
effect on your grade in EXC602A. Make sure
that you fully respond in accordance with the
directions for each item. The directions will tell
you if your response should be a list, a
description, or a discussion of each item. You
may find it helpful to have a copy of the
summary available for reference as you read
through the lecture. A copy is in your packet.
To complete the summary you will need to refer
to your interviews and observations, the
Observation Chart for Specific Disabilities, both
of the textbooks required for the class,
reflections from each unit, items from the
Course Documents, and all assignments
required for units 1 through 7. Be prepared to
access the Internet or library for information.
Your instructor can also be consulted.
Your interviews, observations, and the
Observation Chart for Specific Disabilities will
be the primary sources of information for items
1, 2, 5, and 8-14. In addition you should be
prepared to use other sources for information.
The class lectures and Course Documents will
be a primary source of information for items 3,
4, 15, and 16. Additional sources may also need
to be used.
Your course text Dictionary of Developmental
Disabilities Terminology, will be a primary
source for responding to items 6 and 7.
Your course text Multicultural Special
Education Culturally Responsive Teaching, will
be a primary source of information for
responding to items 9,10, and 12-14.
84 | EXC60A FIeld Experience: Special Education
The three legal placements referred to in item 5
pertain to special education in the state of
California. These placements are Special Day
Class, Resource Specialist Program, and
Designated Instruction Services.
Special Day Class (SDC): A special day class
placement is appropriate for students in special
education who, as determined by the IEP team,
need special education services for 50% or more
of their time in school. A special day class can
be designed for students with mild/moderate
disabilities or moderate/severe disabilities. The
special day class can be in a public school or a
non-public school that is approved to educate
students with disabilities.
Resource Specialist Program (RSP): A
resource specialist placement is appropriate for
students in special education who, as
determined by the IEP, require special education
services for 49% or less of their time in school.
This program can be delivered in a variety of
ways that ensures direction from an RSP and
provides the required service to the student.
Designated Instruction Services (DIS):
Designated instruction services are those
services that are needed so the student is able to
benefit from a placement in an SDC or an RSP
program. With the exception of Speech and
Language services, all DIS are in conjunction
with an SDC or RSP placement. Some common
designated instruction services are occupational
therapy, adapted physical education, physical
therapy, speech, hearing and language services,
mobility instruction.
The second document that is required is your
philosophy of education. This document
summarizes your values and beliefs. As you
progress through the program and become more
knowledgeable, your philosophy may change.
You will write a draft of your philosophy for
EXC602A, the first class in the Level I
© National University 2008
Education Specialist program. As you proceed
through your Level I program make the changes
needed to match your evolving philosophy. A
final copy of your philosophy will be required
for EXC603A, the last class in the level I
program.
When writing your philosophical statement
follow these guidelines:
• Your philosophy should be no longer than two
pages. Interview teams and potential
employers want a concise, well written
document that can be read quickly.
• Do not use references. Your philosophy is
personal and from you. Using a line from a
poem or very brief piece of prose is
acceptable if it is no longer than three lines.
• Write the philosophical paper in first person.
• A philosophical statement generally answers
the following questions:
• Why do I want to become a teacher?
• What are my beliefs about teaching?
• What have I learned about myself?
• What are my values?
• What do I believe about curriculum,
learning, classroom management, and
assessment?
There are many, many professional
organizations that support students, teachers and
parents of students with disabilities. If you go to
your favorite search engine enter the name of a
disability, you will find a large assortment of
websites to sort through and evaluate. You can
also find information at libraries and through
your school, school district, or county, state and
federal offices of education.
Two organizations that provide professional
support and information about all areas of
disability are the Council for Exceptional
Children (CEC) and the California Association
for Resource Specialist and Special Education
Teachers Plus (CARS+).

CEC is an international organization and offers
a wide variety of services and information. Visit
the CEC website at www.cec.sped.org.
CARS+ is a California based organization that
offers services and information centering on the
needs of students, professionals, and parents in
California. Visit the CARS+ website at
www.carsplus.org.
An example of an organization that is devoted to
one disability is the Autism Society of America.
This society provides information about autism
and helps parents and educators find resources
that are needed to educate and improve the lives
of children and adults who are autistic. Visit
their website at www.autism-society.org.
This is the close of the last lecture for
EXC602A. Your instructor may show two final
videos that show the triumphs of individuals
with disabilities. The first video clip “Basketball
Hero” features a high functioning autistic
student and was given extensive exposure on
network television. The second video features a
number of very famous individuals who have
made significant contributions to society
throughout history. I think that you will find
both video clips very inspirational and a nice
closing to your first class in the Level I
program.
© National University 2008
EXC602A Field Experience: Special Education | 85
8.3 Readings Unit #8
Dictionary of Developmental Disabilities
Terminology, as needed for the vocabulary
activity.
8.4 Assignments Unit #8
Complete the Vocabulary Building activity in
8.1.1. This is not a graded activity. Your
instructor will provide the answers to the
activity.
Complete the Coursework Summary in
accordance with the exact directions provided in
the section 8.2. A link to the coursework
summary is provided in section 8.2.
Complete the first draft of your personal
Philosophy of Education as per the exact
directions provided in section 8.2.
Review the websites for the professional
organizations provided in the section 8.2. This is
not a graded assignment.
86 | EXC60A FIeld Experience: Special Education

Coursework Summary for EXC602A

After finishing all of the assignments for Units 1 through 7, you are ready to complete the coursework
summary. The summary must be answered in a question/answer format. Before starting the summary
have the following items available: completed observation and interview forms, both text books, access
to the class discussions and powerpoints, and the unit 7 composition on cultural responsive teaching. In
some cases you may need to check additional references or contact your instructor for information.

Follow the directions for completing each item very carefully. Items that ask for a list may be answered
in phrases or single sentences. Items that ask for a description must be answered in three complete
sentences or more. Items that as for a discussion must be answered in no less than one full paragraph.

1. Describe three behavioral commonalties that you observed or learned about students with
disabilities.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

2. Describe three behavioral differences that you observed or learned about students with disabilities.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

© National University 2008

 EXC602A Field Experience: Special Education | 87

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

3. List five legal, ethical, and professional responsibilities for teachers of special education students.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

4. List five professional organizations, publications, or journals that are relevant to special education.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________
© National University 2008
88 | EXC60A FIeld Experience: Special Education

5. Describe the three legal placements for special education services.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

6. Describe the traditional service delivery model for special education.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

© National University 2008

 EXC602A Field Experience: Special Education | 89

7. Describe an alternative service delivery model for special education.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

8. Describe three strategies that the special education teacher can use to develop social skills for
special education students.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

© National University 2008

90 | EXC60A FIeld Experience: Special Education

9. Describe three strategies that the special education teacher can use to meet the needs of students of
various cultural heritages.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

10. Describe three strategies that special education teachers can utilize that can meet the needs of
students whose primary language is other than English.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

© National University 2008

 EXC602A Field Experience: Special Education | 91

11. Describe three strategies that special education teachers can use to consult and collaborate with co-
workers.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

12. Discuss three research-based and effective teaching strategies that special education teachers can use
to provide instruction to their students.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

© National University 2008

92 | EXC60A FIeld Experience: Special Education

13. Discuss the pros and cons of five current issues or trends in special education.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

14. Discuss the strategies that you would use to conference with a student’s parent.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

15. Describe each of the six major provisions of IDEA.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________
© National University 2008
 EXC602A Field Experience: Special Education | 93

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

16. Discuss your progress in becoming a Reflective Practitioner. If you have just started the progress
you can discuss your plan for becoming a Reflective Practitioner.

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

© National University 2008

94 | EXC60A FIeld Experience: Special Education

Verification of Course Completion

Student: ___________________________________________________________________

I.D. #: ______________________________

I. Assignments:

Assignment Chart for EXC602A

Assignment Possible Points Points Earned
Interview with a Resource Specialist 3
Interview with a Special Education Teacher (k-6) 3
Observation of a Special Day Class (Mild/Moderate) 3
Observation of a Special Day Class (Moderate/Severe) 3
Interview with a Special Education Teacher (7-12) 3
Discussion: Unit #1 5
Interview with a School Psychologist 3
Interview with a Speech and Language Specialist 3
Observation of a Playground 3
Observation of Vocational Training 3
Discussion: Unit #5 5
Interview with a Parent of a Special Needs Student 3
Observation Chart for Specific Disabilities 10
Culturally Responsive Essay 15
Discussion: Unit #7 5
Coursework Summary 25
Personal Philosophy of Education (Initial Draft) 5

TOTAL POINTS 100

© National University 2008

 EXC602A Field Experience: Special Education | 95

II. Required Mandates

Academic Advisements: ______________________________

Credential Packet: ______________________________

Library Orientation: ______________________________

III. Grade

_______ Satisfactory _______ Unsatisfactory

Comments:____________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Instructor’s Signature: ___________________________________________________________

Date: ________________

© National University 2008

 TM

6782 SOE EXC602A 3/08