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Course Criteria
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1.00 - 3.00 Credits
This class requires that students have an intern credential that requires them to be the teacher of record in a classroom. Credit is based on 25 hours per unit of fieldwork, reflective journal keeping and seminar participation. During this seminar, you will create a classroom management strategy. The experiences you bring to class are the content we study, as opposed to our presenting new information or theories. This quarter will focus on weekly topics without the use of a text. A number of online resources related to individual topics are provided for you. You will be making reflective observations of your teaching or work with children during the first week of each new topic. Each week, you will create a journal entry discussing what you observed associated with the topic provided within your classroom and/or school setting. Many new (and old) ideas will come up for discussion and we'll learn much from each other.
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2.00 - 3.00 Credits
This seminar provides guidance, support and assistance to beginning special educators working on their Professional Level II Induction Plan (IIP). Candidates reflect on their current practice in the classroom and assess their strengths and needs based on the state and national standards for the profession. Individual professional development goals are established collaboratively with the school district's support provider and the college advisor. The strategies to achieve these goals become an action plan that outlines the requirements and opportunities for course work, support and professional development. These opportunities offer candidates the chance to pursue specific topics which reflect their own interests and values. Note: The IIP requires an additional 3-unit elective course or 45 hours of non-college activities as options for professional development which must have prior approval as part of the IIP.
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3.00 Credits
In this course, Level II candidates discuss current challenges and controversies in the field of special education, reflect on various positions, options and emotions of each, and research additional perspectives. The reflection and critical thinking involved in discussing these issues will deepen understanding of the realities inherent in teaching students who are often marginalized by the majority culture, and introduce new perspectives which will, in turn, guide actions and decisions in actual practice in the field. Topics include social justice, advocacy, inclusion, least restrictive environment, over-representation of students of color, standardized assessment, and transitional services.
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3.00 Credits
This course provides a historical and sociopolitical perspective of the legal mandates for equity in special education, as well as an examination of the current legal policy and leadership issues which impact best practices in both the school and the social services systems. Topics include the review of integral laws and litigation, court cases, policy documents, legal procedures, empowerment of parents and guardians in understanding their rights, and professional ethics related to the provision of services to students with disabilities and their families.
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3.00 - 4.00 Credits
This course will focus on three dynamic aspects of successful teaching practice: assessment, instruction, and behavior management, in relation to creating classroom communities which reflect the complex interaction between the student, the teacher, and the environment. Advanced collaboration and consultation skills will be woven throughout all three topics. Personal reflections and case studies will be used in designing instructional strategies which are both cognitive and affective, and which encourage active engagement in the learning process. Evaluating instructional practices will also be covered.
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3.00 Credits
This course addresses a variety of subtopics, including current legislation, funding, assessment, resources and curriculum related to assistive technology (AT) and transition to adulthood. Candidates will learn about advancements in technologies and services that can support a person with a disability to reach individual academic, employment and daily living goals. Candidates will develop skills in administering assistive technology and vocational assessments, and will develop appropriate goals and lessons for student success in schoolrelated or post-secondary tasks. Emphasis will be on working with students who have learning, cognitive, communication and sensory disabilities that cause difficulties in academics, memory, organization, communication, self-help, movement, hearing and vision.
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2.00 - 3.00 Credits
This seminar facilitates the implementation and documentation efforts of the candidate in attaining the goals they established for themselves in their Individualized Induction Plan (IIP) and compiling evidence that demonstrates mastery of each of the Level II competencies as standards. The outcome becomes the Level II Professional Portfolio, which is reviewed during an exit interview at the end of the Level II program. The portfolio includes, but is not limited to, a personal mission statement, reflections on practice, and artifacts from the candidate's learning experiences.
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