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Educational Psychology
250 Education Sciences Bldg
56 East River Road
Minneapolis, MN 55455
Voice: 612-624-6083

Special Education
250 Education Sciences Bldg
56 East River Road
Minneapolis, MN
55455-0364 USA

Tel: 612-626-0367
Fax: 612-624-8241
sped-adm@umn.edu

Special education: Learning disabilities program
 

Student teaching/practicum

It is a good idea to visit some of the various public school program sites over the course of your studies at the University of Minnesota. This is important when you are requesting a practicum placement, when you are requesting student teaching placement, or when you begin your job search.

Special Education Student Teaching Eligibility: Successful demonstration of competencies as specified in state and national standards is essential for effective teaching. As such, the Special Education teacher licensure programs are designed on a competency-based model. To assist in determination that students/teacher candidates have sufficient knowledge and skills for student teaching, students/ teacher candidates must meet minimum performance standards in licensure coursework. A student/teacher candidate must  (a) attain a B (3.0) average across all licensure coursework completed prior to the semester of student teaching and (b) attain a minimum grade of B- in each of these individual courses.

Student teaching (EPSY 5752)

Practicum for students not currently classroom licensed (EPSY 5701)

Practicum models

Resource room program model
In the resource room model, special education students are enrolled in a regular education classroom. However, they also spend a portion of their day in a special classroom managed by a licensed special education teacher. This setting provides an opportunity for direct instruction focusing on special skills that can not be taught in the regular classroom. Although basic instruction is guided by the regular education teacher, the special skills taught by the teacher of special education students complement and assist the students’ ability to participate effectively in the regular class. The special education teacher also provides supportive assistance to the regular classroom teacher addressing attitude, understanding individual student needs, determining curriculum modifications and choosing accommodations to enable greater student participation in class activities.

Self-contained program model
In the class for special education learners, students are enrolled in a small, self-contained classroom for more than half of the school day, instructed by a teacher of special education students. These students require an intensive academic program and/or unique skills training. Their needs are such that major curriculum modification and mode of instruction are unique, precluding regular classroom placement. Whenever feasible, students should be provided the opportunity to participate in a regular program, either in school or in the community.

Note: It is a good idea to visit some of the various program sites over the course of your studies at the University of Minnesota. Schools tend to be very different, and you may prefer one model over another. This is important to know when you begin your job search, or when you are requesting a practicum placement.

 

See also

Clinical Experience Handbook (student teaching)



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Revised November 27, 2013