Teacher Standards and Practices Commission

465 Commercial Street NE

Salem OR  97301

 

February 9-11, 2011

 

ITEM:

 

 

LEWIS AND CLARK COLLEGE SPECIAL EDUCATION PROGRAM PROPOSAL

 

ACTION:

 

ACTION ITEM

RECOMMENDATION:

 

The Program Approval Committee recommends adoption of the following resolution:

 

RESOLVED, that the Commission approve the proposed modifications to the Lewis and Clark College Special Education program for licensure endorsement at the Early Childhood, Elementary, Middle Level and High School grade authorization levels effective immediately.

 

INFORMATION:

 

 

In 2009, the Commission made significant revisions to the standards for “general” special education endorsements that align with the national-adopted special education standards.  The Commission did not make changes to the vision-impaired; hearing-impaired; or Communications Disorders (SLP) special education endorsements.  At that time, the Commission required all teacher preparation programs offering special education to submit their proposals to show the Commission that their programs align with the newly-adopted program standards.

 

The Lewis and Clark College special education endorsement program is an 18 semester hour program.  Upon completion of the 18 semester hours, candidates are recommended by the Lewis & Clark College GSEC for the special education endorsement.  The authorization level recommendation is based on the student’s practica experiences and may be either or both early childhood/elementary or middle level/high school levels.

 

Endorsement candidates may use their current special education teaching assignment site as a practicum setting.  The practicum requires a minimum 125 hours of documented special education work across all areas of the special education spectrum.  Work must be with eligible special education students whose disabilities are mild, moderate or severe depending on the student, the setting and the district where the practicum is completed.  Each practicum has a minimum of two observations by a Special Education supervisor with extensive experience in public schools.  A pre-conference provides the context for the specially designed instruction to be observed in terms of the observed students’ IEPs and Oregon state standards.  A post-conference provides an opportunity to review the success of the specially designed instruction based on student outcomes and a review of special education procedures and required paperwork.