Teacher Standards and Practices Commission
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February 9-11, 2011 |
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ITEM: |
LEWIS AND CLARK COLLEGE SPECIAL EDUCATION PROGRAM PROPOSAL |
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ACTION: |
ACTION ITEM |
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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. |
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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. |
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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.