Communications Disorders students must complete undergraduate and graduate clinical practica including a minimum of 30 contact clock hours each semester.

Special Education students and Communication Disorders students complete student teaching in school settings or internships in clinical settings assigned by the department.

Both the clinical and student teaching experiences are supervised by faculty members of the department. Capstone experiences are available to Special Education students and Communication Disorders students at both the undergraduate and graduate level.

Communications Disorders students must complete undergraduate and graduate clinical practica including a minimum of 30 contact clock hours each semester.

Special Education students and Communication Disorders students complete student teaching in school settings or internships in clinical settings assigned by the department.

Both the clinical and student teaching experiences are supervised by faculty members of the department.

1. Supervisors (N=12) Average to above average ratings were given for all items (3.0-4.0) with notable concerns in the areas of (a) reporting assessment reports, (b) use of assessment information in making instructional decisions, (c) direct the activities of a paraprofessional, and (d) develop procedures which watch learner needs and demands in the instructional environment. Strengths included (a) ability to create a safe, positive environment, (b) Ability to conduct instruction and other professional activities consistent with relevant regulations, and (c) use of collaborative strategies.
2. Students (N=4) Average to above average ratings were given for all items (3.5-4.5) with notable concerns in (a) integrating affective, social, and career/vocational skills with academic curricula, (b) teaching students to use cognitive strategies - problem solving, and (c) employing behavior recording procedures for collecting and monitoring the effectiveness of an interaction. Strengths included (a) preparing lesson plans, (b) developing activities which result in active participation, and (c) engaging in professional activities.

Recommendations

1. Reporting/using assessment data -- SPED 446 and SPED 476 should address this area.
2. Direct activities of a paraprofessional -- SPED 476 should address this need.
3. Collection data through the use of behavior recording techniques -- SPED 367 should address this need (SPED 476 - CBM also may help.)
4. Using cognitive strategies --SPED 455, SPED 434, SPED 475, and SPED 466 should address this need.
5. Integrating affective, social, and career/vocational skills -- SPED 475, SPED 455, and SPED 466 should address this need.

The recommendations are being implemented.

The department is acting upon this feedback in the following ways:

SPED 476, Program Development for Inclusive Education, has been revised to address inclusive programming (working with general education teachers, transitioning), curriculum-based assessment/ measurement (as a means of non- discriminatory assessment), and supervising activities of paraprofessionals. SPED 446 will emphasize skill development in reporting assessment results.

SPED 312, Families, Professionals, and Collaborative Consultation, will be emphasizing skills for effective collaboration with parents. Use of technology and skill development in instructional techniques are currently discusses for inclusion in our methods classes--SPED 455, Elementary Methods for Mild Disabilities (special education curriculum, curriculum modification), SPED 466, Secondary Methods for Mild Disabilities (learning strategies), SPED 475, Methods for Moderate Disabilities (functional curriculum, task analysis). The Special Education/Communication Disorders Department is also examining the need for placing additional emphasis on "intervention strategies" while placing less emphasis on characteristics.

Communication Disorders:
During the 1993-94 school year, 16 students completed a practicum experience in the public schools. Faculty supervisors reported that supervising speech-language pathologists indicated the students were ready to begin the internship experience when they arrive and did not require extensive orientation. Further, the supervisors stated that the students were knowledgeable and well-prepared for the experience. Although most students had not had prior classroom experience, it was reported that they adapted to this service delivery model well because of the overall, thorough preparation.

The program will continue to monitor this and attempts will be made to provide students with group therapy experience when feasible prior to the student teaching experience. All students receive information about varied service delivery models in the required undergraduate course dealing with employment settings including public schools.

Special Education:
Data has been collated from questionnaires completed by supervisors and undergraduate and graduate students at the completion of student teaching practica experiences. During the most recent reporting periods (Fall 1993 and Spring 1994) the following results were obtained:

Student teaching supervisors gave average ratings on all items with notable concerns listed in the areas of (a) reporting assessment results, (b) directing activities of support personnel, (c) assisting families to become active participants, (d) working with parents, and (e) creating/maintaining school records.

Students gave average to above average ratings with some concern over cultural/linguistic concerns in assessment/instructional practices, the use of technology, the integration process, and directing the activities of support personnel.

The department is acting upon this feedback in the following ways: 1. proposed revision in graduate assessment class to include curriculum based assessment and ecological assessment. 2. curriculum review involving verification of coverage of knowledge base objectives and CEC competencies in instructional activities of each course; need to emphasize skills in areas identified as concerns by student teachers and their supervisors. 3. active participation in College of Education Task Force on Technology initiated in Fall of 1994. The department has acquired several donated computers and is seeking adequate space in order to establish additional student computer labs.

To improve the quality of university supervision of special education student teaching, special education faculty provided an in-service at the beginning of the Fall 1994 semester to regular education faculty who occasionally supervise special education students. Initial feedback from faculty was positive and additional feedback will be obtained at the end of the semester.