What This Document Is
This is a comprehensive syllabus for SPED 4100, SPED 4750, and SPED 4760 – an intern teaching course within the Special Education program at Western Michigan University. It outlines the expectations, framework, and core principles guiding a full-time, immersive field experience for pre-service special education teachers. The focus is on practical application of learned theories while working with students with emotional impairments and learning disabilities. It serves as the foundational guide for a significant culminating experience in the program.
Why This Document Matters
This syllabus is essential for any student enrolled in, or considering enrollment in, this intern teaching sequence. It’s crucial reading *before* beginning the internship to understand the requirements, responsibilities, and evaluation criteria. Future educators will find it valuable for clarifying expectations regarding their role within the school environment, interactions with mentors and supervisors, and the reflective practices expected throughout the placement. It’s also beneficial for understanding the program’s overall goals for preparing effective special education professionals.
Common Limitations or Challenges
This syllabus provides a broad overview of the course and program expectations. It does *not* contain specific lesson plans, teaching strategies, or detailed case studies. It will not provide individualized guidance for specific student needs or classroom scenarios. The document outlines the competencies to be demonstrated, but doesn’t offer step-by-step instructions on *how* to achieve them – that’s developed through practical experience and mentorship. It also doesn’t include the specific schedule of seminar meetings or detailed assignment due dates.
What This Document Provides
* A clear articulation of the course objectives and prerequisites.
* Contact information for the course instructors.
* An overview of the Special Education Program’s core outcomes and the skills graduates are expected to possess.
* A framework of competencies aligned with national standards for special education teachers working with students with emotional and behavioral disorders.
* A description of the expected roles and responsibilities of intern teachers.
* An emphasis on reflective practice and collaborative relationships with school personnel and families.