FIELD EXPERIENCES IN SPECIAL EDUCATION - The University of Texas at ...
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SED 332 Spring 2021
FIELD EXPERIENCES IN
SPECIAL EDUCATION
“The expert at anything was once a beginner. “ Helen Hayes
Your Instructors For some of you, this course is the first step of your journey in
becoming a special education teacher. For others of you, this
Katie Klingler Tackett, Ph.D course will immerse you in a world you may not be familiar with.
Regardless of why you are here, by the end of the course, you will
katietackett@austin.utexas.edu
have observed a variety of settings in which students with
Office: SZB 440J disabilities are educated, discerned how elements of effective
instruction are delivered in a variety of settings and content areas,
Office hours: I’ll be hosting office and developed written products that reflect the standards of
hours Thursdays, 12:30 - 2:30,
acceptable professional writing in special education.
alternating between in-person and
Zoom. You can sign up for a spot It is our hope that this course will help prepare special
through the link on Canvas. If
education majors to be successful in the Professional
Thursday afternoons don’t work for
you, message me through Canvas Development Sequence and improve all students’ writing and
with other times that work for you. communication skills while deepening their understanding of
how we currently serve students with disabilities ages 3 - 22.
About Me: I am a former general
education and special education
teacher. I’m a parent (through both Writing Flag
biology and the foster care system).
My responsibilities here at UT This course carries the Writing Flag. Writing Flag courses are
include teaching in and overseeing designed to give students experience with writing in an
the SPED undergrad program. academic discipline. Writing Flag classes meet the Core
Communications objectives of Critical Thinking,
Sarah Fishstrom, M.Ed., NBCT Communication, Teamwork, and Personal Responsibility,
established by the Texas Higher Education Coordinating
sarah.fishstrom@utexas.edu Board.
Office: SZB 5.110.03
Course Materials
Office Hours: Wednesdays from
12-1:30 and by appointment Archer, A., & Hughes, C. A. (2010). Explicit Instruction:
Effective and Efficient Teaching (What Works for Special-
About Me: I am a second-year
Needs Learners.) ISBN-13: 978-1609180416
doctoral student in the Learning
Disabilities Behavioral Disorders
program in the Department of Reynolds, J., & Kendi, I. X. (2020). Stamped: Racism, Anti
Special Education here at UT. Racism, and You. ISBN-13: 978-0316453691
Before moving to Austin, I was a
health coordinator and special Daily access to Canvas is critical to success in this class.
education teacher in New York City
for 10 years.
SED 332 ZOOM/CANVAS/SZB 292 1SED 332 Spring 2021
Important Notes
• We use Announcements to communicate with the class. We encourage you to set
your Canvas up so that you receive an email when an Announcement is made.
• Track your progress on Canvas. This way you can ensure that all of your coursework is
turned in and recorded on Canvas.
• We will use the class Facebook Page to post articles, video clips, etc. You do not have
to engage by pinning or commenting. We will not friend you on FB; we use FB as it is a
relatively easy platform to use, and most of us are somewhat familiar with it.
• Life happens. Please let us know if things beyond this course may be affecting your
ability to complete work for this class in a timely manner.
• This class works best when you participate. We make it as engaging as we can, and we
are open to ways to make it more engaging. That said, we can’t do it alone. You have to
help.
• Our goal as teachers is for you to learn. Our job is literally for you to be successful
in this class. We have designed this class to accommodate a wide range of student
needs. We are willing and able to accommodate any learning needs that a student
might have. If there are aspects of this course that prevent you from learning or
exclude you, please let us know as soon as possible. We encourage students with
disabilities to register with the Services for Students with Disabilities (SSD) and
inform Dr. Tackett, in writing. http://diversity.utexas.edu/disability/
ASSIGNMENTS
“You can learn new things at any time in your life if you’re willing to be a beginner. If you
actually learn to like being a beginner, the whole world opens up to you.” Barbara Sher
Detailed guidelines and evaluation criteria for assignments will be provided in class. The following
descriptions serve merely as an overview of the expectations for each assignment. All assignments
are due at 9:30 a.m. on the dates indicated (unless otherwise specified). We won’t be penalizing
late work. However, we expect you to turn work in on time. All work must be turned in by 9 am on
May 7th.
1. Engagement: 140 points. Each week you will complete a module for class. The modules may
include discussion posts, engagement with readings through Perusall, reflections on videos,
etc. Two points out of each week’s 10 points will be earned by attending class via Zoom (or on
campus, if possible.)
SED 332 ZOOM/CANVAS/SZB 292 2SED 332 Spring 2021
That said, logging into Zoom alone is not participation. We expect thoughtful discussion that
demonstrates careful reading of materials, application of skills, reflection, and the sharing of
insights. If you are not participating, points will be deducted. Mere virtual/physical presence won’t
swing it in this class.
2. Exit Slips; 24 points. Typically at the end of each class, students
Assignments at a
would answer questions or respond to a prompt on an index card.
Glance We’d then respond to your exit slips and pass them back out at the
start of the next class. We can’t do that this semester, so we are
going to do it via Canvas. At the end of each Zoom/in-person
1. Engagement (Module meeting, you’ll respond to a prompt via Canvas. These will be
completion + attendance graded on completion only and cannot be made up.
via Zoom or campus)
3. Field Placements We unfortunately will not be getting to do
2. Exit Slips field placements this semester due to COVID - 19. It’s a bummer,
and we are hopeful that videos will allow us to “visit” a variety of
3. Field Placements
classrooms and still learn about the various ways special education
4. Two Lesson Plans services are delivered to students. We are cautiously optimistic that
these videos may be an improvement over how we used to do it,
5. Eight Micro-theme
pre-COVID-19. You will complete activities on Canvas related to
the various placements in the modules.
4. Lesson Plans; 16 points. In order to prepare some of you to hit the ground running next
semester as an Intern I in the PDS, you will write two lesson plans based on TEKS given to you in
class. A rubric will be discussed in class and provided on Canvas.
5. Micro-theme Assignments (MTAs); 72 points. In order to deepen our understanding of
teaching and learning. we will regularly write. Most of that writing will come in the form of a micro-
theme assignments. These are brief (less than 200 words or roughly one page) written responses
that will come in a variety of formats. We will have eight micro-theme written assignments
throughout the semester. A rubric will be discussed in class and provided on Canvas. You may
revise and resubmit all MTAs within one week of receiving feedback.
Evaluation
Students should always bear in mind that
grading is primarily a judgment about your
performance on a particular assignment.
Grades are designed to indicate your
success in completing assignments, not the
level of effort you put into them.
SED 332 ZOOM/CANVAS/SZB 292 3SED 332 Spring 2021 “The best thing about being a teacher is that it matters. The hardest thing about being a teacher is that it matters every day.” Todd Whitaker Course Policies Academic Integrity: Each student in the course is expected to abide by the University of Texas Honor Code: “As a student of The University of Texas at Austin, I shall abide by the core values of the University and uphold academic integrity.” Plagiarism is taken very seriously at UT. Therefore, if you use words or ideas that are not your own (or that you have used in previous class), you must cite your sources. Otherwise you will be guilty of plagiarism and subject to academic disciplinary action, including failure of the course. You are responsible for understanding UT’s Academic Honesty and the University Honor Code which can be found at the following web address: http://deanofstudents.utexas.edu/sjs/ acint_student.php Sharing of Course Materials is Prohibited: No materials used in this class, including, but not limited to, lecture hand-outs, videos, assessments (quizzes, exams, papers, projects, homework assignments), in-class materials, review sheets, and additional problem sets, may be shared online or with anyone outside of the class unless you have my explicit, written permission. Unauthorized sharing of materials promotes cheating. It is a violation of the University’s Student Honor Code and an act of academic dishonesty. I am well aware of the sites used for sharing materials, and any materials found online that are associated with you, or any suspected unauthorized sharing of materials, will be reported to Student Conduct and Academic Integrity in the Offi ce of the Dean of Students. These reports can result in sanctions, including failure in the course. Class Recordings: Class recordings are reserved only for students in this class for educational purposes and are protected under FERPA. The recordings should not be shared outside the class in any form. Violation of this restriction by a student could lead to Student Misconduct proceedings. Guidance on public access to class recordings can be found here. Religious Holidays: A student who is absent from a class for the observance of a religious holy day may complete the work missed within a reasonable time after the absence, if proper notice has been given in writing via email to Dr. Tackett. Personal Pronoun Use: Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender, gender variance, and nationalities. Class rosters are provided to the instructor with the student’s legal name. We will gladly honor your request to address you by an alternate name or gender pronoun. SED 332 ZOOM/CANVAS/SZB 292 4
SED 332 Spring 2021
Behavior Concerns: If you are concerned about any individual’s behavior in class, please
contact us and/or call the Behavior Concerns Advice Line (BCAL): 512-232-5050.
Health and self-care: It is important that we take care of ourselves inside and outside of class
and in our life by learning how to care for our mind, body, and spirit. Toward that end, there
are many different kinds of support services on campus. If you are concerned about yourself
or a friend who is struggling, the UT CMHC is a helpful resource for getting access to campus-
based support. https://cmhc.utexas.edu/
COVID Caveats: To help keep everyone at UT and in our community safe, it is critical that students
report COVID-19 symptoms and testing, regardless of test results, to University Health Services,
and faculty and staff report to the HealthPoint Occupational Health Program (OHP) as soon as
possible. Please see this link to understand what needs to be reported. In addition, to help
understand what to do if a fellow student in the class (or the instructor or TA) tests positive for
COVID, see this University Health Services link.
Safety and Class Participation/Masks: We will all need to make some adjustments in order to
benefi t from in-person classroom interactions in a safe and healthy manner. Our best protections
against spreading COVID-19 on campus are masks (defi ned as cloth face coverings) and staying
home if you are showing symptoms. Therefore, for the benefi t of everyone, this is means that all
students are required to follow these important rules.
• Every student must wear a cloth face-covering properly in class and in all campus
buildings at all times.
• Students are encouraged to participate in documented daily symptom
screening. This means that each class day in which on-campus activities occur, students
must upload certifi cation from the symptom tracking app and confi rm that they completed
their symptom screening for that day to Canvas. Students should not upload the results of
that screening, just the certifi cate that they completed it. If the symptom tracking app
recommends that the student isolate rather than coming to class, then students must not
return to class until cleared by a medical professional.
• Information regarding safety protocols with and without symptoms can be found here.
If a student is not wearing a cloth face-covering properly in the classroom (or any UT building),
that student must leave the classroom (and building). If the student refuses to wear a cloth face
covering, class will be dismissed for the remainder of the period, and the student will be subject to
disciplinary action as set forth in the university’s Institutional Rules/General Conduct 11-404(a)(3).
Students who have a condition that precludes the wearing of a cloth face covering must follow the
procedures for obtaining an accommodation working with Services for Students with Disabilities.
SED 332 ZOOM/CANVAS/SZB 292 5SED 332 Spring 2021
Module/Date Focus/Topic Assignments Due
1/January 20 Welcome, Course Overview
2/January 27 Communication Module 1 engagement
3/February 3 Field Experiences?! Module 3 engagement; MTA
#1
4/February 10 Elements of Effective Instruction Module 3 engagement; MTA
#2
5/ February 17 Lesson Planning, Part I Module 4 engagement; MTA #
3
6/ February 24 Lesson Planning, Part II Module 5 engagement
7/March 3 Teaching Presence; Book Talk Module 6 engagement;
Lesson Plan #1
8/March 10 1:1 Meetings with Katie or Sarah Module 7 engagement; MTA
#4
Spring Break
9/March 24 Practice Teaching; Rocking the Boat Module 8 engagement
10/March 31 Mindfulness in the classroom Module 9 engagement;
Lesson Plan # 2; MTA #5
11/April 7 Intro to SPED PDS; Book Talk Module 10 engagement; MTA
#6
12/ April 14 Teaching Practice Module 11 engagment; Video
Lesson
13/April 21 1:1 Meetings with Katie or Sarah Module 12 engagement; MTA
#7
14/April 28 Anti-bias, Anti-Racism Teaching; Book Module 13 engagement
Talk
15/ May 5 Class Wrap-up, Course Evaluations Module 14 engagement; MTA
#8
Note: Topics may change due to instructor discretion. Due dates may be moved later, if deemed
necessary. It’s 2021. We are all doing our best.
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