Student teaching/practicum

It is a good idea to visit some of the various public school program sites over the course of your studies at the University of Minnesota. This is important to know when you are requesting a practicum placement, when you are requesting student teaching placement, or when you begin your job search.

Practicum for students participating in the Multi-Cultural Grant (EPSY 5701)

• grant applications reviewed by Joyce Daugaard
• register for one credit per semester of participation
• contact service hours vary ranging from 10-20 hours per week per semester
• part of the Teaching License Exemption requirements
• placements and supervision by Anna Paulson

Practicum for students not selected as grant participants (EPSY 5701)

• part of the Teaching License Exemption requirements
• register for 2 semester credits or 1 credit for each of 2 semesters
• minimum 120 contact hours = 2 semester credits
• placements and supervision by Anna Paulson
• may be waived based on evidence verifying field based experiences
• waiver can be issued by the student’s academic adviser

Student teaching (EPSY 5751)

• placements and supervision by Anna Paulson
• student teaching forms (please email completed forms to Alicia Vegell):
  Application and Placement for Student Teaching [.doc]
  Student Teaching Autobiography [.doc]
• on-the-job student teaching: Policy Statement and On-the-job Application [.doc]

Practicum models

Consultant program model
In the consultant program model, students who are deaf/hard of hearing are enrolled in their neighborhood schools. They qualify for indirect services from a teacher/consultant. Indirect services may include observing a student’s functional hearing in the classroom environment and providing consultation to regular education teachers, parents, peers, support personnel and administrators. Also provided are assessment program planning, materials and equipment determination, and procurement of needed materials and equipment. Coordination of related services, monitoring, periodic review and supportive administrative services are essential to the student’s success in regular education classes.

Itinerant program model
In the itinerant model, students who are deaf/hard of hearing are enrolled in regular classes in their neighborhood schools. Supported by a combination of indirect and direct services, they demonstrate an ability to function at grade level academically. Direct services assist students in developing the special skills necessary to compensate for their hearing loss in the classroom environment and to maintain the highest possible hearing acuity. Basic instruction is provided by the regular classroom teacher with indirect support from the special education team. The special education team, including the teacher of deaf/hard of hearing students, speech/language clinician, school counselor, audiologist, sign language interpreter, etc., in consultation with the regular education teacher, determine materials and equipment essential to assist with the education program.

Resource room program model
In the resource room model, student who are deaf/hard of hearing are enrolled in a regular education classroom. However, they also spend a portion of their day in a special classroom managed by a licensed teacher of deaf/hard of hearing students. This setting provides an opportunity for direct instruction focusing on special skills that can not be taught in the regular classroom. Although basic instruction is guided by the regular education teacher, the special skills taught by the teacher of deaf/hard of hearing students complement and assist the students’ ability to participate effectively in the regular class. The teacher of deaf/hard of hearing also provides supportive assistance to the regular classroom teacher addressing attitude, understanding individual student needs, determining curriculum modifications and choosing accommodations to enable greater student participation in class activities.

Special class program model (D/HH)
In the special class for deaf/hard of hearing learners, students are enrolled in a small, self-contained classroom for more than half of the school day, instructed by a teacher of deaf/hard of hearing students. These students require an intensive academic program and/or unique skills training. Their needs are such that major curriculum modification and mode of instruction are unique, precluding regular classroom placement. Whenever feasible, students should be provided the opportunity to participate in a regular program, either in school or in the community.

Special class program model (another disability)
In the special class model, deaf/hard of hearing students are integrated in a special class of students with a primary disability other than hearing loss. Teachers of deaf/hard of hearing students assist the other special education teacher in a consultant, itinerant or resource capacity. Students are provided support services, including materials and equipment as needed. If students in this model are integrated into regular school activities and classes, the teacher of deaf/hard of hearing students is able to provide unique instruction designed to meet the needs of a learner with hearing loss.

Residential school program model
Students who have a complexity of needs not readily met in the regular classroom or in a special class require the comprehensive services available in a residential setting. Services provided are multi-disciplinary spread over 24 hours a day and include daily living skills. Teachers provide direct instruction within special classes to meet educational requirements at the elementary and secondary level, including essential special skills associated with hearing loss.

Home-bound model
Occasionally, a deaf/hard of hearing student may require extensive medical treatment. Instruction on a daily basis at home or in the hospital may be necessary. If the treatment is on an intermittent bases at home or in the hospital and interferes with the education program, the student is eligible for assistance as well.

Revised February 2008