- Expectations for Online Students
- Specialization Areas: List of Courses
- Special Education Minor
- Special Education Field Experiences
- BCBA/ABA Intensive Practicum
- Course Rotation Schedule
Special Education Resident Teacher Program Frequently Asked Questions
What is the length of the Resident Teacher (RT) program?
The RT program is a two-year program which begins approximately June 1 of the first year. RTs typically complete the program in May of the second year.
Do the Resident Teachers (RTs) follow the school policy/unit or University process and format when doing IEPs and assessment?
RTs should follow school district/special education unit guidelines for conducting and completing steps and forms in the IEP and assessment process. Yet, the number and kinds of assessment may be outlined by the University. For example, a RT may follow the assessment process and report writing outlined by the school, but follow the University guidelines by making sure at least one formal and three informal assessments are completed. It is the goal of the University Program that schools will be open to new ways of doing Individualized Education Programs (IEPs) and assessments that RTs may be learning about in their University coursework.
Even though RTs are not listed as case managers on IEPs, should they be listed as service providers?
Yes, they should be listed as service providers in consultation with the case manager or a certified special education teacher.
Are RTs responsible for all paperwork involved with the students on their caseload?
Yes, they are responsible for all paperwork associated with the students on their caseloads, but this should be done only under the Resident Mentor's (RM's) supervision.
How much time should RMs spend mentoring the RT?
Optimally, mentoring time should be daily for 20-45 minutes. At a minimum, mentoring time should occur for 30-60 minutes once a week.
What if there are no students in one or more of the disability areas (LD, ED, ID)?
If there are no students for the RT to work with in one of the disability categories, other arrangements will have to made for the RT to have this experience at some time during the school year. For example, a RT may have to go to another school building for part of the day to work with students with ED.
Do RMs need to sit in on all of the RT's IEP and other multidisciplinary team meetings?
Yes, RMs must monitor all activities conducted by the RT pertaining to IDEA laws and regulations.
If the RT was a paraeducator in the school previously, can he/she fulfill that same role as a RT?
No, the RT must be expected to function like a special education teacher and not as a paraeducator. The RT experience is one similar to student teaching at the undergraduate level.
What if there is not a RM in one or more of the disability areas in the building?
If there is not a certified special education teacher in the building in one or more of the disability areas, arrangements must be made for a teacher certified in the disability category to mentor the RT from a distance. For example, if there is not a certified teacher in ED in the building, the RT could have a mentor in the ED area who works in a school 40 miles away. This mentor would need to keep in frequent contact with the RT by email or telephone and would visit the RT on-site periodically (once every two weeks).
How does the RM get time to supervise and mentor?
The agreement between the University and the school district or special education unit was to provide mentoring to RTs by having each RM give part of his/her caseload to the RT so that the RM would then have time to mentor the RT. If this time does not seem to be happening, the special education director and/or building principal need to discuss how time can be provided.