ࡱ>  #` bjbj\.\. 3>D>D}1```t1111l34t[H4|::::;=4>1ؕ$hk`C;;CC::GGGCR:`:GCGG>"` :<4 b2?1Cl8 +0[PEp ` ?@GqAB???F???[CCCCtttd!(ttt(ttt [S2007] Human Relations Requirement What are the objectives (or intent) of the Human Relations requirement? The broader goal of this requirement is to contribute to the mission of the College of Education and Human Services in preparing educators who are caring intellectuals. Given this mission, consider the following criteria for selecting meaningful Human Relations experiences. The experience will: contribute to an understanding of historically marginalized diverse groups; improve the ability to analyze critically stereotypes, preconceptions, and prejudices directed at these groups; enhance the ability to promote effective and empathetic social interaction; and contribute to an understanding of the educators role as a change agent (a person committed to a vision of education that strives for a democratic society in which exceptionality, social class, race, ethnicity, and gender are included and affirmed in all realms of social and political life). Note: In addition to completing the Human Relations Requirement, students considering admission into the Professional Education Program in the College of Education and Human Services are encouraged to engage in self-initiated hours of working with children and youth and/or teaching, supervising, and training others. As part of the Admission I Portfolio, you will be required to address these experiences in your personal letter and will be asked questions about these experiences during your interview. The Human Relations Requirement consists of two separate and unique experiences. One experience will contribute to your understanding of diversity and one experience will contribute to your understanding of individuals with disabilities. The requirements for each of these experiences are described below. 1. Diversity Requirement % A minimum of 15* documented clock hours of direct involvement with members of historically marginalized racial, cultural, language, and economic groups who are different from self. % In a large group situation, at least 20% must be members of diverse groups. % Regular Education and Dual Majors, will complete this requirement during the semester that you take  Individual, School & Society , Elem/Sec 201. Transfer students who have already taken this class may submit verification of 15 documented clock hours as part of their class or will complete 25 hours as a self-initiated experience. Regular Education majors will submit evidence of completion, as described on the back of this sheet, in your Admission I Portfolio in Tab Ten. Dual Education majors will submit evidence of completion, as described on the back of this sheet, in your Admission II Portfolio. % Special Education majors, including Transfer students, will complete this requirement as a self-initiated experience. Evidence of completion, as described on the back of this sheet, will be submitted in your Admission II Portfolio. *Note: Documented hours will be completed in Individual, School & Society (Elem/Sec 201). What types of experiences will fulfill this requirement? % Placement sites suggested in the Field Experience Placement Binder in N/E 113. % Opportunities offered in the course Individual, School, and Society. % Self-initiated experiences that fit the spirit and intent of the requirement. If you have questions about whether your experiences qualify, please contact your 201 instructor Examples of inappropriate experiences: Babysitting for an ethnic infant (Fewer insights can be gained from a non-verbal child.) Working with a newly adopted Russian child (Child is being assimilated into your cultural group.) Note: Please provide your supervisor with a self-addressed stamped envelope, if they prefer to return the completed verification form to you by mail. [S2007] Individuals With Disabilities Requirement % A minimum of 15* documented clock hours* of direct involvement with individuals who are physically, emotionally, or cognitively disabled. % In a large group situation, at least 20% must be individuals with disabilities. % Regular Education majors , including Transfer Students, will complete this requirement during the semester that you take Spec Ed 352, Children and Youth with Disabilities in General Education. Evidence of completion, as described below, will be submitted in your Admission II Portfolio. % Special Education and Dual majors, including Transfer Students, will complete this requirement through your Sophomore Practicum Experience. Evidence of completion, as described below, will be submitted in your Admission I Portfolio. *Note: Documented hours will be completed in Children and Youth with Disabilities in General Education (Spec Ed 352). What types of experiences will fulfill this Requirement? % Placement sites suggested in the Field Experience Placement Binder in N/E 113. % Opportunities offered in Spec Ed 352, Child/Youth with Disabilities in General Education. % Self-initiated experiences that fit the spirit and intent of the requirement. If you have questions about whether your experiences qualify, please contact your 352 instructor. ( HYPERLINK "mailto:fondrie@uwosh.edu" fondrie@uwosh.edu) Examples of inappropriate individuals with disabilities experiences: Tutoring a disabled family member (Time spent with any family members will not be applicable.) Note: Please provide your supervisor with a self-addressed stamped envelope, if they prefer to return the completed verification form to you by mail. Submission of Evidence of Completion Verification of your experiences working with both ethnically diverse populations and individuals with disabilities must include: 1. Human Relations Report form 2. Signed Supervisor Verification Form 3. Written Reflection on the Experience Directions for Written Reflection Following completion of each of the two experiences, you must write a 1-2 page reflection paper. Completion of your first experience and written reflection should be included with your Admission I Portfolio. Consider these aspects of the Educator as a Caring Intellectual as you reflect on your experiences: How did your experience impact your understanding, awareness and appreciation for cultural and ethnic diversity within groups; OR, how did your experience impact your understanding, awareness and appreciation for working with individuals with disabilities? How will you use this experience in the future to plan effective instruction for all students? Discuss your future needs and goals in this area for your professional development plan. Graduate Students The Human Relations Report Form, Verification Form and Reflection Paper are submitted when the total 50-hour commitment has been met. Please give to Nancy Mugerauer in the Field Experience Office, N/E 113. This must be accomplished prior to student teaching. [Spring 07] University of Wisconsin Oshkosh College of Education and Human Services Human Relations Report Form Name  FORMTEXT       campus email: FORMTEXT       Placement Site: FORMTEXT       Site Supervisor's Name : FORMTEXT       Dates and/or semester of this Human Relations field experience:  FORMTEXT       This experience was part of:  FORMCHECKBOX  Individual, School and Society  FORMCHECKBOX  Child/Youth with Disabilities  FORMCHECKBOX  Sophomore Practicum/Clinical  FORMCHECKBOX  Self-initiated experience from HR book in N/E 113 Description of Duties:  FORMCHECKBOX  tutored in a classroom setting/after-school program  FORMCHECKBOX  participated/organized activities: FORMTEXT       academic FORMTEXT      recreational  FORMCHECKBOX  worked with a group (20% of group met either the ethnically diverse or disability requirement)  FORMCHECKBOX  worked with an individual who met either the ethnically diverse or disability guidelines. Number who were:  FORMTEXT       African American  FORMTEXT       American Indian  FORMTEXT       Latino/a  FORMTEXT       Pacific Islander American  FORMTEXT       Alaskan American  FORMTEXT       Asian American  FORMTEXT       Low Income  FORMTEXT       Disabled Please log dates and times. A description of your experiences will be included in your reflection paper. If you need more room to record hours, attach additional paper. 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We believe that this is a critical piece of their teacher preparation and it could not be done without your support. It is our hope that this experience will: 1. contribute to an understanding of historically marginalized diverse groups; 2. improve the ability to analyze critically stereotypes, preconceptions, and prejudices directed at these groups; enhance the ability to promote effective and empathetic social interaction; and contribute to an understanding of the educator s role as a change agent (a person committed to a vision of education that strives for a democratic society in which exceptionality, social class, race, ethnicity, and gender are included and affirmed in all realms of social and political life). Any additional support provided to the student in fulfilling these expectations is greatly appreciated. Please complete this form when the student has completed their experience, adding any additional comments you see fit. Thank you again for your support in preparing future teachers to meet the needs of today s classroom. SENSITIVITY/COMPETENCY: Did the student fulfill the agreed-upon commitment satisfactorily?  FORMTEXT       Was the student accepting of cross-cultural/disabled persons? (check one) Extent to which student was accepted by cross-cultural/disabled learners (check one):  FORMCHECKBOX 1  FORMCHECKBOX  2  FORMCHECKBOX  3  FORMCHECKBOX 4  FORMCHECKBOX 5 High Low Your prediction of future success of student in working independently with cross-cultural/disabled learners (check one):  FORMCHECKBOX 1  FORMCHECKBOX  2  FORMCHECKBOX  3  FORMCHECKBOX 4  FORMCHECKBOX 5 High Low Extent to which student was accepted by cross-cultural/disabled learners (check one):  FORMCHECKBOX 1  FORMCHECKBOX  2  FORMCHECKBOX  3  FORMCHECKBOX 4  FORMCHECKBOX 5 High Low COMMENTS (student growth, effectiveness, accomplishments):  FORMTEXT       Ethnic Diversity Requirement - # of hours completed: FORMTEXT       Working with Individuals with Disabilities - # of hours completed: FORMTEXT       Supervisor's Signature: ________________________________ Date: ________________________ ŠĊ8\^KK55$$Ifa$gd Ol$IfgdNlkd $$Ifl\&  f   t0644 laފ2468:VXZ^`tvxַַַoַWַ/jh Oh OCJOJQJU^JaJ/j h Oh 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