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KEAN COLLEGE OF NEW JERSEY by B1J2u4

VIEWS: 14 PAGES: 13

									                      KEAN UNIVERSITY
               DEPARTMENT OF SPECIAL EDUCATION

                                                                             FALL 2010



                         TRANSITION IN SPECIAL EDUCATION


Course Number:                    SPED 5068

Semester Hours:                   3

Limitation on Enrollment:         30

Required:                         M.A. in Special Education, Alternate Route Program
                                  in Special Education, Endorsement Program for
                                  Special Education Certification




Catalog Description: Legal and historical influences along with agency and program
factors that impact upon the transition process will be covered. Skills needed to
successfully transition in adult life will be explored.


N.B. In order to ensure full class participation, any students with a disabling condition
requiring special accommodations (e.g., tape recorders, special adaptive equipment,
special note-taking, or test-taking procedures) will be strongly encouraged to contact the
professor at the beginning of the course. For the student’s convenience, both the
professor’s office hours, telephone number, and e-mail address will be listed on the
syllabus.
                                                                                       2

                               KEAN UNIVERSITY
                                Union, New Jersey
                          Transition in Special Education


I.   Course Objectives

     Students will achieve growth toward being informed, dynamic, professionals, as
     evidenced by demonstration of proficiencies in knowledge and comprehension
     (K), dispositions/value development (D), and skill application (S).
     Students will:

     A.    Analyze legal and historical influences on transition process (K, S)

     B.    Explore the scope of transition in special education across age spans (K)

     C.    Investigate, compare, and evaluate various models and approaches to
           transition planning (K, S)

     D.    Evaluate resources available in school districts serving secondary special
           education students (K, S, D)

     E.    Research agency missions and goals to facilitate and support transition
           (K)

     F.    Design and implement Individualized Transition Plans for students with
           various disabilities (S, V)

     G.    Evaluate, compare, and contrast comprehensive transition curriculum (K,
           S, D)

     H.    Apply New Jersey Core Curriculum Content Standards for Career
           Education in analysis of programs in Career Education, Consumer,
           Family, and Life Skills (K, S, D)

     I.    Analyze and evaluate the range of postsecondary options for students
           with disabilities, keeping goals of the Core Curriculum Content Standards
           in mind (K, S)

     J.    Analyze individual skills that facilitate successful transition (K)

     K.    Analyze role of technological supports to enable individuals with
           disabilities to successfully transition through life stages (K)
                                                                                       3

      L.   Develop a personal philosophy of how they can provide services that are
           supportive and encourage the goal of maximum “achievable”
           independence for each individual receiving services (V)


II.   Course Content

      A.   Definition and historical development of transition planning

           1. Concept of transition and its relationship to youth with disabilities
           2. Impetus for transition movement (i.e. Regular Education Initiative,
               adult outcomes data)
           3. Historical transition developments in special education
           4. Legislation (e.g., Public Law 99-506, Americans with Disabilities Act
              (ADA), Individual with Disabilities Educational Act (IDEA), Transition to
              Work, New Jersey Administrative Code 6:28)
           5. Critical transition issues of the 21st century

      B.   Transition across life span

           1.   Ecological change in early intervention setting
           2.   Development of self-determination in preschool handicapped
           3.   School placement and transitions that occur
           4.   Vocational training and preparation for the world of work
           5.   Post secondary transition and school’s role in transitioning process

      C.   Models and approaches to transition planning

           1. Key components in transition models
           2. Principles of shared responsibility
           3. Career education and transition education models (e.g. Halpern’s
              Revisionist Model, Bridge from School to Working Life Model)

      D.   Available resources

           1.   Community initiatives and programs
           2.   School resource
           3.   Family resources and supports
           4.   Agency supports (e.g. Division of Vocational Rehabilitation, Division of
                Developmental Disabilities)
                                                                             4

E.   Interagency cooperation

     1. Issues in interagency collaboration
     2. Division of responsibilities amongst agencies
     3. Model interagency programs

F.   Individualized Transition Planning

     1.   Key components of plan
     2.   Determining needs from transition assessment
     3.   Parent/student/teacher roles in development
     4.   Multicultural considerations in transition development
     5.   Implementation of plan

G.   Transition instruction

     1.   Assessment for teaching
     2.   Evaluating transition instructional objectives
     3.   Curricular resources in transition
     4.   Community-based training
     5.   Innovative strategies for transition instruction

H.   Consideration of post secondary options

     1.   Supported employment
     2.   Higher education - range of options
     3.   Independent living programs
     4.   Trade/vocational programs
     5.   Supervised living programs
     6.   Expansion of services from secondary to postsecondary setting
     7.   Expanding participation in workplace settings through achievement of
          skills outlined in the Core Content Curriculum Standards

I.   Application of the Core Content Curriculum Standards

     1.   Knowledge of skills and qualities addressed in SCANS Report
     2.   Career exploration and planning
     3.   Development of interpersonal workplace skills
     4.   Knowledge of safety issues in the home, community, and workplace

J.   Individual factors

     1. Self determination (e.g. self-advocacy approaches)
                                                                       5

             2. Impact of social skills
             3. Life skills as determiners of transition goals
             4. Mobility factors

       J.    Individual factors

             1.   Self determination (e.g. self-advocacy approaches)
             2.   Impact of social skills
             3.   Life skills as determiners of transition goals
             4.   Mobility factors

       K.    Technological Supports

             1. Computers as aids
             2. Disability-related adaptive aids
             3. Facilitated communication

       L.    Role of Transition Coordinators

             1. Assessing student goals for independence
             2. Determining ability of student
             3. Issues in balancing “support” and “independence”


III.   Methods of Instruction

       A.    Teacher presentation

       B.    Readings

       C.    Class discussions

       D.    Audio-video presentations

       E.    Guest speakers

       F.    Group problem solving

       G.    Site-based observations
IV.   Methods of Evaluation

      A.    Examinations (K, S)

      B.    Classroom discussions (K, S, V)

      C.    Case studies (S, V)

      D.    Article critiques (S, V)

      E.    Research papers (K, S, V)


 V.   Suggested Text

      Sitlington, P.L., Neubert, D.A., & Clark, G.M. (2010). Transition education and
              services for students with disabilities. Columbus: Merrill.
                                                                                          7

                                        BIBLIOGRAPHY

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                                                                                         8
Classic and Seminal Works

Dragon, E. F. (1994). Transition planning: What schools need to know. Council for
      Exceptional Children Today, 23(1), 15.

Geenan, S., Powers, L. E., & Lopez-Vasquez, A. (2001). Multicultural aspects of parent
     involvement in transition planning. Exceptional Children, 67(2), 265-282.

Grigal, M., Neubert, D. A., Moon, S., & Graham, S. (2003). Self-determination for
       students with disabilities: Views of parents and teachers. Exceptional Children,
       70(1), 97-112.


McGahee, M., Mason, C., Wallace, T., & Jones, B. (2001). Student-led IEPs: A guide for
     student involvement. Arlington, VA: CEC.

McGill, T., & Vogtle, L. K. (2001). Driver’s education for students with physical
       disabilities. Exceptional Children, 67(4), 455-466.

Mason, C. Y., McGahee-Kovac, M., & Johnson, L. (2004). How to help students lead
     their IEP meetings. Teaching Exceptional Children, 36(3), 18-25.

Miller, R. J. (1994). Preparing for adult life: Teaching students their rights and
        responsibilities. CEC Today, 1(7), 12.

Pearl, C. (2004). Laying the foundation for self-advocacy: Fourth graders with learning
       disabilities invite their peers into the resource room. Teaching Exceptional
       Children, 36 (3), 44-49.

Retish, P., & Reiter, S. (1999). Adults with disabilities: International perspectives in the
       community. Mahwah, NJ: Lawrence Erlbaum Associates.

Secretary’s Commission on Achieving Necessary Skills (SCANS). (1992). Learning a
      living: A blueprint for high performance. A SCANS report for American 2000.
      Washington, DC: US Dept. of Labor.

Stodden, R. A., Galloway, L. M., & Stodden, N. J. (2003). Secondary school curricula
      issues:Impact on postsecondary students with disabilities. Exceptional Children,
      70(1), 9-26.

Wehmeyer, M., & Kelchner, K. (2000). The Arc’s self-determination scale: Procedural
    guidelines and 25 protocols. Arlington, VA: CEC.

Wood, W. M., Karvonen, M., Test, D. W., Browder, D., & Algozzine, B. (2004).
     Promoting student self-determination skills in IEP planning. Teaching Exceptional
     Children, 36(3), 8-17.
Non-Print

Functional Skills System: Functional Life Skills Program: Software for Freedom and
Independence. www.pcieducation.com.

Job Coaching Strategies. Manual and DVD. JC-17D. www.AttainmentCompany.com.

Job Survival CD Series: Learning Good Attitudes and Behaviors.
www.pcieducation.com.

Learning to Work. Photo-illustrated stories showing people with disabilities in actual ork
settings. Guide and CED. www.AttainmentCompany.com.

School to Work Video Series
Center on Education and Work, University of Wisconsin:
      School and Work Transition
      Learning for Earning
      Career Clusters Decisions
      Developing Partnerships
      Career Plan

Scripted Vocational Role Plays. www.AttainmentCompany.com.

Self-Directed IEP (VHS)
Sopris West Publishers, 1140 Boston Ave., Longmont, CO. 80501

Siegel, I. S., Robert, M., Greener, K., Meyer, G., Holoran, W., & Ross, R. G.
Career Ladder: Transition from High School to Adult Life. (2nd ed.).
(Kit/manual and video). Austin, TX: Pro-Ed.

Success Package. A Step-by-Step Approach. Books and Software CD..
www.pcieducation.com

Tools for Transition:
Preparing Students with Learning Disabilities for Post Secondary Education
(VHS), American Guidance Service.

Transition Services in the IEP: Requirements for Post-Secondary Planning (2009).
       Audio
CD with Printed Materials. www.shoplrp.com/speced.

Transition Series, New Jersey Department of Education:
       Functional Assessment: The Secondary School Evaluation
       Transition: Gaining an Edge on the Future
       Voice of Experience: School-to-Career Through College


World Wide Web

ACT (Work Keys tests and profiles of occupational requirements). This website is
designed to meet a wide array of needs with the purpose of helping people achieve
education and workplace success. http://www.act.org

Arkansas Transition Services. Resources, information and valuable links for students,
parents, teachers and agencies to improve outcomes for students with disabilities.
http://www.arkansastransition.com/

Disability Discrimination. This information comes from several federal agencies to help
students gain equal access. http://www.ed.gov/olicy/rights/guid/ocr/disability.html.

Idea Partnership. This website is dedicated to improving outcomes for students and
youth with disabilities through shared work and learning. http://www.ideapartnership.org/

Learning Disabilities Online. This website seek to help children and adults reach their
full potential by providing accurate and up-to-date information and advice about learning
disabilities and ADHD. http://www.ldonline.org

National Alliance for Secondary Education and Transition (NASET). National Voluntary
Coalition of more than 40 organizations and advocacy groups.
http://www.nasetalliance.org/

National Center for Secondary Education and Transition. This website offer technical
support and provides information related to secondary and transition services for youth
with disabilities. http://www.ncset.org.

O*Net system. The nation’s primary source of occupational information, providing
comprehensive information on key attributes and characteristics of workers and
occupations. http://www.learningconnections.org.


Transition Solutions. Strategic Alliance of top researchers, educators and technical
assistance providers in areas of transition systems, change, educational reform,
postsecondary education, workforce preparation and team and leadership development.
http://www.transitionsolutions.org/

LS Department of Education Office for Civil Rights. The mission of this office is to
ensure equal access to education and enforce the rights of individuals.
http://www.ed.gov/ocr
Vocational and Educational Services for Individuals with Disabilities. Resources
designed to assist schools, students and families with transition from school to post-
school. http://vesid.nysed.gov/specialed/transition/

Wrightslaw. Information about special education law, education law and advocacy for
children with disabilities. http://wrightslaw.com/

								
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