COLLEGE OF EDUCATION
VALDOSTA STATE UNIVERSITY
DEPARTMENT OF SPECIAL EDUCATION AND COMMUNICATION DISORDERS
SPRING, 1999
SPEC 3060
PREPARING FAMILIES & STUDENTS FOR TRANSITIONING
2 CREDIT HOURS

REQUIRED TEXTBOOK

Rusch, F. R., & Chadsey, J. (Eds.). (1998). Beyond high school: Transition from school to work. Belmont, CA: Wadsworth Publishing Company.

COURSE DESCRIPTION

Prerequisites: SPEC 3010, 3030, and 3040.

An introductory study of the concept of transition as a life long process with emphasis on how schools can best prepare youth with disabilities for the transition from school to adult life. Content topics include: research and legislation related to transition, theoretical perspectives and conceptual models, quality of life, family issues, person-centered planning, self-determination, and major approaches for providing services and supports.

COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK PRINCIPLES

Principle 1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Principle 3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Principle 4. The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

Principle 5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Principle 9. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Principle 10. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.

EDUCATIONAL OUTCOMES

1. An understanding of central concepts, tools of inquiry, and structures of the fields of special education and the ability to implement intervention strategies that make these aspects meaningful for consumers.

2. An understanding of how persons learn and develop and the ability to provide learning opportunities that support their intellectual, communication, academic, social, motor, vocational, and/or adaptive development.

3. An understanding of how persons differ in their approaches to learning and how to create intervention opportunities that are adapted to diverse consumers.

4. Use of formal and informal assessment strategies to diagnose and ensure the provision of appropriate services for consumers.

 

COURSE OBJECTIVES

Upon completion of this course, students will:

1. discuss ways to facilitate transitions of young children with diverse needs and their families from infant-toddler programs to preschool programs. (Principle 1; Outcome 1)

2. identify the need to integrate transition planning for children with diverse needs throughout the early childhood years. (Principle 1; Outcome 1)

3. identify model programs, including career/vocational and transition, that have been effective for students with diverse needs. (Principle 1; Outcomes 1, 5)

4. identify sources of unique services, networks, and organizations for individuals with diverse needs, including career/vocational support. (Principles 3, 4, 5, 10; Outcomes 2, 3)

5. discuss the major findings of special education follow-up and follow-along studies (Principles 1, 3, 5, 10; Outcomes 1, 3)

6. cite the major federal legislation related to transition and community inclusion of people with diverse needs. (Principle 1; Outcome 1)

7. describe different conceptual frameworks for quality of life (Principles 1, 3, 5, 9, 10; Outcomes 1, 3)

8. discuss how quality of life can be used for planning and evaluating transition services for persons with diverse needs. (Principles 9, 10; Outcomes 1, 2, 3)

9. describe different ways to assess the preferences, dreams, and unique abilities of individuals with diverse needs and the wishes and expectations of their families for life after school. (Principles 3, 9, 10; Outcome 3, 5)

10. list several environmental, attitudinal, and societal barriers which interfere with the attainment of the adult life dreams of people with diverse needs. (Principles 5. 9, 10; Outcomes 2, 3)

11. compare and contrast "system-centered" and "person-centered" approaches to transition. (Principle 9; Outcomes 2, 3)

12. describe methods for increasing student self-determination and family choice within the transition planning process. (Principles 9, 10; Outcomes 1, 2, 3)

13. describe the major features of postsecondary education services and supports for individuals with diverse needs, and strategies to facilitate transition from high school to postsecondary education for these individuals.(Principles 4, 5; Outcomes 2, 3)

14. describe the major features of integrated employment (including supported employment) services and supports for individuals with diverse needs, and strategies to facilitate transition from high school to integrated employment (including supported employment) for these individuals. (Principles 4, 5, 9, 10; Outcomes 2, 3)

15. describe the major features of independent living services and supports for individuals with diverse needs, and strategies to facilitate transition from high school to independent living for these individuals. (Principles 4, 5, 9, 10; Outcomes 2, 3)

16. describe the major features of integrated recreation services and supports for individuals with diverse needs, and strategies to facilitate transition from high school to integrated recreation for these individuals. (Principles 4, 5, 9, 10; Outcomes 2, 3)

17. describe the major features of community participation services and supports for individuals with diverse needs, and strategies to facilitate transition from high school to community participation for these individuals. (Principles 4, 5, 9, 10; Outcomes 2, 3)

18. describe ways that person-centered values, methods, and outcomes can be incorporated into various community-based adult service systems. (Principles 5, 9, 10; Outcomes 2, 3)

19. list and describe the "best practices" in transition planning for students with diverse needs. (Principles 1, 3, 4, 5, 9, 10; Outcomes 1, 2, 3)

20. Describe strategies to facilitate the transition from high school to postsecondary education, integrated employment, independent living, and community recreation and participation for individuals with disabilities. (Principles 9, 10; Outcome 5)

 

COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS

1. Attend all class sessions and actively participate in class discussions/activities. (Refer to the VSU Bulletin for university policy regarding absences). (Objectives: 1, 2, 5, 6, 7, 8, 9, 10, 11, 12, 18, 19)

2. Students will complete three tests, one of which is a comprehensive final examination. (Objectives: 1, 2, 5, 6, 7, 8, 9, 10, 11, 12, 18, 19)

3. Participate in a collaborative seminar planning process which includes creating a team plan of persons responsible and learning objectives, compiling a team reading list, a description of local services and supports, and a team presentation of the teamÕs activities and products.

a. The formation of collaborative teams will be organized around one preferred area of study of team members (e.g., postsecondary education, supported employment, recreation, etc.).

b. Each team will work collaboratively to plan activities which match the individual team membersÕ interests, satisfy their wishes, and meet their learning needs.

c. Each team will write a team plan listing person(s) responsible and learning objectives. All plans must include strategies for developing: (1) a reading list; (2) a description of local adult services and support programs or opportunities; and (3) an in-class presentation educating classmates about the area of study. Plans must include timelines, evaluation criteria, and evaluation strategies. The attached Personal Seminar Plan form is provided as a guide. Please adapt the plan to the needs of your teams. The team will be evaluated by the instructor using the evaluation criteria and evaluation strategies specified in the team personal seminar plan.

d. Each team will put their plan into action with guidance from the instructor and the rest of the class as needed.

e. Team Reading List. A reading list for each of the adult service and support areas will be developed collaboratively by the instructor and student teams examining the area. Readings will consist of current journal articles, book chapters, and other current transition literature and materials.

f. Description of Local Services and Supports. Each team will write and disseminate a brief (approximately 5 page) description of a local program which provides community-based adult services and supports. The description must address eligibility criteria, services provided, skill requirements, outcomes attained, and a discussion of how the program has (or could) incorporate person-centered values, methods, and outcomes into the delivery of services.

g. Team Presentation. Each team will develop and deliver a presentation about their activities and products. The presentations should include handouts, audio-visual aids, and other appropriate material. (Objectives: 3, 4, 13, 14, 15, 16, 17, 19, 20)

4. Develop a friendship with a person with a disability and schedule and lead a person-centered planning meeting with the individual and persons significant to the individualÕs life. Report results of the planning meeting to the class. (Objectives: 8, 9, 18)

COURSE EVALUATION

You are preparing to enter the teaching profession. Therefore, professional behavior is expected. All work submitted MUST be appropriately written. Each error of written expression on work submitted will result in a lowered grade (-5 points).

 

Grades will be assigned on the following scale:

Exam 1 15%

Exam 2 15%

Final Exam 20%

Collaborative Seminar Planning Process

Team Seminar Plan 5%

Team Reading List 10%

Program Description 10%

Team Presentations 10%

Total for Seminar Planning Process 35%

Person-centered Planning Meeting Report 15%

GRADING SCALE

Percentage Grade Earned

90 - 100% A

80 - 89% B

70 - 79% C

60 - 69% D

Below 60% F

ATTENDANCE POLICY

The university 20% absence policy regarding attendance will be strictly adhered to during this course.

INSTRUCTOR

Instructor: Susan R. Worth

Office Number: Ed. Center Room 169

Office Hours: Posted on door, subject to change

Department Phone Number: 333-5932

E-mail Address: sworth@valdosta.edu

Web Page: http://www.valdosta.edu/~sworth/

SPECIAL NEEDS STATEMENT

Students requiring classroom accommodations or modifications because of a documented disability should discuss this need with the professor at the beginning of the quarter. Students not registered with the Special Services Program should contact the Special Services office in Nevins Hall, Room 1115. The phone number is 245-2498.

 

DIVERSITY STATEMENT

The Department of Special Education and Communication Disorders maintains a strong and sustained commitment to value the diverse and unique nature of the learner and to include all students in the high expectation for success.

DEPARTMENTAL PLAGIARISM POLICY

The Department of Special Education and Communication Disorders has a policy statement on plagiarism and a document identifying the characteristics of plagiarized work and the penalties for such actions. The penalty of plagiarism in undergraduate course work ins a zero (0) on the assignment for the first offense, for the second offense the consequence is a letter grade of "F" for the course, for the third offense a letter grade of "F" for the course as well as further appropriate action involving referral of the matter to the appropriate university officials within the administrative structure. For graduate work, a letter grade of "F" for the course will be given for the first offense and a letter grade of "F" for the course as well as further appropriate action involving administrative structure will occur for the second offense. The entire Departmental Policy, which include examples and non-examples of plagiarism, is available on the Departmental Homepage.

 

 

APA STYLE

The Department of Special Education and Communication Disorders has officially endorsed the style of the American Psychological Association (APA) for the completion of all written assignments unless otherwise stated. Procedures for APA style are found in:

American Psychology Association. (1994). Publication manual of the American Psychological Association (4^th ed.). Washington, DC: Author.

 

Tentative Course Schedule

Additional Readings Required: (on reserve at Odum Library)

Blackorby, J., & Wagner, M. (1996). Longitudinal post school outcomes of youth with disabilities: Findings from the national longitudinal transition study. Exceptional Children, 62, 399-413.

Miner, C.A., & Bates, P.E. (1997). Person-centered transition planning. Teaching Exceptional Children, 29, 66-69.

Menchetti, B.M. (1991). Promoting the Career Development of Young People with Disabilities. Unpublished Manuscript. Florida State University, Department of Special Education. Tallahassee, FL.

White, W., & Biller, E. (1988). Career education for students with handicaps. In R. Gaylord-Ross (Ed.), Vocational education for persons with handicaps, pp. 331-354, Mountain View, CA:Mayfield Publishing.

 

PARAMETERS FOR REQUIRED TEAM PRODUCTS

Personal Seminar Plan Form

Vision Statement

Goals

Activities Timeline Team Member/s Responsible

Supports

Evaluation Criteria and Strategies