DEPARTMENT OF SPECIL EDUCATIONAND COMMUNICATION DISORDERS

SPEC 4160

CURRICULAR PLANNING FOR TRANSITIONAL EFFECT

2 CREDIT HOURS

REQUIRED TEXTBOOK

Wehman, P. (Ed.). (1996). Life Beyond the Classroom: Transition Strategies for Young People with Disabilities. (2^nd ed.). Baltimore, MA: Paul H. Brookes Publishing Co.

COURSE DESCRIPTION:

Prerequisite: SPEC 3010 and SPEC 4020.

A study of the philosophic and practical basis of curriculum design for individuals who require intermittent and/or limited supports throughout the life cycle. The curricular approach focuses on identifying and determining the skills necessary for individuals with mild disabilities to transition into environments that are typical for individuals without disabilities.

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 2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

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 6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Principle 7. The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Principle 8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

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. Knowledge and use of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction within their professional activities.

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

  COURSE OBJECTIVES

1. Integrate affective, social, and career/vocational skills with academic curricula. (Principles 1, 2, 3, 4, 5, 6, 7; Outcomes 1, 2, 3, and 4)
2. Choose instructional techniques and strategies that promote successful transitions for individuals with exceptional learning needs. (Principles 1, 2, 3, 4, 5, 6, 7, 8, 9, 10; Outcomes 1, 2, 3, 4, and 5)
3. Identify model programs, including career/vocational and transition, that have been effective for students with disabilities. (Principle 1; Outcome 1)
4. Provide examples of how to utilize both School-Based Career Education and Life-Centered Career Education in transition programs. (Principles 3, 4, 7; Outcomes 2, and 3)
5. List the major training opportunities available through vocational education. (Principle 7; Outcome 1)
6. Describe the major features of an exemplary "special needs" vocational program at the secondary level. (Principles 1, 2, 3, 4, 5, 6, 7, 8, 9, 10; Outcomes 1, 2, 3, 4, and 5)
7. 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 7, 9, 10; Outcome 5)
8. Describe collaborative strategies in working with individuals with exceptional learning needs, parents, and school and community personnel in various learning environments. (Principles 9, 10; Outcomes 1, 2, and 3 )
9. Investigate collaboration with regular classroom teachers and other school and community personnel in integrating individuals with exceptional learning needs into various learning environments. (Principles 9 and 10; Outcomes 1, 2, and 3)
10. Demonstrate commitment to developing the highest educational and quality-of-life potential of individuals with exceptional learning needs. (Principle 9; Outcomes 1, 2, and 3 )

COURSE ACTIVITIES/ASSIGNMENTS/REQUIREMENTS

1. Students will research and evaluate one of various transition curricula. (Objectives: 3, 4)
2. Students will research exemplary educational programs related to transition. (Objectives: 3, 6, 9)
3. Students will evaluate transition services based on outcomes. (Objectives: 1, 3, 4, 5)
4. Each student will be required to take three objective style examinations. The examinations will cover assigned readings, lecture notes, in-class handouts, and audio-visual material presented in class. (Objectives: 1, 2, 4, 5, 7, 8, 10)
5. Each student will be required to review printed and/or electronic materials designed to promote student career development. Examples of such material include: the Dictionary of Occupational Titles, the Guide for Career Exploration, the Occupational Outlook Handbook, a variety of print and electronic vocational interest and career exploration instruments, published career education or transition texts and workbooks, and "applied" vocational reading and math series. These materials are available from a variety of sources including school libraries, county libraries, and at the Office of Career Planning and Placement at VSU. Students must write a review and critique of each resource reviewed. Each student must review three to seven different materials. (Objective: 2)

COURSE EVALUATION

Course projects and exams will be graded as follows:

Exam 1 20%

Exam 2 20%

Final Exam 20%

Research of curricula 20%

Research and evaluation of programs 10%

Material Review/Critiques 10%

ATTENDANCE POLICY

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

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 226-A. 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.