Transition and Assessment for Exceptional Learners – EDSP 525
CG • Section 8WK • 07/01/2018 to 12/31/2199 • Modified 09/05/2023
Course Description
This course provides a study of the process of the use of assessment for the diagnosis and development of effective interventions for exceptional learners in the general development of special education services and transition planning for post-secondary education, employment, and independent and community living. Included are discussions of implications for interventions, curriculum planning, and program development.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
Rationale
The field of special education constantly evolves in the context of legal mandates, best practices, understandings of causation and planned instruction, and in services available for support. With IDEA 2004, a renewed focus has been placed in transitional practices for moving students from secondary environments to the worlds of work, independent living, and community living. This course seeks to use tried-and-true methods for developing successful transition plans (strategies and coordination) to meet individual student needs. The legal mandates and the Christian moral mandates are used as a foundation for such important work.
Course Assignment
Textbook readings, selected journal articles, and lecture presentations
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.
Discussions (5)
For each Discussion, the candidate will post a thread of 400–500 words in answer to the prompt provided and post at least two replies of 200–250 words to other classmates’ threads. Each thread and each reply should include at least 2 references. (CLO: A, B, C, E)
Case Studies Analysis Assignment
The candidate will analyze three case studies of high school students with special needs to determine needs, preferences, interests, strengths, and possible post-secondary goals. (CLO: B, C)
Context for Learning Assignment
The candidate will provide context information for a focus learner with an individualized education plan. (CLO: A, C, D)
Lesson Plan Assignment
Based on a learning goal and baseline date for the focus learner, the candidate will complete 3-5 consecutive lessons (or learning segments), instructional materials, and assessment(s) using the templates provided in LiveText. (CLO: A, C, D)
Planning Commentary Assignment
The candidate will describe the plans for the learning segment and explain how the instruction is appropriate for the focus learner and the content that is being taught. (CLO: A, C, D)
Student Portfolio Assignment
The candidate will create a portfolio based upon a case study (include IEP, assessments given, skills checklist, etc.) To complete this assignment, refer, to the portfolio template provided in LiveText. (CLO: A, C, D)
Assessment Project Assignment
Candidates are required to identify, review, and develop the understanding of a transition assessment by analyzing and interpreting data based on the assessment results. (CLO: A, C, D, F)
IEP Assignment
The candidate will develop an IEP for a student with a disability by following the guidelines and documents provided in Canvas. (CLO: A, C, D, F)
ITP Assignment
The candidate will develop a transition plan based upon a case study outlining necessary transition planning for academic, social, vocational, and community skills. (CLO: A, C, D, F)
