EDUC 525 Collaborating for Successful Transitions

A study of the characteristics of students with intellectual disabilities. Curriculum and techniques will be investigated to enable achievement of individual potential academically, socially, and functionally.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

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.

Textbook readings, selected journal articles, and lecture presentations

No details available.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in Module/Week 1.

Class Introductions

In Module/Week 1, the candidate will participate in an introduction discussion forum. The introduction thread should include a picture of the candidate alone and general biographical information about the candidate.

Discussion Board Forums (6)

For each Discussion Board Forum, 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.

Case Studies Analysis

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.

edTPA Special Education (SPE) Practice Task 1

The candidate will provide context information for a focus learner with an individualized education plan. 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.

Student Portfolio

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.

Assessment Project

Candidates are required to identify, review, and develop the understanding of a transition assessment by analyzing and interpreting data based on the assessment results. 

Individualized Educational Plan (IEP)

The candidate will develop an IEP for a student with a disability by following the guidelines and documents provided in Blackboard.

Individualized Transition Plan (ITP)

The candidate will develop a transition plan based upon a case study outlining necessary transition planning for academic, social, vocational, and community skills.