Collaborating for Successful Transitions – EDUC 525
CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 01/13/2020
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.
EDUC 500 and (Background Check Clearance with a score of 5 or Background Clear International with a score of 5 or Background Clear Out of State with a score of 5 or Background Clear Virginia with a score of 5)
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.
Measurable Learning Outcomes
Upon successful completion of this course, the candidate will be able to:
- Respond to critical issues in the field, such as current issues and definitions, assessment, diagnosis, and evaluation.
- Investigate historical foundations and classic studies, including major contributors, and draw preventative and treatment implications from this body of knowledge.
- Utilize and become familiar with consumer and professional organizations, publications, and journals relevant to this field.
- Relate basic programming (behavioral and academic) concepts and effective collaboration to the education of students with disabilities.
- Identify key transitional stages for persons with disabilities, and discuss related needs such as the need to learn social, life, and self-determination skills.
- Communicate professionally in written and oral form utilizing reliance on “people first” terminology.
- Apply biblical principles to the process of collaborating for successful transitions.
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 Module/Week 1.
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.
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.
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.