ED 627: Collaboration and Transitions for Exceptional Students
Summer 1 2015
Week of May 18, 2015 to the week of June 222, 2015 on Blackboard
Professor:
Dr. Patricia Devitt
540-245-5131 (o)
pdevitt@mbc.edu
Teaching Partner: Tammie Vance
tvance@mbc.edu
Office Hours: By appointment
Course Description:
This course provides students with a framework for understanding the educational process of transitions
from childhood to adulthood for students with exceptionalities, including development of independent
living skills, pre-vocational and career skills, self-advocacy/self-determination skills, and pursuit of postsecondary education. Additionally, the course will address the legal and regulatory components related
to transition planning within the IEP, including the provision of transition services and instruction key to
effective models of secondary transition.
This course also provides students with strategies to develop and foster family and professional
partnerships that honor diversity and culture, while emphasizing the role of collaborative planning in the
preparation and delivery of developmentally appropriate services for exceptional learners. Students will
explore collaboration with all stakeholders – students, families, teachers, related service providers,
paraprofessionals, and other school staff – in order to develop communication and leadership skills
conducive to implementing quality programs for students.
Course Objectives:
Upon completion of this course, students will be able to demonstrate understanding of the following
concepts related to transitions and collaboration:
The dynamic influence of the family system, including cultural and environmental diversity
The ability to work with families to promote successful student transitions, to include and
understanding of long-term planning, career development, life-skills, community
experiences and resources, self-advocacy and self-determination, guardianship, and legal
considerations
Current regulations regarding the provision of special education services as related to
transition planning and the IEP, including age of majority and guardianship
Related services and accommodations pertaining to postsecondary transitions that increase
student access to postsecondary education and other resources
“Rights and Responsibilities” of parents, teachers, and schools, as related to transition
planning and collaboration
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Ethical issues and responsibilities in the assessment and evaluation of students with
disabilities, including the synthesis and interpretation of findings for program planning and
decision-making; this includes the use and implementation of vocational assessments
Service delivery, curriculum, and instruction, including modifications and adaptations based
on individual needs within the scope of transition-related instruction and collaborative
models of instruction, focusing on integrating students with non-disabled peers in a variety
of settings (including field/community experiences) when appropriate and implementing
use of technology for related instructional purposes
Coordination of collaborative service delivery (including consultation and case management
practices) using effective communication strategies; this includes understanding of the SOL
curriculum and state accountability, collaborative models of instruction (collaborative
consultation, co-teaching, and student intervention teams), and collaboratively developed
behavioral plans based on individual needs
Independent and overlapping roles and responsibilities of each member of the collaborative
team, including community agencies
Knowledge of person-centered planning strategies and necessary generic skills for personal
development such as time management, preparedness, social interactions, and
communication
Social skill development, including assessment of strengths and needs and instructional
strategies, as related to transition planning and program delivery
Training, managing, and monitoring paraprofessionals
Standards of professionalism, including the ability to effectively coordinate and facilitate
meetings involving the collaborative team members
The difference between entitlement and eligibility for adult agency services, such as SSI,
Medicaid, and community independent living programs
EMAIL : Students are required to maintain an active MBC email account that is checked regularly. Please
email bot Mrs. Vance and myself if you have questions or concerns.
MBC HONOR CODE: Students are expected to respect the Honor Code of MBC. Suspected violations will
be reported as such. Information about the Honor Code can be found in the MAT handbook and the
college catalog.
GRADING: Grades are based on a traditional 10-point scale as noted below.
93-100 A
90-92 A-
Required Textbooks(s):
2
88-89 B+
83-87 B
80-82 B-
78-79 C+
73-77 C
70-72 C-
Transition:
Flexer, R; Baer, R; Luft, P; Simmons, J (2013) Transiton Planning for Secondary Students with Disabilities, Fourth
Edition
Collaboration:
Friend, M. (2013) Co-Teaching! Building and Sustaining Effective Classroom Partnerships in Inclusive Schools.
www.coteach.com.
Course Requirements:
Weekly Assignments (45%)
You will have 2 assignments per week. One assignment is due on Wednesday at 11:59 pm and one is due
on Saturday at 11:59 pm. This is a Summer Course so there is a lot of work in a short period of time.
Please keep up with the assignments. All assignments will be posted on Blackboard before the class
begins.
Discussion (10%)
This semester we are going to use the discussion for questions from students. We will be responding to
the questions and your postings on Wednesday and Saturday. It’s an informal setting and meant for you
to reflect on your learning and get clarification on issues you may not be clear about. It’s 10% of the
grade. We would anticipate 10 postings during the class.
The following mini-assignments are due June 19th. You may turn them in at any time during the term
but they all must be posted on Blackboard by June 19th at 11:59 pm. Late assignments will not be
accepted.
Project 1: Create a Reference Document (15%) Due by June19th:
Create a reference document to assist teachers and families of students with disabilities in your
community. Include such resources as DRS, Community Services Boards, employers who support
employing students with disabilities, support groups, etc
1. Identify the community resource (address, phone number, and contact),
2. Provide an overview of why this is a valuable resource for families,
3. Identify who would benefit from this resource (be specific by age and/or disability).
4. Provide a minimum of 20 resources
It should be organized in a way that it becomes an easy to use and a helpful resource to families and
schools.
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Please post as an attachment
Project 2: Transition Plan (15%) Due by June 19th:
Using a real young person, complete a document that includes all elements of the transition process.
This document should be able to be incorporated into an IEP. Include the following: (If you are not
currently in a classroom, contact me to discuss how you can complete assignment)
1. Three transition assessments should be completed with the student. There are many available
online and can be accessed free of charge.
2. Detail student strengths, interests, and preferences.
3. Develop post-secondary goals in the areas of Secondary Employment, Secondary Training, and
Secondary Education
4. Determine course of study. Detail types of classes needed to promote post-secondary goals.
5. Detail student strengths and needs in the areas of academics and functional skills.
6. Write at least one goal related to the disability needed to move toward post secondary goal.
7. List accommodations that are appropriate based on disability
8. List related services including any assistive technology that is needed to reach goals
9. Detail any other needs including community connections and school activities that would move
the student toward post secondary goals.
Project 3: Co-Teaching (15%) Due by June 19th
Directions will be on the final syllabus
CLASS SCHEDULE AND ASSIGNED READINGS:
The chapters and articles are the foundations for participating in the weekly assignments. The final
syllabus will be posted on Blackboard as soon as it opens for the semester. The articles will also be
posted on Blackboard. The order of assignments may change.
Week
ending
Week 1/1
5/20/2015
Week 1 /2
5/23/2015
Week 2/1
5/27/2015
Week 2/2
5/30/2015
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Scope of Learning
Readings from Text
What is co-teaching?
Friend, Chapter 1-2
Transition Assessment
Self Determination
Developing Strong Partnerships
I’m Determined Website
Flexer, Chapter 5
Friend, Chapter 3
Post Secondary Goals
Course of Study
Coordinated Set of Activities
Web Links as Assigned
Flexer, Chapter 6-7
Week 3/1
6/3/2015
Week 3/2
6/6/2015
Week 4/1
6/10/2015
Week 4/2
6/13/2015
Models of Co-Teaching
Benefits of Co-Teaching
Transition in the IEP
Friend, Chapter 4
Planning and other logistics of Co-Teaching
Friend, Chapter 5 -6
Coordinating Transition Services
Week 5/1
6/17/2015
6/19/2015
Week 5/2
6/20/2015
Week 6/1
6/24/2015
Week 6/2
6/27/2015
Collaboration with all staff
Readings and websites
as assigned
Flexer, Chapter 10
Chapter 7-8
Projects are DUE
Collaboration in Transition Planning
11:59 pm
Flexer, Chapter 8
Consultation and Collaboration
Articles and readings as
assigned
Reading as assigned
Flexer, Chapter 11-12
What is Success?
Flexer, Chapter 9
Articles and readings are posted in Assignments
VIRGINIA DEPARTMENT OF EDUCATION ENDORSEMENT COMPETENCIES ADDRESSED IN THIS COURSE
(SPECIAL EDUCATION GENERAL CURRICULUM K-12) 8 VAC 20-542-480:
CORE COURSEWORK:
1. Foundations. Characteristics, legal and medical aspects.
a. Knowledge of the foundation for educating students with disabilities, including:
The dynamic influence of the family system and cultural/environmental milieu and
related issues pertinent to the education of students with disabilities;
Understanding of ethical issues and the practice of accepted standards of professional
behavior.
b. An understanding and application of the legal aspects, regulatory requirements, and
expectations associated with identification, education, and evaluation of students with
disabilities, including:
Current regulations governing special education (e.g., individualized education program
(IEP) development; disciplinary practices, policies, and procedures; and alternative
placements/programs in schools); and
"Rights and responsibilities" of parents, students, teachers, and schools as they relate to
individuals with disabilities and disability issues.
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2. Assessments and management of instruction and behavior.
a. An understanding and application of the foundation of assessment and evaluation related to
best special education practice, including:
Ethical issues and responsibilities in the assessment of individuals with disabilities;
Synthesis and interpretation of assessment findings for eligibility, program planning, and
program evaluation decisions.
b. An understanding and application of service delivery, curriculum, and instruction of students
with disabilities, including:
Alternative ways to teach content material including curriculum adaptation and
curriculum modifications;
Procedures to develop, provide, and evaluate instruction consistent with students'
individual needs;
Strategies to promote successful integration of students with disabilities with their
nondisabled peers;
Use of technology to promote student learning; and
Structure and organization of general education classrooms and other instructional
settings representing the continuum of special education services (to include field
experiences).
c. The ability to prepare students and work with families to promote successful student transitions
throughout the educational experience to include postsecondary training, employment, and
independent living that addresses an understanding of long-term planning, career development,
life skills, community experiences and resources, self-advocacy and self-determination,
guardianship, and legal considerations.
3. Collaboration.
a. Skills in consultation, case management, and collaboration, including:
(1) Coordination of service delivery with related service providers, general educators, and other
professions in collaborative work environments to include:
Understanding the Standards of Learning (SOL), the structure of the curriculum, and
accountability systems across K-12;
Understanding and assessing the organization and environment of general education
classrooms across the K-12 setting;
Implementation of collaborative models, including collaborative consultation, coteaching, and student intervention teams;
Procedures to collaboratively develop, provide, and evaluate instructional and
behavioral plans consistent with students' individual needs;
Understanding the roles and responsibilities of each member of the collaborative team;
and
Application of effective communication strategies with a variety of stakeholders in the
collaborative environment.
b. Training, managing, and monitoring paraprofessionals;
c. Involvement of families in the education of their children with disabilities;
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d. Understanding the standards of professionalism;
e. Cooperating with community agencies and other resource providers; and
f. Models and strategies for promoting students’ self-advocacy skills.
GENERAL CURRICULUM COURSEWORK:
Transitioning.
a. Demonstrate the ability to prepare students and work with families to provide successful
student transitions throughout the educational experience to include postsecondary training,
employment, and independent living that addresses an understanding of long-term planning,
career development, life skills, community experiences and resources, self-advocacy, and selfdetermination, guardianship and legal considerations.
(1) Skills in consultation, case management, and collaboration for students with varying degrees
of disability severity.
Coordinate service delivery with general educators, related service providers, and other
providers;
Awareness of community resources agencies and strategies to interface with
community agencies when developing and planning IEPs;
Knowledge of related services and accommodations that pertain to postsecondary
transitions that increase student access to postsecondary education and community
resources;
Ability to coordinate and facilitate meetings involving parents, students, outside
agencies, and administrators.
(2) Understand the difference between entitlement and eligibility for agency services as
students move to the adult world including a basic understanding of Social Security Income
benefits planning, work incentive, Medicaid, and community independent living.
(3) Recognize uses of technology and seek out technology at postsecondary settings that shall
aid the student in their education, work, and independent living.
(4) Recognize and plan for individual student potential and their capacity to meet high
academic, behavioral, and social expectations and the impact of academic and social success
on personal development:
Knowledge of person-centered planning strategies to promote student involvement in
planning;
Knowledge of generic skills that lead to success in school, work and community,
including time management, preparedness, social interactions, and communication
skills.
(5) Understand social skill development and the unique social skills deficits and challenges
associated with disabilities:
Assesses social skill strengths and needs;
Plans and uses specialized social skills strategies.
(6) Knowledge of use and implementation of vocational assessments to encourage and support
students’ self-advocacy and self-determination skills.
Knowledge of legal issues surrounding age of majority and guardianship.
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