College of Education
Department of Special Education
SPED 3004/5004, Self-Determination and Transition, Fall 2014
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Professor: Scott Kupferman, Ph.D.
Physical Office: Columbine 3041
Virtual Office: Blackboard IM (skupferm), Skype (scottk44), Facetime (skupferm@uccs.edu)
Telephone: 719-255-4015
Email: skupferm@uccs.edu
Office Hours: Thursdays at 1:00pm to 2:00pm and by appointment
Course Dates: August 24th to December 19, 2014
Total Credits: 3
Required Texts/Readings
Textbook
Wehman, P. (2013). Life beyond the classroom: Transition strategies for young people with
disabilities, 5th Edition. Baltimore: Paul H. Brookes Publishing Co.
Other Readings
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Additional material posted in the course’s Blackboard website
Publication Manual of the American Psychological Association, Sixth Edition (ISBN: 978-14388-0562-2)
Course Format
Online (asynchronous) through Blackboard: https://bb.uccs.edu
Course Description
This course presents the transition process from school to adult life, self-determination, and the
development and implementation of inclusive community-based instruction for students of all ages.
Service delivery models, issues, and intervention approaches are examined. Emphasis is upon using
inclusive community based and learning strategies to facilitate student self-determination and
successful transitions, and to show how both students and teachers can become leaders and life-long
learners. Class activities demonstrate how these concepts can be infused into general and special
education curricula and instruction.
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Course Expectations
Because this is an asynchronous course, students are expected be active learners in the Blackboard
online environment. This means logging in often, participating in discussion board conversations,
completing assignments on-time, and other common expectations of being a successful student.
Course Objectives
Upon successful completion of this course, students will be able to:
1. Explain the need and identify self-determination skills needed to establish student
involvement in the transition process.
2. Demonstrate knowledge and ability to develop effective inclusive community-based
instruction lesson plans.
3. Identify activities, linkages to community agencies, and instructional techniques to promote
self-determination and successful transitions.
4. Identify ways to involve families, taking into consideration diverse backgrounds, to promote
successful transitions.
5. Identify and apply necessary components of a transition assessment, instruction, and planning
across ages and life domains as defined in the IDEIA.
Accreditation Standards
Please refer to the Alignment of Course Objectives table at the end of this syllabus document.
Technology Competencies
It is expected that students begin our program with foundational technology skills that include digital
word processing, digital and online formats (e.g. Blackboard) and using online research databases.
Knowledge of the use of technology-supported multimedia, such as PowerPoint and other
audio/video resources, is expected. Students who need assistance with building technological skills
should speak with their professor to learn about technology resources in the COE and at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of course
content. All students must obtain a UCCS email address and check it regularly (every day) so as not
to miss announcements. If your UCCS email address is not your primary one, please have emails
from UCCS rerouted to the one you check daily.
Attendance, Preparation, and Participation
Students are expected to maintain high standards of ethical and professional conduct. This includes
attending class, being adequately prepared, contributing to class discussions, submitting high caliber
work and representing your own work fairly and honestly. As an important member of a classroom
community, attendance and punctuality is mandatory. You must actively engage in class and group
work to maximize your learning in this course.
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If you must miss a class, please inform the professor by phone or email prior to class. It is the
responsibility of the student to obtain course information that is missed during the absence.
Unexcused absences will result in a lower grade.
Professional Behavior
Professional behavior is necessary for you to be a successful member of a learning community.
Please monitor your participation in class discussions and group work and find ways to contribute
intelligently to the discussion without silencing others. All written assignments must be computer
generated unless otherwise indicated by the professor. Professional behavior will be expected in your
future teaching/counseling career and is often the hallmark of career success.
Diversity Statement
The faculty of the College of Education is committed to preparing students to recognize, appreciate,
and support diversity in all forms – including ethnic, cultural, religious, gender, economic, sexual
orientation and ability – while striving to provide fair and equitable treatment and consideration for
all. Any student who believes that he/she has not been treated fairly or equitably for any reason
should bring it to the attention of the instructor, Department Chair or the Dean of the College of
Education.
Accommodations
The College of Education wishes to fully include persons with disabilities in this course. In
compliance with Section 504 and the Americans with Disabilities Act (ADA), UCCS is committed to
ensure that “no otherwise qualified individual with a disability … shall, solely by reason of disability,
be excluded from participation in, be denied the benefits of, or be subjected to discrimination under
any program or activity…” If you are a student with a disability and believe you will need
accommodations for this class, it is your responsibility to contact and register with the Disabilities
Services Office, and provide them with documentation of your disability, so they can determine what
accommodations are appropriate for your situation.
To avoid any delay in the receipt of accommodations, you should contact the Disability Services
Office as soon as possible. Please note that accommodations are not retroactive and disability
accommodations cannot be provided until a “Faculty Accommodation Letter” from the Disability
Services office has been given to the professor by the student. Please contact Disability Services for
more information about receiving accommodations at Main Hall room 105, 719-255-3354 or
dservice@uccs.edu.
Military Students
Military students who have the potential to participate in military activities including training and
deployment should consult with faculty prior to registration for any course, but no later than the end
of the first week of classes. At this time, the student should provide the instructor with a schedule of
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planned absences, preferably signed by the student's commander, in order to allow the instructor to
evaluate and advise the student on the possible impact of the absences.
In this course, the instructor will consider absences due to participation in verified military activities
to be excused absences, on par with those due to other unavoidable circumstances such as illness. If,
however, it appears that military obligations will prevent adequate attendance or performance in the
course, the instructor may advise the student to register for the course at another time, when she/he is
more likely to be successful.
Student Appeals
Students enrolled in programs or courses in the College of Education may access the COE
Appeal/Exception Form at:
http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be used
for an appeal when a student is:
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Denied admission to professional education program
Denied permission to student teach or complete professional internship
Removed from a professional education program or internship
Denied permission to graduate due to missing requirements
Requesting an exception to specific policies, procedures, or requirements
Requesting a grade change
This form is not to be used for requests to take classes out of sequence or to take a class without the
proper prerequisites. Such requests should be initiated with the department chair.
UCCS Student Code of Conduct
The purpose of the Student Code of Conduct is to maintain the general welfare of the university
community. The university strives to make the campus community a place of study, work, and
residence where people are treated, and treat one another, with respect and courtesy.
http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html.
UCCS Student Rights and Responsibilities
http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
UCCS Academic Ethics Code
http://www.uccs.edu/Documents/vcaf/200-019 StudentAcademic Ethics.pdf
Person-First Language
Teacher candidates are expected to use person-first language when discussing or writing about
persons with disabilities or persons from non-traditional backgrounds.
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Grading Scale
The instructor adheres to the following table when assigning letter grades for the course:
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A is within 93% to 100%
A- is within 90% to 92%
B+ is within 88% to 89%
B is within 83% to 87%
B- is within 80% to 82%
C is within 73% to 79%
Due Dates/Late Policy
ALL ASSIGNMENTS ARE DUE BY SATURDAY AT 11:59PM. Specific assignment due dates
are listed on the Blackboard website and in the course schedule. Assignments received later than the
due date will receive an automatic 10% reduction in grade for every day in which the assignment is
late.
Assignments
Total Points: 320 points (Undergraduate/SPED 3004)
370 points (Graduate/SPED 5004)
1. Weekly Learning Checks
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Total Points: 120 (10 points each, total 12 learning checks)
Learning checks typically include essay questions that relate to the week’s content. Based
upon students’ essay answers, the instructor provides individualized instruction to further
student learning. Please refer to each class module in Blackboard for weekly learning check
descriptions.
o Each week’s module/learning activity/learning check will be available on Mondays at
12:00am and learning checks will be due by Saturdays at 11:59pm.
2. Transition Training Activity
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Total Points: 50
Assignment description available in Blackboard
Additional information and examples will be provided throughout the semester
3. Electronic Transition Resource Portfolio
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Total Points: 50
Assignment description available in Blackboard
Additional information and examples will be provided throughout the semester
4a. Inclusive Community-Based Instruction Lesson Plan Assignment
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Total Points: 100
Assignment description available in Blackboard
Additional information and examples will be provided throughout the semester
4b. Inclusive Community-Based Instruction Lesson Plan Reflection Paper
(GRADUATE STUDENTS ONLY)
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Total Points: 50 points
Assignment description available in Blackboard
Additional information and examples will be provided throughout the semester
Course Schedule
Class/
Week
Topic(s) of Focus
Readings
Class 1:
Week of
Aug. 25th
Class 2:
Week of
Sept. 1st
Class 3:
Week of
Sept. 8th
Class 4:
Week of
Sept. 15th
Class 5:
Week of
Sept. 22nd
Class 6:
Week of
Sept. 29th
Class 7:
Week of
Oct. 6th
Class 8:
Week of
Oct. 13th
Class 9:
Week of
Oct. 20th
Class 10:
Week of
Oct. 27th
Course Overview
Transition: New Horizons and
Challenges
Self-Determination: Getting
Students Involved in Leadership
3004/5004: Chapter 1
3004/5004: Chapter 2
5004: Article 1
Learning Check 2
Families and Young People with
Disabilities: Listening to Their
Voices
Individualized Transition
Planning: Building the Roadmap
to Adulthood
Multicultural Transition Planning:
Including All Youth with
Disabilities
Transition Planning and
Community Resources: Bringing It
All Together
Full Inclusion into Schools:
Strategies for Collaborative
Instruction
High Stakes Accountability and
Students with Disabilities: The
Past and What's to Come
Secondary Curriculum and
Transition
3004/5004: Chapter 3
Learning Check 3
3004/5004: Chapter 4
5004: Article 2
Learning Check 4
3004/5004: Chapter 5
Learning Check 5
3004/5004: Chapter 6
5004: Article 3
Learning Check 6
3004/5004: Chapter 7
Learning Check 7
3004/5004: Chapter 8
5004: Article 4
Learning Check 8
Mid-Semester
Feedback Survey
Learning Check 9
Assessment and Teaching for
Transition
3004/5004: Chapter 10
5004: Article 5
3004/5004: Chapter 9
Assignment(s) Due
by Saturdays at
11:59pm
Learning Check 1
Learning Check 10
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Class 11:
Week of
Nov. 3rd
Class 12:
Week of
Nov. 10th
Class 13:
Week of
Nov. 17th
No Class:
Week of
Nov. 24th
Class 14:
Week of
Dec. 1st
Class 15:
Week of
Dec. 8th
Class 16:
Week of
Dec. 15th
Teaching Social Skills and
Promoting Supportive
Relationships
Using Technology from School to
Adulthood: Unleashing the Power
3004/5004: Chapter 11
Learning Check 11
3004/5004: Chapter 12
5004: Article 6
Learning Check 12
Securing Meaningful Work in the
Community: Vocational
Internships, Placements and
Careers
Thanksgiving Holiday - No Class
3004/5004: Chapter 13
Transition Training
Assignment
No Readings
No Assignment
Developing Jobs for Young People 3004/5004: Chapter 14
with Disabilities
5004: Article 7
Electronic Transition
Resource Portfolio
Pursuing Postsecondary Education
Opportunities for Individuals with
Disabilities
Course Wrap-Up
3004/5004: Chapter 15
End-of-Semester
Feedback Survey
No Readings
Inclusive
Community-Based
Instruction Lesson
Plan
Alignment of Course Objectives, Standards, and Conceptual
Framework
Course Objective
Objective 1: Explain the need
and identify self-determination
skills needed to establish
student involvement in the
transition process.
Assignment, Activity, or
Required Reading(s)
Assignments:
Learning Check 1
Electronic Portfolio
Mid-Semester Evaluation
End-Semester Evaluation
Readings:
Wehmeyer & Shogren
(2013)
Woods, et al. (2010)
CEC
Standards
CC1K1
CC1K4
CC5S9
GC5S4
CC7S1
CO PBSCT
Standards
3.1
3.2
CO Generalist
Standards
9.06(3)(c)
9.06(3)(d)
9.06(4)(a)
9.06(5)(e)
9.06(5)(a)(vi)
9.06(5)(e)
9.06(5)(i)(ii)
9.06(5)(i)(iii)
9.06(5)(i)(iv)
9.06(6)(c)
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Objective 2: Demonstrate
knowledge and ability to
develop effective inclusive
community-based instruction
lesson plans.
Assignments:
Inclusive Lesson Plan
Mid-Semester Evaluation
End-Semester Evaluation
Readings:
Mazzotti, et al. (2009)
Spence-Cochran, et al.
(2013)
Wehman & Brooke (2013)
Getzel & Briel (2013)
CC3K2
GC3S1
CC4S1 CC4S2
CC4S3 CC4S4
CC4S5 CC4S6
GC4K1
GC4K3
GC4S8
CC5S2 CC5S3
CC8S8
GC5K1
GC5S1
GC7K2
GC7S3
GC7S6
GC7S8
CC7S10
3.1
3.3
3.4
3.5
3.6
5.3
5.7
6.1
6.3
6.6
7.1
7.2
7.3
7.4
7.5
9.06(3)(a)
9.06(3)(d)
9.06(4)(a)
9.06(5)(a)
9.06(5)(a)(i)
9.06(5)(a)(iv)
9.06(5)(a)(vi)
9.06(5)(i)(ii)
9.06(5)(i)(iii)
9.06(5)(i)(iv)
9.06(6)(a)(i)
9.06(6)(c)
Objective 3: Identify activities,
linkages to community
agencies, and instructional
techniques to promote selfdetermination and successful
transitions.
Assignments:
Learning Check 5
Electronic Portfolio
Mid-Semester Evaluation
End-Semester Evaluation
Readings:
Brooke, et al. (2013)
Carter, et al. (2009)
Morningstar, et al. (2012)
Wehman & Brooke (2013)
Getzel & Briel (2013)
Woods, et al. (2010)
GC4S8
GC5K1
GC5S1
GC5S3
CC7S7
GC9K4
GC10K3
GC10S1
GC10S4
9.06(4)(a)
9.06(4)(b)
9.06(5)(a)(i)
9.06(5)(i)(ii)
9.06(5)(i)(iii)
9.06(6)(a)(i)
Objective 4: Identify ways to
involve families, taking into
consideration diverse
backgrounds, to promote
successful transitions.
Assignments:
Learning Check 2
Learning Check 4
Electronic Portfolio
Mid-Semester Evaluation
End-Semester Evaluation
Readings:
Targett & Wehman (2013)
Trainor & Kim (2013)
CC1K4
CC1K7
CC1K10
CC2K4
CC3K3
CC3K4
CC3K5
CC6K3
CC7S3
CC9S12
CC10K2
CC10K3
CC10S2
CC10S3
CC10S4
CC10S5
CC10S7
5.1
5.2
5.3
5.4
5.5
5.6
5.7
6.1
6.2
6.3
6.4
6.5
6.6
7.1
7.2
7.3
7.4
7.5
8.1
8.3
8.4
8.5
5.8
5.9
9.06(4)(b)
9.06(5)(h)
9.06(5)(i)
9.06(5)(i)(i)
9.06(5)(i)(iii)
9.06(5)(i)(iv)
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Objective 5: Identify and apply
necessary components of a
transition assessment,
instruction, and planning across
ages and life domains as
defined in the IDEIA.
Assignments:
Learning Check 7
Electronic Portfolio
Mid-Semester Evaluation
End-Semester Evaluation
Readings:
Austin & Wittig (2013)
Bouck (2013)
Carter & Hughes (2013)
Mazzotti, et al. (2009)
Morningstar, et al. (2012)
Thoma, et al. (2013)
GC1K8
CC3K2
GC4K5
GC4S8
GC5S1
CC5S9
CC7K3
CC7S3
CC7S7
CC8K4
CC8S2
CC8S4
CC8S5
CC9S5
3.1
3.2
3.3
3.4
3.6
3.8
5.1
5.2
5.3
5.7
5.9
6.4
6.5
6.6
9.06(3)(a)
9.06(3)(c)
9.06(3)(d)
9.06(3)(h)
9.06(4)(b)
9.06(5)(a)
9.06(5)(a)(i)
9.06(5)(a)(vi)
9.06(5)(e)
9.06(5)(g)
9.06(5)(i)
9.06(5)(i)(i)
9.06(5)(i)(ii)
9.06(6)(a)(i)
9.06(6)(c)
9.06(6)(e)(ii)
References
Austin, K., & Wittig, K. M. (2013). Individualized transition planning: Building the roadmap to
adulthood. In P. Wehman (Ed.), Life beyond the classroom: Transition strategies for young
people with disabilities (175-196). Baltimore: Paul H. Brookes.
Beakley, B. A., Yoder, S. L., & West, L. L. (2003). Community-based instruction: A guidebook for
teachers. Arlington, VA: Council for Exceptional Children.
Bouck, E. C. (2013). Secondary curriculum and transition. In P. Wehman (Ed.), Life beyond the
classroom: Transition strategies for young people with disabilities (175-196). Baltimore: Paul
H. Brookes.
Brooke, V., Revell, W. G., McDonough, J., & Green, H. (2013). Full inclusion in schools. In P.
Wehman (Ed.), Life beyond the classroom: Transition strategies for young people with
disabilities (175-196). Baltimore: Paul H. Brookes.
Carter, E., & Hughes, C. (2013). Teaching social skills and promoting supportive relationships. In P.
Wehman (Ed.), Life beyond the classroom: Transition strategies for young people with
disabilities (175-196). Baltimore: Paul H. Brookes.
Carter, E. W., Owens, L., Swedeen, B., Trainor, A. A., Thompson, C., Ditchman, N., & Cole, O.
(2009). Conversations that matter: Engaging communities to expand employment
opportunities for youth with disabilities. Teaching Exceptional Children, 41(6), 38-46.
Evans-Getzel, E., & Briel, L. W. (2013). Pursuing postsecondary education opportunities for
individuals with disabilities. In P. Wehman (Ed.), Life beyond the classroom: Transition
strategies for young people with disabilities (175-196). Baltimore: Paul H. Brookes.
Leiter, V. (2012). Their time has come: Youth with disabilities on the cusp of adulthood. New
Brunswick, NJ: Rutgers University Press.
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Mazzotti, V. L., Rowe, D. A., Kelley, K. R., Test, D. W., Fowler, C. H., Kohler, P. D., & Kortering,
L. J. (2009). Linking transition assessment and postsecondary goals: Key elements in the
secondary transition planning process. Teaching Exceptional Children, 42(2), 44-51.
Morningstar, M. E., Bassett, D. S., Kochhar-Bryant, C., Cashman, J., & Wehmeyer, M. L. (2012).
Aligning transition services with secondary education reform: A position statement of the
Division on Career Development and Transition. Career Development and Transition for
Exceptional Individuals, 35(3), 132-142.
Newman, L., Wagner, M., Knokey, A. M., Marder, C., Nagle, K., Shaver, D., & Wei, X. (2011). The
Post-High School Outcomes of Young Adults with Disabilities up to 8 Years after High
School: A Report from the National Longitudinal Transition Study-2 (NLTS2). NCSER 20113005. National Center for Special Education Research.
Spence-Cochran, K., Pearl, C. E., & Walker, Z. (2013). Full inclusion in schools. In P. Wehman (Ed.),
Life beyond the classroom: Transition strategies for young people with disabilities (175-196).
Baltimore: Paul H. Brookes.
Targett, P., & Wehman, P. (2013). Families and young people with disabilities: Listening to their
voices. In P. Wehman (Ed.), Life beyond the classroom: Transition strategies for young
people with disabilities (175-196). Baltimore: Paul H. Brookes.
Thoma, C. A., Boyd, K., & Austin, K. (2013). Assessment and teaching for transition. In P. Wehman
(Ed.), Life beyond the classroom: Transition strategies for young people with disabilities
(175-196). Baltimore: Paul H. Brookes.
Trainor, A. A., & Kim, S. (2013). Multicultural transition planning: Including all youth with
disabilities. In P. Wehman (Ed.), Life beyond the classroom: Transition strategies for young
people with disabilities (175-196). Baltimore: Paul H. Brookes.
Wagner, M., Newman, L., Cameto, R., Garza, N., & Levine, P. (2005). After high school: A first
look at the postschool experiences of youth with disabilities. A report from the National
Longitudinal Transition Study-2 (NLTS2). Online Submission.
Wehman, P., & Brooke, V. (2013). Securing meaningful work in the community: Vocational
internships, placements, and careers. In P. Wehman (Ed.), Life beyond the classroom:
Transition strategies for young people with disabilities (175-196). Baltimore: Paul H.
Brookes.
Wehmeyer, M. L., & Shogren, K. A. (2013). Self-determination: Getting students involved in
leadership. In P. Wehman (Ed.), Life beyond the classroom: Transition strategies for young
people with disabilities (41-68). Baltimore: Paul H. Brookes.
Woods, L. L., Sylvester, L., & Martin, J. E. (2010). Student-directed transition planning: Increasing
student knowledge and self-efficacy in the transition planning process. Career Development
for Exceptional Individuals, 33(2), 106-114.
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