Self-Determination and Transition
SPED 3004/5004
Summer 2012
COE Vision
The College of Education is a premier learning
community of teachers, leaders, and counselors
who contribute positively to a global society.
Professor: Kathleen Kane
Office: NA
COE Mission
The College of Education prepares skilled
professionals who inspire excellence and create
transformative change in the schools and
communities in which they serve.
To this end we:
♦ Enhance scholarship, achievement, and
service through collaborative partnerships,
♦ Promote and model innovative, ethical, and
research-based practices, and
♦ Embrace inclusion and social justice.
Phone: 719-200-9722
COE Goals
Additional Resources (or Recommended Textbooks): Journal articles and
♦ Ensure high quality preparation of education
and counseling professionals
information on websites are designated for
specific days. See the reading required under each day.
♦ Engage in research-based inquiry and,
practice
Course Format: This is a lecture course which consists of
activities including reading responses, discussions, lectures, use
of audio and visual media, readings from online sources and
supplementary journal articles, classroom discussions,
technology-mediated interactions, student presentations, and in class, small group
activities.
Course Overview: This course presents the transition process
from school to adult life, self-determination, and the
development and implementation of self-management
instructional programs for students of all ages. Service delivery
models, issues, and intervention approaches are examined.
Emphasis is upon using self-management and learning
strategies to facilitate student self-determination and successful
transitions, and to show how both students and teachers can
become leaders and lifetime learners. Class activities
demonstrate how these concepts can be infused into general and special education
curricula and instruction.
♦ Embrace diversity through action
♦ Proactively collaborate with the community
♦ Provide continual professional growth
opportunities
♦ Infuse and enhance the use of technology
COE Motto
Creativity
Opportunity
Excellence
Office Hours
8:00am-5:00pm M-F
Contact
Phone: 719-255-4996
Fax:
719-255-4110
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
http://www.uccs.edu/~coe/
E-mail:kkane@uccs.edu
Office Hours: NA
Required Textbook: Wehman, P., Life Beyond the
Classroom: Transition Strategies for Young People with
Disabilities 5th Edition 2013.
Course Expectations: Like the instructor, students are expected to come to class on time and thoroughly prepared,
meaning all assigned reading has been completed and questions on the reading have been brought to class; concepts, definitions,
examples, and procedures presented in the text and previous classes are understood well enough to be discussed; individual or
group assignments have been prepared; and the student is ready to engage in classroom activities.
Course Objectives:
• Explain the need and identify self-determination skills used to establish student involvement in own
education and transition planning and action.
• Identify ways to involve families, taking into consideration diverse backgrounds, to promote
successful transitions to post-school outcomes.
• Demonstrate knowledge of effective lesson planning and instructional strategies in teaching self-management,
self-determination skills, learning strategies, and how they are used to promote
successful transitions across the life span.
• Identify and apply necessary components of transition assessment and planning across ages and life
domains as defined in the Individuals with Disabilities Education Act.
• Identify activities, linkages to community agencies, and instructional techniques to promote self-determination
and successful transitions.
• Demonstrate skills to comply with US Department of Education’s Indicator 13 including IEP
development and use of best practices in transition planning and implementation. • Explain the need and identify
self-determination skills used to establish student involvement in own
education and transition planning and action.
• Identify ways to involve families, taking into consideration diverse backgrounds, to promote
successful transitions to post-school outcomes.
• Demonstrate knowledge of effective lesson planning and instructional strategies in teaching self-management,
self-determination skills, learning strategies, and how they are used to promote
successful transitions across the life span.
• Identify and apply necessary components of transition assessment and planning across ages and life
domains as defined in the Individuals with Disabilities Education Act.
• Identify activities, linkages to community agencies, and instructional techniques to promote self-determination
and successful transitions.
• Demonstrate skills to comply with US Department of Education’s Indicator 13 including IEP
development and use of best practices in transition planning and implementation.
Accreditation Standards: Standard 1: Candidate Knowledge, Skills, and Professional Dispositions
Standard 4: Diversity
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 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:
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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:
(1) denied admission to professional education program
(2) denied permission to student teach or complete professional internship
(3) removed from a professional education program or internship
(4) denied permission to graduate due to missing requirements
(5) requesting an exception to specific policies, procedures, or requirements
(6) 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%20StudentAcademic%20Ethics.pdf
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Assignments (graded activities):
The instructor adheres to the following table when assigning letter grades for the course:
A
93% to 100%
A90% to 92%
B+
88% to 89%
B
83% to 87%
B80% to 82%
C
73% to 79%
Points
Assignments and Evaluations
Student Goal Project : Assessment and Results
Research and Application Paper (APA style)
Transition IEP & Summary of Performance
Community Agency Interview and Reflection
Mid term Quiz
Final Quiz
Total Points
50
30
50
20
50
50
250
5
Due Date
Field
Hours
8
2
Course Schedule
WEEK
DATE
TOPIC OF
FOCUS
Class 1
July 9
Course Overview
Overview of
Transition
Transition
History
Legislation
Transition Terms
Charting the Course: Transition Toolkit, Colorado Department of Education
www.cde.state.co.us/cdesped/TK.asp
SelfDetermination
Chapter 2 Wehman, LBTC
Zarrow Center for Self-Determination
http://education.ou.edu/zarrow/?p=38
NSTTAC: http://www.nsttac.org/content/table-contents-self-determinationpresenter-guide
AIR Self-Determination Scale (from Zarrow)
Class 2
July 10
Goal Setting
Class 3
July 11
Class 4
July 12
READINGS
ASSIGN
MENTS
DUE
NSTTAC: http://www.nsttac.org/
Chapter 1 Wehman, Life Beyond the Classroom (LBTC)
Families and
Transition
Individualized
Transition
Planning
Person Centered
Planning
Multicultural
Transition
Planning
Chapter 3 Wehman, LBTC
Class 6
July 17
Community
Agencies and
Resources
Chapter 6 Wehman, LBTC
Class 7
July 18
Issues in
Transition in
Schools
Mid Term review
of previous
topics
Chapters 7 & 8 Wehman, LBTC
Curriculum and
Assessment in
Transition
Transition and
Teaching
Social Skills
Technology for
Transition
Chapters 9 &10 Wehman, LBTC
Age Appropriate Transition Assessment
Transition IEP
Colorado IEP forms (CDE Transition Toolkit website)
Class 5
July 16
Class 8
July 19
Class 9
July 23
Class 10
July 24
Class 11
July 25
Class 12
July 26
Chapter 4 Wehman, LBTC
Chapter 5 Wehman, LBTC
Quiz
Agency
Overview
Presentation
Research
Paper
Chapter 11 Wehman, LBTC
Chapter 12 Wehman, LBTC
6
Transition
IEP
Class 13
July 30
Employment in
Transition
Chapters 13 & 14 Wehman LBTC
Class 14
July 31
Summary of
Performance
Summary of Performance Forms from CDE Transition Toolkit website
Class 15
Aug 1
Postsecondary
Education in
Transition
Chapter 15 Wehman, LBTC
Class 16
Aug 2
SOP
Student
Goal
Project
Final Quiz
Assignments and Evaluation Rubrics
Student Goal Project
(50 points)
The purpose of this project is to select, administer, analyze results, and create a goal attainment
plan for a chosen student between the ages of 7-21. You will choose a student to work with,
choose an appropriate self-determination or transition assessment, administer the assessment to
the student, score the assessment, analyze the results of the assessment with the student, and
create a goal attainment plan for the student using the assessment results.
Requirements and Targets
Possible
Points Earned
Points
1. Description of student selected: Age, grade, personal
and school strengths, needs, why they are good
10
candidate for project
2. Selected assessment is appropriate for student
5
3. Protocols for assessment and scoring
5
4. Written analysis of results including specific
feedback from student, areas of strength and need, and
15
your recommendations for instruction, including
specific instructional strategies (5 pts per section)
5. Student’s Goal Attainment Plan including 3
measurable goals directly related to assessment results,
15
student’s steps for reaching the goals, obstacles to
reaching the goals, and supports the student needs to
reach the goals.
Research and Application Paper
(30 points)
The purpose of the research and reaction paper is to encourage you to conduct a search for
current research on a self-determination and transition topic of interest to you.
You will select a specific topic in self-determination and/or transition (e.g., self-management
strategies, goal-setting, vocational models, family involvement) in which you are interested.
Conduct a review of the research literature on your particular topic and select two journal articles
that are relevant and meet the standards of quality, empirical-based research. The articles must be
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published in a peer-reviewed journal within the last six years. All review papers must be written
using APA (6th ed.) style.
The paper should have two parts. In the first part synthesize the articles to provide information
about your topic. In the second part describe how you will apply this information in your
teaching. This paper should be 3-5 pages in length.
Requirements and Targets for each lesson
Possible Points Earned
Points
Topic and articles are appropriate for class
4
Clear synthesis of information on your top, including
10
the specific findings from the research
Describe specific ways (at least 3) in which you
10
could implement this in your teaching practice
Review is clearly organized, in APA style, free of
6
spelling and grammatical errors.
Transition IEP Case Study
(50 points)
Throughout the course, you will write a Transition IEP and Summary of Performance for a case
study student based on IDEIA, Indicator 13, and Colorado Department of Education
requirements. Complete all necessary parts of the IEP related to transition. Feel free to make
some assumptions about the student based on the information provided. This will be a “work in
progress” as we go through the course and you will turn in the complete IEP and Summary of
Performance at the end.
Requirements and Targets for each lesson
Possible Points Earned
Points
Completes all necessary parts of the transition IEP
correctly per IDEIA and Indicator 13 checklist
Transition IEP parts are relevant to student’s
information
Completes all sections of Summary of Performance
with information consistent with student’s
background information and needs.
20
10
20
Community Agency Interview and Reflection
(20 points)
You will research and interview a community agency or program that provides services for
individuals with disabilities that students transitioning to post school outcomes would access.
8
Relate your information and observations about the program to transition best practices. 1-2
pages.
Requirements and Targets for each lesson
Possible Points Earned
Points
Provide name of agency/program, person
10
interviewed, contact phone number, and date of
interview.
Provide information on what you learned: focus of
program, program design, frequency, duration,
learning objectives of program, and population
served
Relate your interview information to the research,
best practices, and predictors for transition by citing 10
the research and source from the text or transition
websites and documents.
Mid term Quiz
(50 points)
Mid term Quiz will cover topics from the first 2 weeks of class and will consist of short answer
questions.
Final Quiz
(50 points)
Final will cover topics from the second 2 weeks of class and will consist of short answer
questions.
Alignment of Course Objectives, Standards, and Conceptual Framework
Alignment of Course Objectives, Standards, and Conceptual Framework
STANDARDS*
Course Objective
Explain the need and
identify selfdetermination skills
needed to establish
student involvement
in own education
and transition
planning and action.
Assignment,
Activity, or
Required
Reading(s)
Reading:
Sitlington et. al.
Field et. al
Activities &
Assignments:
Quizzes
Student Goal Project
In-class discussions
and activities
CEC
Colorado
PBSCT
CC1K1
CC1K4
CC5S9
GC5S4
CC7S1
1.3; 1.4;
3.1; 3.2;
3.3; 3.4;
3.5; 3.6;
3.8; 5.1;
5.2; 5.3;
5.4; 5.5;
5.6; 5.7;
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Colorado
Generalist
INTASC
5i,ii;
6ai, dii,
6ei
1
NETS
COE
Concept
Framewk
1A, 1C,
2A, 2B,
2C, 3A
5.8; 5.9;
8.3; 8.5
Identify ways to
involve families,
taking into
consideration
diverse
backgrounds, to
promote successful
transitions
Reading:
Sitlington et. al.
Field et. al
Demonstrate
knowledge of
effective lesson
planning and
strategies in teaching
self-man., self-det.
skills, learning
strategies, and how
they promote
successful
transitions
Identify and apply
necessary
components of a
transition
assessment and
planning across ages
and life domains as
defined in the
IDEIA.
Reading:
Sitlington et. al.
Field et. al
Identify activities,
linkages to
community
agencies, and
instructional
techniques to
promote selfdetermination and
successful
transitions.
Activities &
Assignments:
Quizzes
Student Goal Project
In-class discussions
and activities
Activities &
Assignments:
In-class discussions
and activities
Quizzes
Student Goal Project
S-M & S-D skills
Lessons Plans
Reading:
Sitlington et. al.
Field et. al
Activities &
Assignments:
Weekly Discussion
Quizzes
Student Goal Project
Transition
Assessments
Transition IEP & plan
Lesson Plans
Reading:
Sitlington et. al.
Field et. al
Activities &
Assignments:
Weekly Discussion
Quizzes
Student Goal Project
In-class discussions
and activities
Lesson Plans
CC1K4; CC1K7
CC1K10; CC2K4
CC3K3; CC3K4
CC3K5; CC6K3
CC7S3; CC9S12
CC10K2;
CC10K3
CC10S2;
CC10S3
CC10S4;
CC10S5
CC10S7
CC3K1; CC4S1
CC4S2; CC4S4
CC4S5; CC4S6
GC4K1; GC4K3
GC4K5; GC4S1
GC4S3; CC5S2
CC5S8; GC5S4
CC6S1; GC7S3
GC7S6; GC7S8
CC7S10;
CC7S11
CC9S9
GC1K8; CC3K2
GC4K5; GC4S8
GC5S1; CC5S9
CC7K3; CC7S3
CC7S7; CC8K4
CC8S2; CC8S4
CC8S5; CC9S5
GC4S8
GC5K1
GC5S1
GC5S3
CC7S7
GC9K4
GC10K3
GC10S1
GC10S4
5h, i(iii),
i(iv);
6b, dii,
div, ei
1, 9
1A, 1B,
1C, 2B,
2C, 3A,
3C
7.1; 7.2;
7.3; 7.4;
7.5;
3ci, d, f;
4a, ci, ciii;
5aiv, e 6a,
ai, ci, fi
8cvi
1, 2, 3,
4, 5, 6,
7, 8
3.2; 3.5;
5.8; 5.9;
61; 6.2; 6.3
; 6.4; 6.5;
6.6; 8.1
3a, c, cii;
3h; 5e, h,
i; 6b, c,
dii, div, ei,
eii; fii;
7b, bii, e;
8a, b
9
1A, 2A,
3A, 3B,
3C
3.2; 3.5;
5.8; 5.9;
61; 6.2; 6.3
; 6.4; 6.5;
6.6; 8.1
5e, h, i,
i(iv);
6b, c, d, f;
7b,e;
8a, b
9
1A, 1B,
1C, 2B,
3A, 3C
2ii
2iii
3i, ii
Teacher candidates can access descriptions of all standards on the COE website
References
Steere, D.E. &Caraiuolo, D. (2002). Connecting outcomes, goals, and objectives in transition
planning. Teaching Exceptional Children, 34(6), 54-59.
Test, D. W, Fowler, C. H., Wood, W. M., Brewer, D. M., & Eddy, S. (2005). A conceptual
Framework of self-advocacy for students with disabilities. Remedial and Special Education,
26, (1), 43-54.
10
1A, 2A,
2B, 2C,
3A, 3B
Zhang, D. & Benz, M. R. (2006). Enhancing self-determination of culturally diverse students
with disabilities: Current status and future directions. Focus on Exceptional Children, 38, (9),
1-12.
Zito, J. R., Adkins, M. Gavins, M. Harris, K. R., Graham, S. (2007). Self-regulated strategy
development: Relationship to the social-cognitive perspective and the development of selfregulation. Reading & Writing Quarterly, 23, (1), 77-95.
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On-Line Resources
 National Secondary Transition Technical Assistance Center
http://www.nsttac.org
 National Center on Secondary Education and Transition
http://www.ncset.org/
 Colorado Department of Education Transition Resources
http://www.cde.state.co.us/cdesped/transresources.asp
 Center on Self-Determination – Oregon Health and Science University
http://www.ohsu.edu/oidd/CSD/
 BeachCenter.org – University of Kansas (Lawrence Campus)
http://www.beachcenter.org

Institute for Community Inclusion
http://www.communityinclusion.org

Self-Determination Synthesis Project – Self-Determination Curricula
http://sdsp.uncc.edu/sd_curricula.asp

National Secondary and Transition Technical Assistance Center – Field Tested SelfDetermination Curricula
http://www.nsttac.org/products_and_resources/PresenterGuides/SelfDeterminatio
n/FieldTestedCurriculums.doc
Self-Determination and Transition Lessons

Colorado Department of Education, Personal Learning Profile Lessons
www.cde.state.co.us/cdesped/PLP.asp

Zarrow Center for Learning Enrichment – Student-Directed Transition Planning
http://www.ou.edu/zarrow/information.html

Difabilities: Self-Advocacy and the IEP
http://www.difabilities.net/

I’m Determined: Virginia Department of Education’s Self-Determination Project
http://www.imdetermined.org
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