KENNESAW STATE UNIVERSITY
BAGWELL COLLEGE OF EDUCATION
DEPARTMENT OF ELEMENTARY & EARLY
CHILDHOOD EDUCATION
SUMMER SEMESTER 2004
I.
EDUC 2204 Human Growth, Development and
Learning
II.
INSTRUCTOR: Dr. Raynice Jean-Sigur
a.
OFFICE: Kennesaw Hall 2308
b.
OFFICE PHONE: 770-420-4475
c.
OFFICE HOURS: By Appointment
d.
EMAIL ADDRESS: rjeansig@kennesaw.edu
III.
CLASS MEETING: MTWR 2:00-4:45pm Kennesaw Hall 1301
IV.
TEXT Required: Beck, L. E. (2004). 3rd ed. Development through the lifespan. Boston, MA:
Allen.
V.
CATALOG COURSE DESCRIPTION: A study of human development through the life span
with emphasis on social, moral, emotional, physical, cognitive and psychological development as
these relate to learning and instruction. Includes learning styles, developmental and cultural
differences, wide range of abilities and exceptionalities, and health. Current use of technology will
be integrated as communication and instructional tools. Students will have the opportunity to
observe in naturalistic settings.
VI. CONCEPTUAL FRAMEWORK
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders
who possess the capability, intent and expertise to facilitate high levels of learning in all of their
students through effective, research-based practices in classroom instruction, and who enhance the
structures that support all learning. To that end, the PTEU fosters the development of candidates as
they progress through stages of growth from novice to proficient to expert and leader. Within the
PTEU conceptual framework, expertise is viewed as a process of continued development, not an
end-state. To be effective, teachers and educational leaders must embrace the notion that teaching
and learning are entwined and that only through the implementation of validated practices can all
students construct meaning and reach high levels of learning. In that way, candidates are
facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and
demonstrates collaborative practices across the college and university and extends collaboration to
the community-at-large. Through this collaboration with professionals in the university, the public
and private schools, parents and other professional partners, the PTEU meets the ultimate goal of
assisting Georgia schools in bringing all students to high levels of learning.
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VIII. DIVERSITY:
A variety of materials and instructional strategies will be employed to meet the needs of the
different learning styles of diverse learners in class. Candidates will gain knowledge as well as an
understanding of differentiated strategies and curricula for providing effective instruction and
assessment within multicultural classrooms. One element of course work is raising candidate
awareness of critical multicultural issues. A second element is to cause candidates to explore how
multiple attributes of multicultural populations influence decisions in employing specific methods
and materials for every student. Among these attributes are age, disability, ethnicity, family
structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and
socioeconomic status. An emphasis on cognitive style differences provides a background for the
consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons
defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with
Disabilities Act of 1990. A number of services are available to support students with disabilities
within their academic program. In order to make arrangements for special services, students must
visit the Office of Disabled Student Support Services (ext. 6443) and develop an individual
assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State
University that address each of the multicultural variables outlined above.
IX.
USE OF TECHNOLOGY:
Integrated Use of Technology: The Bagwell College of Education recognizes the importance of
preparing future educators and K-12 students to develop technology skills that enhance learning,
personal productivity, decision making, their daily activities in the 21st century. As a result, the
ISTE NETS*T Technology Standards for Teachers are integrated throughout the teacher
preparation program enabling teacher candidates to explore and apply best practices in technology
enhanced instructional strategies.
Specific technologies used within this course include:
* the development of presentation using presentation software such as Power Point
*word processing software such as Microsoft Word
*the research tools such as various internet search engines and WWW resources.
X.
FIELD EXPERIENCE STATEMENT
While participating in all field experiences, you are encouraged to be involved in a variety of
school-based activities directed at the improvement of teaching and learning. Activities may
include, but are not limited to, tutoring students, assisting teachers or other school personnel,
attending school board meetings, and participating in education-related community events. As you
continue your field experiences, you are encouraged to explore every opportunity to learn by doing.
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XI.
ACADEMIC INTEGRITY
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct
addresses the University’s policy on academic honesty, including provisions regarding plagiarism
and cheating, unauthorized access to University materials, misrepresentation/falsification of
University records or academic work, malicious removal, retention or destruction of library
materials, malicious/intentional misuse of computer facilities and/or services, and misuse of
student identification cards. Incidents of alleged academic misconduct will be handled through the
established procedures of the University Judiciary Program, which includes either an “informal”
resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure,
which may subject a student to the Code of Conduct’s minimum one semester suspension
requirement
XII.
ATTENDANCE POLICY Expectations for attending class are in accordance with the
statement on attendance set forth in the 2003-2004 Kennesaw State University Undergraduate
Catalog. Every student is expected to attend all class sessions and related field experiences. Three
points will be deducted for each unexcused absence. You must submit a written note if you are
not going to attend a class meeting or the three points will be deducted from your final total
points.
XIII.
DISRUPTIVE BEHAVIOR:
The University has a stringent policy and procedure for dealing with behavior which disrupts the
learning environment. Consistent with the belief that your behavior can interrupt the learning of
others, behavior which fits the University’s definition of disruptive behavior will not be tolerated.
Refer to the Kennesaw State University Undergraduate Catalog, 2003-2004, pages 314-315 for
further detail.
Other General Policies and Regulations of Student Life have been developed by Kennesaw State
University. These policies (Handling Student Code of Conduct Violations at KSU) include:
1Academic Misconduct, 2) Disruptive Behavior, 3) Sexual Assault, are found on pages 240-244 of
the 2003-2004 Kennesaw State University Undergraduate Catalog.
It is expected, in this class, that no professional should need reminding of any of these policies but
the policies are there for your consideration. The activities of this class will be conducted in both
the spirit and the letter of these policies
REQUIRED GOALS/COURSE OBJECTIVES: The general goals of the course
are to: (a) understand current theoretical perspectives and domains of development
and learning; (b) understand research methodology and techniques used to study
behavior and developmental change; (c) examine the physical, cognitive, emotional,
and social domains of development; (d) understand the environmental, genetic,
child-rearing, cultural, economic, political, and educational influences on
development and socialization of children and youth; (e) understand the relationship
between these factors and teaching and learning; (f) discuss the necessity for
development and application of educational programs according to developmental
and learning principles examined in this course.
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Elementary and Early Childhood Education Course Goals/Objectives
Middle Grades Education Course Goals/Objectives
Secondary Education Course Objectives
P-12 Education Course Goals/Objectives
COURSE OBJECTIVES: Upon completion of this course each student is
expected to be able to:
The following Proficiencies are used to describe the goals and objectives:
1.1 Candidate possesses knowledge of discipline content, methods of inquiry, connections to
other disciplines and applications to common like experiences.
1.2 Candidate knows and represents content accurately in multiple explanations, technology
integration, and application of carious teaching strategies.
1.3 Candidate uses content and pedagogical knowledge to assist students in the mastery of
subject matter knowledge.
2.1 Candidate demonstrates knowledge of how learners develop, learn, and think about
subject content, as well as successful strategies to motivate students to learn.
2.2 Candidate uses knowledge of the influences of society, culture, community, and family on
schools and learning to create and implement instruction that embodies multiple cultures
and a rich, diverse curriculum.
2.3 Candidate creates effective, well-managed and active learning environments that reflect
high expectations for student achievement.
2.4 Candidate designs and implements instruction that makes effective use of a variety of
methods, materials and technologies to positively impact learning of all students.
2.5 Candidate utilizes a variety of assessments to evaluate student learning and uses the
results to improve the quality of instruction that is differentiated to accommodate
students’ diversities.
3.1 Candidate reflects upon and improves professional performance based on professional
standards, feedback, best practices and effective communication.
3.2 Candidate builds collaborative and respectful relationships with colleagues, supervisors,
students, parents and community members.
3.3 Candidate displays professional and ethical behavior consistent with recognized
educational standards and codes of ethics.
1)
2)
Apply major theoretical perspectives and principles of development and
learning in children and adolescents advocated by such scholars as Piaget,
Maslow, Erickson, Bandura, Bloom, Kohlberg, Gardner, and Vygotsky(CF:
2.1 )
Describe normative research methods and techniques used to study behavior
and developmental change in learners (CF: C1.1).
3)
Describe how instruction and learning evolves from the study of human
growth and development (CF: 2.4).
4)
Describe how genetic, health, and environmental factors influence the
process of development and learning (CF: 2.2).
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5)
Describe social, moral, emotional, physical, cognitive, and psychological
development and the interrelationships among these domains as related to
learners (CF:2.1).
6)
7)
Analyze the cultural, economic, social, ecological, political, and educational
influences on development ( CF 1.2and 1.3)
Use current technology to access research (CF: 1.1).
8)
Explain the impact of technology on learning ( CF: 2.5).
9)
Show the relationship between factors that contribute to individual
differences (including exceptionalities, diversity) to the implications for
instruction (CF: 2.2).
10)
Use logic and critical thinking skills to apply concepts and principles of
development and learning in making decisions related to appropriate
instruction for learners ( CF:1.2 and 1.3)
11)
Articulate the sequence and characteristics of child growth and development
for the major periods of infancy, toddlerhood, early childhood, middle
childhood and adolescents (CF: 2.1).
12)
Identify factors inside and outside the home, which affect successful growth
and development as related to family system theory, knowledge of the
dynamics, roles, and relationships within families and communities (CF:
2.1)
13)
Identify current issues in child development ( CF: 2.1) .
14)
Explain and apply methods of studying child development ( CF: 1.2 and
1.3)
15)
Apply the knowledge and principles of human growth, development and
learning theories when observing learners at various stages of development
(CF: Learners- 1.1 and 2.1)
VIII. COURSE REQUIREMENTS/ASSIGNMENTS:
Each student will be assigned to a collaborative group. The group is
designed to allow the student to focus on P-12, early childhood and
elementary education, middle grades, or secondary education. Students will
have the opportunity to learn in a variety of environments, including, but not
limited to in class lecture, large group discussions, small group
collaborations/presentations, panels, video, and outside of class observations
and library research.
1. Students are expected to read and take notes on each chapter before it is
discussed in class. Class discussions will focus on clarifying overall
concepts (CF: 3.1).
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2. There will be a mid-term and a final exam. Tests will be based on
assigned readings, handouts, videos, and class discussions. Students are
expected to take tests on scheduled dates with the class (CF: All
proficiencies).
OBSERVATIONS:
Students will observe four individuals in their natural environments (e.g., at
school, work, home, and play). Observe individuals from the following age
groups. Please observe only one from each group. Individual
observations will be due on specific dates. Select at least one individual
from a culture different from your own. One additional observation may be
completed for extra credit (CF: 2.1).
1.
2.
3.
4.
0-2 years—Infant/Toddler
3-6 years—Preschooler – early childhood
7-11 years—School age – elementary
12-18 years—Adolescence – middle and high school
Use the Observation Guide to observe an infant or toddler, preschool or
early childhood, elementary school age, middle grades age, or high school
age for at least 30 minutes. Record the following information. Compare
your observations with the development for the age as discussed in your text
and in class.
Format for Observation Guide
Heading
1. Person observed: (First name only)___________________ Age ________
Gender________
2.
General description:
3.
Where observation took place:
4.
When observation took place:
5.
Others present:
I). Physical Development
Infant, Toddler, or Preschool
1. If infant, are movements due to reflexes or voluntary? If toddler or
preschool, list examples of child’s movements?
2. Describe the infant’s, toddler’s or preschooler's large muscle
development.
3. From observing the child, list examples that illustrate small muscle
development.
4. If toddler or preschooler, list examples of life skills that have been
mastered.
School Age, Adolescent (middle or high school grades)
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1.
Describe the physical appearance, noting characteristics of the age as
discussed in your text or differing from descriptions in your text.
2.
Describe particular skills (activeness, coordination, etc.)
II). Intellectual Development
Infant or Toddler
1. Describe the child’s general intellectual development, listing examples
to illustrate.
2. Describe this child’s language development, listing examples to
illustrate.
Preschooler
1. Describe this child’s general intellectual development, listing examples
to illustrate.
2. Describe this child’s language development, listing examples to
illustrate.
3. Describe this child’s math concepts and reading skills, listing examples
to illustrate.
School Age, Adolescent
1. Describe this person’s interests.
2. Describe this person’s vocabulary and relate to norms for this age group.
3. Describe this person’s attention span and relate to norms for this age
group.
III). Emotional and Social Development
1. Describe this child’s emotional development, giving examples to
illustrate.
2. Describe this child’s social development, giving examples to illustrate.
IV). Similarities/Differences
Comment generally on similarities and differences from expected norms for
a given age group. Why do such differences exist? Include cultural, social,
economic, environmental ... potential reasons if appropriate.
1. Integrate findings from observations to describe general developmental
principles.
2. Discuss the progression and change in physical, cognitive, and affective
development as observed through each stage.
3. Take a theoretical position based on your observations and the theories
discussed in the course. Identify findings from your observations that
seem to support or refute particular theories discussed in the text and in
class. Take a position, and then defend your position by citing
references.
4.Which of the major theorists were supported in your observations? Be
specific as to how the observation supported the theorist(s). Which of the
major theorists’ work seemed to be refuted? What specific observations
Collaborative Development of Expertise in Teaching and Learning
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caused you to question a major theorists’ work and why? Take a theoretical
position and defend it.
5.How were the observations beneficial to you? If they were not beneficial
to this course and your learning, please explain why. Be specific.
COLLABORATIVE GROUP PRESENTATION:
The group presentation will integrate your own data from individual
observations, your conclusions with regard to your integration paper and
those of your group members. The group presentation will go one step
further and apply your observations, thoughts and perspectives to
implications for teaching.
You may form groups by interest area, such as art, music, physical
education, or by ages of student interest, such as focus on early childhood
across the disciplines. The form of the presentation is up to the group. Ideal
group size is 6 students. (No less than 4 per group.) Plan to spend time
outside of class with other group members preparing for the
presentations.
The purpose of the presentation is to extend the concepts learned to a
specific educational area. It could take the form of a debate, panel, unit
lesson, summary, class scenario.... It might include technology, revolve
around cultural, social, economic differences (either perceived problems and
solutions or ways to celebrate differences). Feel free to use visuals if
pertinent including overheads, posters, manipulatives, and class materials.
Be creative. The only constraint is time. Plan and practice for a 20 minute
presentation (maximum is 25 minutes). (CF: 1.2, 1.3 and 3.1)
IX.
IX. Evaluation and Grading
In Class Requirements and Assignments
Class Activities
Points
Assessed
Course
Midterm
Observations (10 points each)
50
40
Collaborative group presentations
Attendance/group participation
70
40
Objectives
1-6,8-15
1,4,5,6,7,9,10,
11,12,13,14,15
1-15
1-15
Final exam
100
1-15
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Grades will be assigned as follows:
260-300 points
A
220-259points
B
180-219 points
C
140-179 points
D
139 and below
F
EDUC 2204 Human Growth and Development Schedule Calendar Summer 2204
This schedule is tentative and is subject to change. Please keep up with any changes.
Class
Topic
Assignment
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Course Overview
Chp 1
History and Theories
Biological and Environmental
Prenatal Development
Birth and the Newborn
Development-Infancy
Development Toddlers
Development-Preschoolers
Development-Preschool-Midterm
Development-School age
Development-Children
Development-Adolescents
Development-Adulthood
Development- Adulthood-Death
Presentations
Read Chapters
Read Chapters
Read Chapters
Read Chapters
Read Chapters
Read Chapters
Read Chapters
Read Chapters
Read Chapters
Read Chapters
Read Chapters
Read Chapters
Read Chapters
Read Chapter s
Final Exam June 28, 2004
Due dates: first observation-June 11, 2004
Second observation-June 18, 2004
Third and fourth observations-June 25, 2004
REFERENCES/BIBLIOGRAPHY
Batcher, E. (1981). Emotion in the classroom: A study of children’s
experience. New York: Praeger.
Bergethon, B. (1986). Musical growth in the elementary school. New York:
Holt, Rinehart and Winston.
Collaborative Development of Expertise in Teaching and Learning
Page 9 of 14
Bornstein, M. & Bruner, J. Ed. (1989). Interaction in human development.
Hillsdale, NJ: L. Erlbaum Associates.
Chapman, P.D. (1988). Schools as sorters: Lewis M. Terman, applied
Psychology, and the intelligence testing movement, 1890-1930. New
York: New York University Press.
Cole, Claire G. (1988). Guidance in middle schools: Everyone’s
responsibility. Columbus, Ohio: National Middle School Association.
Damon, W. ed. (1989). Child development today and tomorrow. San
Francisco, CA: Jossey-Bass Publishers.
Dillon, R. & Schmeck, R. ed. (1983). Individual differences in cognition.
New York: Academic Press.
Dugan, T. & Coles, R. ed. (1989). The child in our times: Studies in the
development of resiliency. NewYork: Brunner/Mazel.
Freiberg, K. (1987). Human development: A life-span approach. Boston:
Jones and Bartlett Publishers.
Gilligan, C. & Lyons, N. & Hanmaer, T. ed. (1990). Making connections:
The relational worlds of adolescent
girls at Emma Willard School.
Cambridge, MA: Harvard University Press.
Ginsburg, E. (1990). Effective interventions: Applying learning to school
social work. New York: Greenwood Press.
Glasser, W. (1992). The quality school: Managing students without
coercion. New York: Harper-Perennial.
Gottlieb, G. (1992). Individual development and evolution: The Genesis of
novel behavior. New York: Oxford University Press.
Griffin, R. (1988). Underachievers in secondary school: Education off the
mark. Hillsdale, NJ: Lawrence Erlbaum Associates.
Hanna, J. (1988). Disruptive school behavior: Class, race, and culture. New
York: Holmes & Meier.
Hurrelmann, K. (1989). Human development and health. Berlin, New York:
Springer-Verlag.
Inhelder, B. & J. Piaget. (1958-CLASSIC). The growth of logical thinking
from childhood to adolescence: An essay on the construction of formal
operational structures. New York: Basic Books.
Kagan, J. (1989). Unstable ideas: Temperament, cognition, and self.
Cambridge, MA: Harvard University Press.
Macpherson, J. (1983). Family life and school achievement: Why poor black
children succeed or fall. Chicago, IL: University of Chicago Press.
Malina, R. (1991). Growth, maturation, and physical activity. Champaign,
IL: Human Kinetics Books.
Meier, K. (1989). Race, class, and education: The politics of secondgeneration discrimination. Madison, WI: University of Wisconsin
Press.
National Institute of Child Health and Human Development. (1989). From
cells to selves. Bethesda, MD: National Institute of Child Health and
Human Services.
National Institute of Child Health and Human Development. (1992). A
Report to the National Advisory Child
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Health and Human Development Council Microform. Bethesda, MD:
The Institute.
National Research Council, (1984). Development during middle childhood:
The years from six to twelve. Washington, DC: National Academy
Press.
O’Malley, J. M. (1987). Academic growth of high school age Hispanic
students in the United States.
Washington, DC: Center for Education Statistics.
Paley, V.G. (1986). Mollie is three: Growing up in school. Chicago:
University of Chicago Press.
Papalia, D.E. (1992). Human development. New York: McGraw Hill.
Pollock, G. & Greenspan, S. ed. (1989). The course of life. Madison, CT:
International University Press.
Roberts, M. & Tamburrini, J. (1981). The basic stage of early childhood.
Edinburgh: Holmes McDougall.
Schuster, C.S. (1980). The process of human development: a holistic
approach. Boston: Little Brown.
Snow, C.E. (1991). Unfulfilled expectations: Home and school influences
on literacy. Cambridge, MA: Harvard University Press.
Tizard, B. (1984). Young children learning. Cambridge, MA: Harvard
University Press.
VanHoose, J. (1988). Young adolescent development and school practices:
Promoting harmony. Columbus, OH: National Middle School
Association.
Wood, C. (1994). Children in the classroom ages 4-12. Greenfield, MA:
Northeast Foundation for Children.
OTHER REFERENCES:
Bornstein, M.H. (Ed.) (1987). Sensitive periods in development.
Interdisciplinary perspectives.
Hillsdale, NJ: Erlbaum.
Ray, W. J., & Ravizza, R. (1988). Methods toward a science of behavior
and experience (3rd ed.). Belmont, CA: Wadsworth.
Brill, A. A. (Ed.). (1938). The basic writings of Sigmund Freud. NY:
Random House.
Thomas, R.M. (1992). Comparing theories of child development (3rd ed.).
Belmont, CA: Wadsworth.
Evans, R. I. (1989). Albert Bandura: The man and his ideas-a dialogue.
NY: Praeger.
Kozulin, A. (1990). Vygotsky’s psychology: A biography of ideas. NY:
Harvester Wheatsheaf.
Bronfenbrenner, U. (1979). The ecology of human development.
Cambridge, MA: Harvard University Press.
Curtiss, S. (1977). Genie: A psycholinguistic study of a modern-day wild
child. NY: Academic Press.
Sinclair, H., Stambak, M., Lezine, I., Rayna, S., & Verba, M. (Eds.) (1989)
Infants and objects: The creativity of cognitive development. NY:
Academic Press.
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Valsiner, J. (Ed.). (1989) Child development in cultural context. Lewiston,
NY: Hogrefe & Huber.
Browne Miller, A. (1990). The day care dilemma. NY: Plenum.
Cummins, J., & Swain, M. (1986). Bilingualism in education: Aspects of
theory, research and practice. London: Taylor & Fry.
Nofsinger, M. M. (1990). Children and adjustment to divorce: An
annotated bibliography. NY: Garland.
Askew, S. & Ross, C. (1988). Boys don’t cry: Boys and sexism in
education. Milton Keynes and Philadelphia: Open University Press.
Fisher, R. (1990). Teaching children to think. Oxford: Basil Blackwell.
Rosengren, K. E., & Windahl, S. (1989). Media matter: TV use in
childhood and adolescence. Norway, NJ: Able.
Field, T. M., McCabe, P. M., & Schneiderman, N. (Eds.). (1987). Stress
and coping. Hillsdale, NJ: Erlbaum.
Moncrieff, C., Larner, M., Riley, D., Gunnarson, L. & Henderson, C. R., Jr.
(Eds.). (1990). Extending families:
The social networks of parents
and their children. NY: Cambridge University Press.
Kuhmerker, L. (Ed.). (1991). The Kohlberg legacy for the helping
professions. Birmingham, AL: Religious
Education Press.
Stevens-Long, J. (1990). Adult development: Theories past and future. In
R. A. Nemiroff & C. A. Colarusso
(Eds.). New dimensions in
adult development. NY: Basic Books.
Belsky, J. K. (1990). The psychology of aging (2nd ed.). Pacific Grove,
CA: Brooks/Cole.
EXAMPLES OF REFEREED JOURNALS:
American Journal of Mental Retardation
American Psychologist
Behavioral Disorders
Children with Special Needs
Exceptional Children
Exceptionality
Gifted Child Quarterly
Harvard Educational Review
Intervention in School and Clinic
Journal of Child Language
Journal of Early Intervention
Journal of Learning Disabilities
Journal of the Education of the Gifted
Journal of Special Education
Journal of Speech and Hearing Research
Journal of Visual Impairment and Blindness
Learning and Individual Differences
Learning Disabilities Quarterly
Mental Retardation
Preventing School Failure
Psychology in the Schools
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Remedial and Special Education
Social Policy Learning Disability Quarterly
Special Education: Research and Trends
Topics in Language Disorders
WEB Sites
International CEC http://www.ced.sped.org
Curry School of Education use of web in effective teaching:
Downs Syndrome bit.listserv.down-syn
Deafness & Hearing Impairment
bit.listserv.deaf-1
additional newsgroups addresses can be found at:
http://www.aed.org/special.ed/spednews.html
THOMAS, the Library of Congress’ window on our national legislative
body
http://thomas.loc.gov/home/thomas.html (fully searchable copies of each
bill as it is presented)
Mid-South Regional Resource Center technology related activities
pupdike@ihdi.ihdi.uky.edu
National Transition Alliance for Youth with Disabilities
http://www.aed.org/Transition.Alliznace/NTA.html
information about partners linking to web sites and other school to work
resources
Transition Research Institute
http://ed.uiuc.edu/coe/sped/tri/institute.html
(evaluation of transition programs, technical assistance to OSERS funded
model programs
dealing with transition from school to work and intervention and research
activities that promote successful transition, may subscribe to
transitional listserv
National Transition Network
http://www.aed.org/resources for special ed and school to work
Academy for Educational Development http://www.aed.org/resources for
special ed and school to work
Council of Chief State School Officers http://ccsso.org/information about
implementation of school to work in 50 states
Consortium on Inclusive Schooling Practices http://www.asri.edu/CESP
listing of manuals, articles, videotapes, brochures, bibliographies, fact
sheets and other products developed through U.S. DOE of Special
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Education Programs’ Severe Disabilities Branch (not a library or
supplier)
National Statewide Systems Change Network-additional information
michaele@nasbe.org
guidelines for web development
http://www.aed.org/special.ed/links.html
OSERS Technical Assistance and Dissemination Network
http://www.aed.org/special.ed/tadlist.html hyperlinks to project with web
sites
CD-ROM program for providing effective instruction for students with
disabilities in general education classes
http://www.unc.edu/depts/ed/cel-NCPTS.html
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