Indiana University-Purdue University Fort Wayne
School of Education
SYLLABUS
EDUC K 441 Transitions Across the Life Span
Fall Session 2010: August 23 – December 19th
Day & Time: Monday 4:30 – 7:15 P.M.
Location: Kettler Hall Room 249
This syllabus is for courses being taught by:
Instructor: Vendetta Gutshall
Phone Number: 260-356-1730 (work) 260-468-2409 (home) 260-433-9968 (cell)
Office Hours: By Appointment
Fax: 260-358-2236
Email: vgutshall@hccsc.k12.in.us
Course Description:
In this course, issues and strategies related to the array of transitions students with
disabilities need to make as they progress from pre-school to public school and on to
adult life are discussed. The course covers laws, policies, and guidelines governing
service provision across age groups and levels of instruction, and it addresses strategies
for program planning, interagency cooperation and collaboration, and resource utilization
Textbook: Transition Education and Services for Students with Disabilities
Sitlington, P.L. , Clark, G.M., Neubert, D.A. (2010). Transition Education and
Services for Students with Disabilities, 5th/E, Merrill/Pearson (ISBN # 0-13-505608X)
Cross-indexing Course Objectives
As the State of Indiana and the IPFW SOE have altered its certification/licensing requirements to
more adequately reflect national standards, course objectives and activities are expected to reflect
these changes. This syllabus reflects these sources. They are (1) The Interstate New Teacher
Assessment and Support Consortium (INTASC), (2) National Council for the Accreditation
of Teacher Education (NCATE) and the Council for Exceptional Children (CEC), and (3) the
IPFW SOE Conceptual Framework (2000).
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Course Objective and Associated Standard(s):
Students will:
1. Identify the transitions students with disabilities make from early intervention to
adulthood
Applicable NCATE/CEC Standards: 1, 2
Applicable INTASC Standards: 4, 9, 10
Conceptual Framework: Habits of Mind, Knowledge
2. Examine and discuss the various transition models and best practices
Applicable NCATE/CEC Standards: 1, 7, 10
Applicable INTASC Standards: 1, 9, 10
Conceptual Framework: Habits of Mind, Knowledge
3. Demonstrate an understanding of the legal framework for transition planning, including IDEA
and Article 7
Applicable NCATE/CEC Standards: 1
Applicable INTASC Standards: 9
Conceptual Framework: Knowledge
4. Be able to identify and use both formal and informal transition assessments
Applicable NCATE/CEC Standards: 8
Applicable INTASC Standards: 1, 3
Conceptual Framework: Knowledge
5. Identify and discuss the relationships between career and vocational-technical education,
functional skills, and academics (i.e., state standards)
Applicable NCATE/CEC Standards: 4, 5, 7, 10
Applicable INTASC Standards: 1, 9,10
Conceptual Framework: Democracy & Community, Pedagogy, Knowledge
6. Define self-determination and its role in transition, and demonstrate effective empirically
based strategies to improve self-determination in students with disabilities
Applicable NCATE/CEC Standards: 2, 4, 7
Applicable INTASC Standards: 5, 6, 9, 10
Conceptual Framework: Pedagogy, Knowledge
7. Define and discuss the role and application of technology in the transition planning process
Applicable NCATE/CEC Standards: 7, 8, 10
Applicable INTASC Standards: 3, 6, 7, 9
Conceptual Framework: Pedagogy Knowledge
8. Examine and discuss the dynamics of family involvement in transition planning
Applicable NCATE/CEC Standards: 2, 9, 10
Applicable INTASC Standards: 9, 10
Conceptual Framework: Democracy & Community, Habits of Mind, Pedagogy,
Knowledge, Experience
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9. Identify strategies to provide career exploration and job training opportunities to students with
disabilities
Applicable NCATE/CEC Standards: 4, 5, 7,10
Applicable INTASC Standards: 9, 10
Conceptual Framework: Pedagogy, Knowledge, Experience
10. Identify various local and state agencies likely to be needed by students with disabilities who
are transitioning from school to adult life and explain best practice in collaborating with such
agencies
Applicable NCATE/CEC Standards: 9,10
Applicable INTASC Standards: 9, 10
Conceptual Framework: Habits of Mind, Pedagogy, Knowledge, Experience
11. Develop an individualized transition plan for a student with a disability including meaningful,
measurable outcomes
Applicable NCATE/CEC Standards: 7, 8, 10
Applicable INTASC Standards: 1, 2, 3
Conceptual Framework: Democracy and Community, Pedagogy, Knowledge,
NCATE/CEC Standards
Standard 1: Foundations
Special educators understand the field as an evolving and changing discipline based on
philosophies, evidence-based principles and theories, relevant laws and policies, diverse and
historical points of view, and human issues that have historically influenced and continue to
influence the field of special education and the education and treatment of individuals with
exceptional needs both in school and society. Special educators understand how these influence
professional practice, including assessment, instructional planning, implementation, and program
evaluation. Special educators understand how issues of human diversity can impact families,
cultures, and schools, and how these complex human issues can interact with issues in the
delivery of special education services. They understand the relationships of organizations of
special education to the organizations and functions of schools, school systems, and other
agencies. Special educators use this knowledge as a ground upon which to construct their own
personal understandings and philosophies of special education.
Standard 2: Development and Characteristics of Learners
Special educators know and demonstrate respect for their students first as unique human beings.
Special educators understand the similarities and differences in human development and the
characteristics between and among individuals with and without exceptional learning needs
(ELN)1. Moreover, special educators understand how exceptional conditions can interact with the
domains of human development and they use this knowledge to respond to the varying abilities
and behaviors of individual’s with ELN. Special educators understand how the experiences of
individuals with ELN can impact families, as well as the individual’s ability to learn, interact
socially, and live as fulfilled contributing members of the community.
Standard 3: Individual Learning Differences
Special educators understand the effects that an exceptional condition2 can have on an
individual’s learning in school and throughout life. Special educators understand that the beliefs,
traditions, and values across and within cultures can affect relationships among and between
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students, their families, and the school community. Moreover, special educators are active and
resourceful in seeking to understand how primary language, culture, and familial backgrounds
interact with the individual’s exceptional condition to impact the individual’s academic and social
abilities, attitudes, values, interests, and career options. The understanding of these learning
differences and their possible interactions provide the foundation upon which special educators
individualize instruction to provide meaningful and challenging learning for individuals with
ELN.
Standard 4: Instructional Strategies
Special educators posses a repertoire of evidence-based instructional strategies to individualize
instruction for individuals with ELN. Special educators select, adapt, and use these instructional
strategies to promote challenging learning results in general and special curricula3 and to
appropriately modify learning environments for individuals with ELN. They enhance the learning
of critical thinking, problem solving, and performance skills of individuals with ELN, and
increase their self-awareness, self-management, self-control, self-reliance, and self-esteem.
Moreover, special educators emphasize the development, maintenance, and generalization of
knowledge and skills across environments, settings, and the lifespan.
Standard 5: Learning Environments and Social Interactions
Special educators actively create learning environments for individuals with ELN that foster
cultural understanding, safety and emotional well being, positive social interactions, and active
engagement of individuals with ELN. In addition, special educators foster environments in which
diversity is valued and individuals are taught to live harmoniously and productively in a culturally
diverse world. Special educators shape environments to encourage the independence, selfmotivation, self-direction, personal empowerment, and self-advocacy of individuals with ELN.
Special educators help their general education colleagues integrate individuals with ELN in
regular environments and engage them in meaningful learning activities and interactions. Special
educators use direct motivational and instructional interventions with individuals with ELN to
teach them to respond effectively to current expectations. When necessary, special educators can
safely intervene with individuals with ELN in crisis. Special educators coordinate all these efforts
and provide guidance and direction to paraeducators and others, such as classroom volunteers and
tutors.
Standard 6: Language
Special educators understand typical and atypical language development and the ways in which
exceptional conditions can interact with an individual’s experience with and use of language.
Special educators use individualized strategies to enhance language development and teach
communication skills to individuals with ELN. Special educators are familiar with augmentative,
alternative, and assistive technologies to support and enhance communication of individuals with
exceptional needs. Special educators match their communication methods to an individual’s
language proficiency and cultural and linguistic differences. Special educators provide effective
language models, and they use communication strategies and resources to facilitate understanding
of subject matter for individuals with ELN whose primary language is not English.
Standard 7: Instructional Planning
Individualized decision-making and instruction is at the center of special education practice.
Special educators develop long-range individualized instructional plans anchored in both general
and special curricula. In addition, special educators systematically translate these individualized
plans into carefully selected shorter-range goals and objectives taking into consideration an
individual’s abilities and needs, the learning environment, and a myriad of cultural and linguistic
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factors. Individualized instructional plans emphasize explicit modeling and efficient guided
practice to assure acquisition and fluency through maintenance and generalization. Understanding
of these factors as well as the implications of an individual’s exceptional condition, guides the
special educator’s selection, adaptation, and creation of materials, and the use of powerful
instructional variables. Instructional plans are modified based on ongoing analysis of the
individual’s learning progress. Moreover, special educators facilitate this instructional planning in
a collaborative context including the individuals with exceptionalities, families, professional
colleagues, and personnel from other agencies as appropriate. Special educators also develop a
variety of individualized transition plans, such as transitions from preschool to elementary school
and from secondary settings to a variety of postsecondary work and learning contexts. Special
educators are comfortable using appropriate technologies to support instructional planning
and individualized instruction.
Standard 8: Assessment
Assessment is integral to the decision-making and teaching of special educators and special
educators use multiple types of assessment information for a variety of educational decisions.
Special educators use the results of assessments to help identify exceptional learning needs and to
develop and implement individualized instructional programs, as well as to adjust instruction in
response to ongoing learning progress. Special educators understand the legal policies and ethical
principles of measurement and assessment related to referral, eligibility, program planning,
instruction, and placement for individuals with ELN, including those from culturally and
linguistically diverse backgrounds. Special educators understand measurement theory and
practices for addressing issues of validity, reliability, norms, bias, and interpretation of
assessment results. In addition, special educators understand the appropriate use and limitations
of various types of assessments. Special educators collaborate with families and other colleagues
to assure non-biased, meaningful assessments and decision-making. Special educators conduct
formal and informal assessments of behavior, learning, achievement, and environments to design
learning experiences that support the growth and development of individuals with ELN. Special
educators use assessment information to identify supports and adaptations required for
individuals with ELN to access the general curriculum and to participate in school, system, and
statewide assessment programs. Special educators regularly monitor the progress of individuals
with ELN in general and special curricula. Special educators use appropriate technologies to
support their assessments.
Standard 9: Professional and Ethical Practice
Special educators are guided by the profession’s ethical and professional practice standards.
Special educators practice in multiple roles and complex situations across wide age and
developmental ranges. Their practice requires ongoing attention to legal matters along with
serious professional and ethical considerations. Special educators engage in professional activities
and participate in learning communities that benefit individuals with ELN, their families,
colleagues, and their own professional growth. Special educators view themselves as lifelong
learners and regularly reflect on and adjust their practice. Special educators are aware of how
their own and others attitudes, behaviors, and ways of communicating can influence their
practice. Special educators understand that culture and language can interact with
exceptionalities, and are sensitive to the many aspects of diversity of individuals with ELN and
their families. Special educators actively plan and engage in activities that foster their
professional growth and keep them current with evidence-based best practices. Special educators
know their own limits of practice and practice within them.
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Standard 10: Collaboration
Special educators routinely and effectively collaborate with families, other educators, related
service providers, and personnel from community agencies in culturally responsive ways. This
collaboration assures that the needs of individuals with ELN are addressed throughout schooling.
Moreover, special educators embrace their special role as advocate for individuals with ELN.
Special educators promote and advocate the learning and well being of individuals with ELN
across a wide range of settings and a range of different learning experiences. Special educators
are viewed as specialists by a myriad of people who actively seek their collaboration to
effectively include and teach individuals with ELN. Special educators are a resource to their
colleagues in understanding the laws and policies relevant to Individuals with ELN. Special
educators use collaboration to facilitate the successful transitions of individuals with ELN across
settings and services.
IPSB Standards
The educator of students with exceptional needs:
1) Is well-versed in the history, philosophy, and foundations of special education as
well as in current laws and contemporary issues in the field and uses this knowledge
to enhance educational opportunities for all students.
2) Is knowledgeable of human growth and development and uses this knowledge to
provide meaningful learning opportunities.
3) Is competent in selecting, administering, and interpreting a variety of formal and
informal assessment strategies and utilizes this information to design, implement and
evaluate instruction and to guide students in self-assessment.
4) Recognizes that optimal learning relates new information to the students’ prior
experiences and knowledge.
5) Is cognizant of the importance of an active learning environment and designs a
setting which fosters and enriching, nurturing and safe climate where diversity and
risk-taking are valued.
6) Understands the developmental nature of learning and uses multiple approaches and
strategies to provide a variety of activities and opportunities to facilitate student
success.
7) Understands the importance of teaching appropriate social skills and effectively
applies and models these strategies in interactions with students, families, and
colleagues.
8) Understands reflective practices and the importance of ongoing professional
development and applies the knowledge gained to promote both student growth and
professional outreach.
9) Is aware of the need to collaborate with families, school colleagues, and the larger
community to support students’ learning and well being and actively cultivates these
partnerships.
10) Demonstrates an awareness of a wide array of community resources and accesses
these services to support students’ needs.
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SOE Conceptual Framework (Adopted 2/9/00): A LEARNING AND LEADERSHIP MODEL We in
the School of Education are committed to the following conceptual framework for our programs:
1. Democracy & Community
Effective educators (1), such as teachers, counselors, and administrators need to be a part of a
dynamic educational community as a model for the climate of community they hope to create.
To do this, these educators need an understanding of the moral, cultural, social, political, and
economic foundations of our society. Consequently, the SOE should foster a democratic, just,
inclusive learning community among its students, faculty, and staff, and with all other
stakeholders in the educational enterprise.
2. Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical reflection
in all endeavors. Within the context of a compassionate, caring community, educators foster
habits of mind necessary to engage learners, such as investigating, inquiring, challenging,
critiquing, questioning, and evaluating. Consequently, the SOE must integrate critical habits of
mind in all aspects of the teaching/learning process.
3. Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the multiple
roles of the teacher, such as facilitator, guide, role model, scholar, and motivator. Educators
appreciate and are receptive to the diverse perspectives, modes of understanding, and social
circumstances that they and their students bring to the educational setting. Consequently, the
SOE needs to prepare educators to understand and use pedagogy creatively and thereby ensure
active learning, conceptual understanding, and meaningful growth.
4. Knowledge
Effective educators need to be well grounded in the content, which they expect to teach.
Educators need to understand how knowledge is constructed, how the processes of inquiry are
applied, how domains of knowledge are established, how disciplines can be integrated and most
effectively communicated to their students. Educators also need understanding of themselves, of
communities in which they intend to teach, and of students. Consequently, the SOE should
immerse educators in nurturing learning communities that deepen knowledge, and encourage
ongoing intellectual, emotional, and personal growth.
5. Experience
Effective educators learn their craft through experiences in actual educational settings. Through
on-site campus activities and field-based experiences students will observe and emulate
exemplary teaching and learning. These educators will practice, collaborate, and interact with
practitioners and their students. Consequently, he SOE must integrate field and/or clinical
experiences that reflect the diversity of educators, students, and schools into all aspects of the
curriculum, and help educators to assess and reflect on those experiences.
6. Leadership
Effective educators are leaders. They have developed educational and social visions informed by
historical and cultural perspectives. They strive to set the highest goals for themselves and
inspire students to do likewise. Educators are enriched by the convergence of knowledge, theory,
and practice as they optimistically face the educational challenges of the twenty-first century.
Consequently, the SOE must provide opportunities for educators to develop as leaders in
their profession and in their communities.
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Course Requirements:
Requirements
Transition Presentation
Points
50 Points
Transition Project (IEP)
CEC Reflection Paper
100 Points
25 Points
In/Out of Class Assignments (10)
10 Points ea – 100 Points Total
Due Date
As assigned in
class
Includes end
of course
reflection and
speaker
reviews
Transition Notebook
Conceptual Framework Reflection
Paper
Participation
100 Points
25 Points
Expected
Total Possible Points
400
Grading:
A=100-92 %
( Minimum of 368 Points)
B=91-82 %
(Minimum of 328 Points)
C=81-72 %
(Minimum of 288 Points)
D=71-65 %
(Minimum of 260 Points)
F=Below 65 % (259 Points or below)
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Course Policies
Attendance is expected at each class. This is a very interactive course and much of
what you learn will be from in-class activities. If you are unable to attend, you are
responsible for the course content presented. Your final grade will, in part, reflect all
these activities. Attendance will be taken at each session.
The instructor adheres to all university standards including attendance, testing,
cheating/ plagiarism, withdrawals, incompletes, and other published university
practices. Students are expected to be familiar with these standards of practice.
Class participation is key! Students will find it easier to grasp the skills addressed in
this course by fully participating in discussion and the in class group activities. Related
expectations for class participation include conduct that reflects respect for the
instructor, guest speakers, and fellow students as well as individual attention to
instruction provided.
Incomplete or late assignments must be cleared in advance with the instructor. If you
do not ask for and are granted an extension, there is a 10% penalty for late papers.
The instructor reserves the right to change the contents of the course syllabus and
activities, as needed, to enhance student learning.
If you have or develop a disability, inform the course instructor. Accommodations
may be available. You will need to contact Services for Students with Disabilities in WU
118 & 218 or call 481-6657.
If you needed assistance in writing, contact The Writing Center, Kettler Hall G35.
Please ask for an appointment with the instructor if you need assistance in
completing course requirements or have concerns regarding the goals and objectives
of the course.
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Assignment Descriptions:
IEP Transition Project
Students will demonstrate their knowledge of the key educational practices leading to the
satisfactory completion of required IEP transition components and the successful
implementation of transition goals.
The assignment requires skills/knowledge related to multiple areas of transition:
transition-related instruction, related services, community experiences, employment
objectives, post-school adult living objectives, acquisition of daily living skills,
functional vocational evaluation.
The Transition Project includes three (3) activities:
1) Students will identify and complete the required transition components of an
individual student’s IEP.
2) Students will utilize the IEP transition components to develop a Plan of Support and
Instruction that assists the student in the attainment of his/her transition goals.
3) Students will provide informational materials to assist teachers and parents in
understanding transition requirements and the student’s transition goals.
Reflection on CEC standard # 7 Instructional Planning (format provided) will be
required for the Transition Plan Assignment.
In Class Activities
Students will have an opportunity to work independently or in small groups to complete
activities that will assist in the development of skills related to the information provided
by the text, the instructor and guest speakers.
TOPICAL PAPER
Undergraduate students will review the research/information regarding one
of the following four areas and complete a 10 page document that will assist you
and your colleagues in becoming more familiar with the topic chosen. (more
information will be provided by the professor).
Topics: Student Self Determination/Self Advocacy Programs or Strategies,
Transition Assessments, Career Exploration and Job Training Opportunities,
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Transition Notebook
Each student will prepare a Transition notebook that will serve as a comprehensive
resource for the area of Transition. The instructor will provide information regarding the
sections, materials, assignments, and resources that need to be included in the notebook.
Reflection: SOE Conceptual Framework (The instructor will provide the form) is
required for this assignment.
End of Course/Speaker Reflection
Each student will complete a one page reflection summary (format provided) for each
speaker or group presentation. The review should be turned into the instructor upon
completion (format provided).
In addition, each student will submit an end of course reflection due the last night of
class.
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Tentative Course Calendar
Date
AUGUST
August 23
Topic
Preparation
Assignment
Review of Syllabus
Personal Transition
Experience Due August 30th
Requirements for CEC
and Conceptual
Framework Assignment
Read Chapter 1 of the Text
Details regarding
assignments
.
Complete Student
information form
August 30th
What are life’s
Transitions?
Chapter 1 Review
Read Chapter 1
Bring your
syllabus
Group Activity -In Class
Assignment - Chapter 1
Read Chapter 2 (Text)
Transition Article Due
September 13
SEPTEMBER
September 6
No Class
Labor Day Holiday
September 13
Chapter 2
Read Chapter 2
Legislation and
Guidelines
In Class Assignment –
Legislation
Read Chapters 3 & 5
September 20th
Chapters 3 & 5 Review
Families, Early
Childhood – Middle
School
Read Chapters 3 & 5
Possible Speakers
Early Childhood and
Autism
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September 27th
OCTOBER
October 4
Review of Chapter 4
Assessment
Read Chapter 4
In Class Assignment on
Assessment
What kinds of
assessments will you need
to develop an appropriate
Transition Plan?
Attend Transition Fair
Walb Memorial Union
Take attendance
verification from
provided by
instructor
Assignments for 10-18-10
Turn in Attendance
Verification Form
And Summary Sheet
Read Chapter 6
Complete
Summary Form
Provided by the
Instructor
October 11
October 18
October 25
NOVEMBER
November 8
NO Class Fall Recess
Chapter 6
Instructional Strategies
Chapters 7, 8, 9
Employment, Job
Placement, Post
Secondary
Chapter 10, 11, 12
Transition to Adult
Independent and
Interdependent Living
School Based and
Community Based
Read Chapter 6
Be prepared to
share (handout
and present) an
instructional
strategy in class
that you will be
including in your
notebook. How
do you know
what
instructional
strategies to use?
Read Chapters 7,
8, 9
Read Chapters 10,
11, 12
Shift Happens
Assignment Due
October 25
Guest Speakers
How can we prepare
Students for the world of
work?
Guest Speaker Reflections
Due November 1st
What is the goal for each
student?
What constitutes a
comprehensive
Community and School
Based Program?
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November 15
Resources
Transition Components
of an IEP
Handouts provided
by Instructor
Transition Components
of an IEP
Handouts provided
by Instructor
November 22
November 30th
Work Session –
Finish Assignments
DECEMBER
December 6
Graduate Presentations
December 12
Graduate Presentations
December 19
Last Class
In Class Assignment
What resources should I
use? How do I know I
have written an
appropriate IEP
Possible Speakers
Finalize Work on
Transition Project
Notebooks Due
Topic Papers Due
Instructor Available for
Assistance
Notebooks Due
Topic Papers Due
Notebooks Due
Topic Papers Due
Instructor Available
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