(EDS 629) Syllabus of Record: Transition Practices
Course Description: A study of the development of attitudes, skills, and supports that contribute
to successful transitions of children and adolescents with disabilities.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and Learning
in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our interactions,
liberal education to guide our perspectives, and social responsibility to guide our commitment to
democratic education. We value these ideals in our preparation of candidates, our development
of faculty, and our relationships with the larger community we serve.
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Standards and Assessments
Unit Standards: Michigan Department of Education (MDE), National Council for the
Accreditation of Teacher Education (NCATE)
Standards for Advanced Programs Preparing Teachers: National Board for Professional
Teaching Standards (NBPTS); Council for the Social Foundations of Education (CSFE);
College of Education Research Standards.
Specialty Program Standards: Council for Exceptional Children Standards
5. Learning Environments and Social Interactions
10. Collaboration
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Course Standards: National Board for Professional Teaching Standard
1. Teachers are Committed to Students and Their Learning
D. Teachers' Mission Extends Beyond Developing the Cognitive Capacity of Students
2. Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students
B. Teachers Command Specialized Knowledge of How to Convey a Subject to Students
4. Teachers Think Systematically About Their Practice and Learn from Experience
B. Teachers Seek the Advice of Others and Draw on Education Research and Scholarship to
Improve Their Practice
5. Teachers are Members of Learning Communities
A. Teachers Contribute to School Effectiveness by Collaborating with Other Professionals
C. Teachers Take Advantage of Community Resources
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Common Course Assessment: Special Education Transition Project
Major Topics
P-12+ Transitions
Community Services and Postschool Options
Life Centered Career Education
Self-Advocacy and Student-Directed Individualized Education Plans
Federal and State Regulations and Guidelines
Teaming
Systems Change
Course Knowledge Base
Brolin, D. E. (1997). Life-centered career education: A competency-based approach (5th ed.).
Arlington, VA: The Council for Exceptional Children.
Brown, L., Branston, M., Hamre-Nietupski, S., Punpian, I., Certo, N., & Gruenwald, L. (1979).
A strategy for developing chronological age-appropriate and functional curricular content
for severely handicapped adolescents and young adults. Journal of Special Education,
13(1), 81-90.
Clark, G. (1994). Is a functional curriculum approach compatible with an inclusive education
model? Teaching Exceptional Children, CEC Journals Online.
Field, S., Hoffman, A., & Posch, M. (1997). Self-Determination During Adolescence A
Developmental Perspective Remedial & Special Education, Electric Library.
Halpern, A. S. (1985). Transition: A look at the foundations. Exceptional Children, 51, 479486.
Halpern, A. S. (1994). The transition of youth with disabilities to adult life: A position statement
of the Division on Career Development and Transition. Career Development for
ExceptionalIndividuals, 17, 115-124.
Hayden, P., Fredrik, L, & Smith, B. (2002). A road map for facilitating collaborative teams.
Longmont, CA: Sopris West.
Peirangelo, R., & Crane, R. (1998). Complete guide to special education transition services.
Center for Applied Research in Education.
Sabornie, E. J., & deBettencourt, L. U. (1997). Teaching students with mild disabilities at the
secondary level. Upper Saddle River, NJ: Prentice Hall.
Sitlington, P. L., Clark, G. M., & Kolstoe, O. P. (1999). Career development and transition
education for adolescents (3rd ed.), Boston, MA: Pearson Allyn & Bacon.
Sitlington, P. L., Neubert, D. A., & Leconte, P. J. (1997). Transition assessment: The position of
the Division on Career Development and Transition. Career Development for
Exceptional Individuals, 20(1), 69-79.
West, L. L., Corbey, S., Boyer-Stephens, A., Jones, B., Miller, R. J., & Sardees-Wircenski, M.
(1992). Integrating transition planning into the IEP process. Arlington, VA: The
Council for
Exceptional Children.
Wehman, P. (1999). Individual transition plans: The teacher’s curriculum guide for helping
youth with special needs. Austin, TX: Pro-Ed.
Wehmeyer, M. L., & Kelchner, K. (1995). Whose future is it anyway? A student-directed
transition planning process. Arlington, TX: The ARC.