George Washington
University’s Transition
Special Education
Distance Education
Certificate Program
Michael J. Ward, PhD
NSTTAC Institute
May 2010
Coursework responds to
legislative mandates:
 The IDEA Amendments of 2004 (P.L. 108-446)
mandate transition services which include ongoing assessment, curriculum planning, and
collaboration
 Amendments to the Rehabilitation Act, P. L.
105-220, encourage State rehabilitation
agencies to coordinate with public schools and
provide transition services for youth as early as
possible and as part of their Individualized Plan
for Employment (IPE)
Incorporates National
Standards:
 Transition Guideposts of the U.S.
Department of Labor National
Collaborative on Workforce & Disability
for Youth (NCWD-Youth) http://www.ncwd-youth.info/guideposts
 CEC’s Transition Specialists
Competencies http://www.dcdt.org/factsheets/DCDT_Fa
ct_Sheet_Compentencies_3.pdf
Target Audience:
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Education Professionals including transition
specialists and secondary special educators
Professionals working in vocational
rehabilitation settings
Vocational Evaluators, Career Assessment
Specialists, and Career Counselors
School Counselors and Social Workers
Youth Development and Services Personnel
Related Services Personnel
Advocates- e.g., parents
Program Delivery:
 Four courses equaling 12 credits
 Uses the Blackboard online learning
system
 Content is delivered through
assignments, weekly reading and an
asynchronous discussion of questions.
(Asynchroncity allows participants to
respond at their own convenience.)
Unique Program Features:
 Leadership Component – a ‘train-the-trainer’
approach.
 Self-Determination and Empowerment
Philosophy - the belief that students with
disabilities must have input and take control of
their transition planning
 A Strengths-Based Youth development
framework - incorporates developmentally
responsive practices for adolescents and
employs strategies for youth leadership and
positive talent development.
Specific coursework:
Introduction to Career,
Vocational, and Transition
Services
An overview of programs and services
for youth with disabilities based on
Kohler’s taxonomy that focus on
career, vocational and transition
services, including employment,
personal and social skill development,
and community living.
SPED 230: Vocational
Assessment
This course explores: (a) the purposes,
processes, and need for career and vocational
assessment and evaluation; (b) how
assessment serves as catalysts for improving
access and success in the transition, career,
and vocational preparation; (d) communitybased assessment, (including situational
assessments), commercial assessment
instruments and systems; and (e) uses of
assessment strategies, and instruments across
transition domains.
SPED 255: Interagency
Collaboration
This course explores and analyzes the role and
structure of interdisciplinary and interagency
service coordination in special education, adult,
and human services. It examines the ideas,
philosophies and principles that have
stimulated and guided a movement toward
interagency partnerships and shared
responsibilities among all agencies involved in
transition as well as provides an overview of
their services and eligibility requirements.
SPED 233: Curriculum in
Transition Special Education
 Intended for School-based personnel
 This course prepares teachers to have a
deeper understanding of students’
learning; to select appropriate and
develop meaningful curriculum; to utilize
various effective teaching strategies; and
to assess students in a useful and
purposeful manner that illustrates the
connection between school and life.
SPED 235: Employment
Models for Individuals with
Disabilities
 Intended for Agency-based personnel
 The course focuses on policies, principles and
processes involved in job development, job
modification, placement, supported
employment, and post-placement services. It is
designed to provide the knowledge skills
needed to actively facilitate or manage career
exploration, internship, job development and
placement processes.
Technology requirements:
Participants must have:
 Access to a working computer
 Regular access to the internet
 A basic understanding of the internet and
computer operations
 A familiarity with word processing
Advantages of Distance
Education
 Multi-Disciplinary and Multi-Regional
Interaction – promotes an exchange of
knowledge among a wide-range of professions
across school districts and states.
 Multi-Directional communication –Instructor
and students are responsible for sharing
information and promoting learning.
 Promotes active learning – Seminar-like
classes rather than strict lecture. Students
present it local practices and relevant webbased information through weekly discussions.
Advantages of Distance
Education (cont.)
 Asynchronous – Students access the
information at the best time for them.
 Cost – Tuition is often much less than
on-campus rate.
 Convenient – No travel time and
expense; no dress code.
Disadvantages of
Distance Education
 Time consuming – students are advised to
spend up to 8 hours each week on the course
requirements, readings, and weekly
assignments.
 More participatory – Students must log-in
each week and be involved in the discussions.
 Labor intensive – Students and instructor
communicate primarily by typing.
Disadvantages of
Distance Education (cont.)
 No personal contact – Can’t put a face
with a name.
 Someone pays – These are tuition
generating programs.
 “My dog ate my computer right after
grandma died” – Innovative information
delivery systems produces innovative
excuses for not completing assignments.