SpEd 403/503: Secondary Education for Students with Disabilities
Spring 2009
Instructor
Dr. Matthew Marino
329 Cleveland Hall
Phone: 335 – 6386
Email: matthewmarino@wsu.edu
Web http://www.wsu.edu/~matthewmarino/index.html
Class Meetings: Thursdays 5:30 – 8:00PM via AMS.
Additional Readings, Quizzes, and tests are available on Blackboard
https://elearning.wsu.edu/webct/logon/5913387532021
Required Texts:
Flexer, R. W., Baer, R. M., Luft, P., & Simmons, T. J. (2008). Transition planning for secondary students with disabilities (3rd
Ed). Upper Saddle River, NJ: Pearson.
Dell, A. G., Newton, D. A., Petroff, J. G. (2008). Assistive technology in the classroom: Enhancing the school experiences of
students with disabilities. Upper Saddle River, NJ: Pearson.
Course Goals and Objectives
By the end of the course, students will…
1. Obtain an increased understanding of historical foundations, transition outcomes, major legislation and current
challenges related to transition practices for middle and high school aged youth [CEC 1 & 2; WAEC/CC 3.3]
2. Demonstrate knowledge of appropriate research-based career, vocational, and transition programs for individuals
with disabilities [CEC 4, 5, 7, & 9; WAEC/CC 4.14].
3. Have the ability to use assessment results to develop and monitor transition plans [WAEC/CC 7.3.1.2].
4. Demonstrate the ability to communicate and integrate assessment results from others as an active team participant
who advocates for individuals with disabilities during the development of an Individualized Transition Plan (ITP)
[CEC 9; WAEC/CC 7.3.14].
5. Identify strategies for effectively collaborating with families and other agencies to facilitate transitions including:
middle to high school; high school to beyond; individualized alternate settings to school; extended school year; to
and from general education [CEC 10; WAEC/CC 7.4.15].
6. Select, adapt and modify individualized assessment strategies including accommodations, technology, and
alternative assessments in order to promote academic success and functional skill development for adolescents
with disabilities [CEC 4, 5, & 8; WAEC/CC 7.3.9].
7. Use technology to implement progress monitoring and use the data to develop and modify instructional plans
[WAEC/CC 7.3.1.1]
8. Be able to determine appropriate accommodations, modifications, technology, and alternatives assessments
including when to apply each in classroom, district, and state testing [WAEC/CC 3.5].
9. Gain an increased understanding of the universal design theoretical framework as a means to develop, implement,
and assess lesson plans which align with the general curriculum including state learning goals, EALRs, GLEs.
[CEC 1; WAEC/CC 7.4.5]
Course Description
SpEd 403/503 is designed for both pre-service and practicing special education teachers. The course focuses on a broad
range of issues related to inclusion, universal design, assistive technology, self-determination curricula, transition planning,
web-based learning experiences, and collaboration. Students in the course investigate interventions and supports for middle
and high school students with disabilities who are served in secondary public school settings. The goal of this course is to
improve students’ understanding of the specialized knowledge and skills necessary to create, implement, and monitor
programs for secondary students with disabilities.
Conceptual Framework
The College of Education contributes to the theory and practice of the broad field of education, and dedicates itself to
understanding and respecting learners in diverse cultural contexts. We facilitate engaged learning and ethical leadership in
schools and clinical settings. We seek collaboration with diverse constituencies, recognizing our local and global
responsibilities to communities, environments, and future generations. To address this conceptual framework, students in
SpEd 403/503 Spring 2008
2
this class will work both individually and collectively to learn and disseminate information to colleagues, parents, and
schools.
Students with Disabilities
We are committed to providing assistance to help you be successful in this course. Reasonable accommodations are
available for students with a documented disability. Please visit the Disability Resource Center (DRC) during the first two
weeks of every semester to seek information or to qualify for accommodations. All accommodations MUST be approved
through the DRC (Admin Annex Bldg, Rooms 205). Call 509 335 3417 to make an appointment with a disability
counselor.
Academic Integrity
Academic integrity will be strongly enforced in this course. Any student caught cheating on any assignment will be given
an F for the course and will be referred to the Office of Student Conduct. I encourage you to work with classmates on
assignments. However, each student must turn in original work. No copying will be accepted. Students who violate the
WSU Policy on Academic Integrity will receive an F as a final grade in this course. Academic integrity is the cornerstone
of the university. Any student who attempts to gain an unfair advantage over other students by cheating, will fail the course.
You must do your own work.
Violations to academic integrity include plagiarism. Plagiarism is presenting the information, ideas, or phrasing of another
person as the student's own work without proper acknowledgement of the source. This includes submitting a commercially
prepared paper or research project or submitting for academic credit any work done by someone else. The term
"plagiarism" includes, but is not limited to, the use, by paraphrase or direct quotation, of the published or unpublished work
of another person without full and clear acknowledgment. It also includes the unacknowledged use of materials prepared
by another person or agency engaged in the selling of term papers or other academic materials. Plagiarism will be reported
to the College of Education Student Services office and the Office of Student Conduct and will result in an F for the course.
Professional Dispositions
Teacher preparation programs at Washington State University assess the “professional dispositions” of all teacher
candidates. This assessment occurs throughout the Master in Teaching program, both in courses and in field experiences.
A description of the University’s use of professional dispositions is available at
http://www.educ.wsu.edu/TL/dispositions.htm, as well as the actual form used, when necessary, to communicate concerns
and remediation.
Attendance Policy
This course meets requirements for state legislated credentials; therefore, attendance is mandatory.
1. Students are expected to attend each scheduled class punctually and remain for its entirety. Tardiness and/or
leaving during breaks or during class session will be counted as an absence.
2. Non-preparation will be considered nonattendance for grading purposes. Class preparation and participation are
assumed and expected.
3. When class attendance is not possible, an absence will be excused if the student provides written verification that it
falls under University guidelines, i.e., “illness, personal crises, mandated court appearances, parental
responsibilities, and the like.” Such absences may be accommodated when contact is made in advance and all
work is completed within the assigned week. Unless an extreme circumstance arises, absences beyond two will be
considered excessive and result in a grade no higher than a B regardless of the quality of student work.
Class Expectations
Attendance, by itself, is insufficient. For each class session, students must competently engage in its events. In general,
this involves exhibiting a professional demeanor and being prepared to consider, discuss, and apply assigned readings. In
accordance with University policy, basic expectations include showing due respect for order, morality, and the rights of
others.
Grading
94 – 100 points A
90 – 93 points
87 – 89 points
84 – 86 points
80 – 83 points
77 – 79 points
AB+
B
BC+
76 – 74 points
70 – 73 points
67 – 69 points
64 – 66 points
60 – 63 points
< 60 points
C
CD+
D
DF
SpEd 403/503 Spring 2008
Course Evaluation Criteria
Possible
Points
10
20
15
15
10
All Students ~ Class Participation
All Students ~ Two Quizzes
All Students ~ Transition Exam
All Students ~ Assistive Technology Assessment
403: Transition Plan Including Technology-based
Data
Collection and Report System - Draft
403: Transition Plan Including Technology-based Data Collection
15
and Report System - Final
403: Facilitate a Mock Transition Plan meeting
15
503: Presentation / PowerPoint on selected reading
15
Students in 503 have the option to submit a transition plan as
described above or an individual project described below.
503: Individual research project proposal related to transition or AT
5
503: Individual projects – teaching tools
20
Total Possible Points: 100
Assignments
3
Provides Evidence of
Course Objective(s)
1-9
4&5
1-3, 5, 6
8, 9
3, 4, 6, & 7
3, 4, 6, & 7
1-9
1&2
1-9
1–9
Transition Plan Including Technology-based Data Collection and Report System
Each 403 student will develop a transition plan that includes a technology-based data collection system.
Students will submit two drafts of this assignment each worth fifteen points. The transition plan will be based on
a transition plan template we develop as a class. Your plan should include the following minimum requirements:
 Relevant background information
 Person-centered Planning
 Continuing education
 Employment preferences
 Community participation
 Social Participation
 Home living
 Functional academic skills assessments
 Management, planning, and vocational assessments
 Ecological inventories
 Instructional strategies
 Evaluation Summary
 Recommendations
 Objectives, criterion, and electronic assessment templates
 Assistive Technology options
Assistive Technology Evaluation
All students will evaluate three assistive technology devices using an online survey.
Students in Section 503 have the following assignments
SpEd 503: Presentation / PowerPoint summary of a selected reading
Each student in section 503 will have 20 minutes to present a summary of a selected reading to the class. The
presentation should include key concepts and vocabulary from the article, as well as implications for future
special education teachers. In other words, what should special education teachers do with this information?
After your presentation you should have a 10 – 20 minute activity for the class that prompts the group as a
whole or individually to construct a product or have an experience that relates to the reading. Consider that some
students will not have partners based on their location. We will assign readings during class.
SpEd 403/503 Spring 2008
4
Individual Project & Proposal
This course is designed to provide you with the opportunity to create a meaningful product that demonstrates
your mastery of the course objectives. Your proposal should include a rationale for your project, a detailed
description of the contents that will be included, and a rubric for evaluating the project. The rubric should
include a column that identifies how each criterion aligns with the course objectives. You must address at least
one component of EACH of the nine course objectives in your project. You do not need to address every
item in each objective. For example, if you decide to write a case study about a student who is preparing for the
transition process, you could include a reference to the laws surrounding transition in the introduction to the case
study and achieve objective 1 from the syllabus. The proposal should be 3 – 5 pages in length. Examples of
appropriate projects include transition case studies, resource guide manuals, and research papers.
Once your proposal has been approved, you will spend approximately six weeks completing the project. Time
will be allotted each week during class to allow for collaboration and feedback from the instructor on your
projects. Design your project so that you have a meaningful product at the conclusion of this course that will
make your lives as special education teachers easier! All projects should include a table of contents and a
minimum of 15 relevant references. Use APA 5 to reference your work.
Additional information regarding the course evaluation criteria will be presented in class.
SpEd 403/503 Spring 2008
Course Schedule
Tentative Topic Schedule
Additional Readings for 503 students
Introduction to the Course
Week 1
Section 403 & 503
Readings Due
Assessments
Due
Pretest
January 15
Week 2
Introduction to Transition
Universal Design for Learning
Flexer Chapters 1 & 2
January 22
Week 3
Cultural Consideration when Developing Transition Plans
January 29 Bond, R. & Castagnera, E. (2006). Peer supports and inclusive education: An
underutilized resource. Theory into Practice, 45(3), 224-229.
Conderman, G. J., & Katsiyannis, A. (2002). Instructional issues and practices in
secondary special education. Teacher Education and Special Education, 23, 167179.
Week 4
Assistive Technology (AT) Introduction
February 5 Alper, S. & Raharinirina, S. (2006). Assistive technology for individuals with
disabilities: A review and synthesis of the literature. Journal of Special Education
Technology, 21(2), 47-64.
Week 5
Edyburn, D. L. (2004). Rethinking assistive technology. Special Education
Technology Practice, 5(4), 16-23.
AT - Types of AT
Flexer Chapters 3 & 4
Shelly
Angy
Dell Chapters 1 - 3
503 Proposals
Gale
Dell Chapters 4 & 5
Lahm, E. A., Bell, J. K.,
Blackhurst, A. E., Abner,
G., Bausch, M., Case, et.
al. (2002). UKAT Toolkit.
http://edsrc.coe.uky.edu/
www/ukatii
February 12 Marino, M. T., Marino E. C., & Shaw, S. (2006). Making informed assistive
technology decisions for students with high incidence disabilities, Teaching
Exceptional Children, 38(6), 18-25.
Christensen, R., Overall, T., & Knezek, G. (2006). Personal educational tools
(PETs) for Type II learning. Computers in the Schools, 23(1/2), 173-189.
Ken
Edelson, D. C., Gordin, D. N., & Pea, R. C. (1999). Addressing the challenges of
inquiry-based learning through technology and curriculum design. The Journal of
the Learning Sciences, 8(3&4), 350-391
Theresa
5
SpEd 403/503 Spring 2008
Tentative Topic Schedule
Additional Readings for 503 students
Week 6
AT Access issues
February 19 Kirschner, P.A., & Erkens, G. (2006). Cognitive tools and mindtools for
collaborative learning. Journal of Educational Computing Research, 35(2), 199209.
MacArthur, C. A., Ferretti, R. P., Okolo, C. M., & Cavalier, A. R. (2001).
Technology applications for students with literacy problems: A critical review.
The Elementary School Journal, 101, 273-301.
Section 403 & 503
Readings Due
Dell Chapters 6 - 8
QIAT Consortium.
(2002). The QIAT SelfEvaluation Matrices.
http://sweb.uky.edu/~jsza
ba0/QIAT.html
Cindy
Theresa
Maccini, P., Gagnon, J. C. & Hughes, C. A. (2002). Technology-based practices
for secondary students with learning disabilities. Learning Disability Quarterly,
Ben
25, 247-261.
Week 7
AT for Communication
Dell Chapters 9 - 11
February 26 Englert, C.S., Wu, X., & Zhao, Y. (2005). Cognitive tools for writing: Scaffolding
the performance of students through technology. Learning Disabilities:
Research and Practice, 20(3), 184-198.
Week 8
Higgins, K., Boone, R., & Williams, D. (2000). Evaluating educational software
for special education. Intervention is School and Clinic, 36(2), 109-115.
AT in transition planning
March 5 Nelson, B. (2006). On your mark, get set, wait! Are your teacher candidates
prepared to embed assistive technology in teaching and learning? College
Student Journal, 40(3), 485-494.
Quintana, C., Zhang, M., & Krajcik, J. (2005). A framework for supporting
metacognitive aspects of online inquiry through software-based
scaffolding. Educational Psychologist, 40(4), 235-244.
Assessments
Due
Quiz I
Matt
Dell Chapters 12 & 13
Assess 3 AT
devices
6
SpEd 403/503 Spring 2008
Week 9
Tentative Topic Schedule
Additional Readings for 503 students
Transition Assessment / writing transition plans
March 12 Reed, P. R. & Lahm, E. A. (2005). A resource guide for teachers and
administrators about assistive technology (general edition).
http://wati.org/?pageLoad=content/supports/free/index.php
SPRING BREAK
Week 11
Section 403 & 503
Readings Due
Flexer Chapters 5 & 6
Carolyn
7
Assessments
Due
Quiz II
Silver-Pacuilla, H. (2007). Assistive technology and adult literacy: Access and
benefits. Review of Adult Learning and Literacy, 7, 93-136.
MARCH 19th – No class
Instructional Planning and Teaching Methods
March 26 Gardner, J. E., Wissick, C. A., Schweder, W., & Canter, L. S. (2003). Enhancing
interdisciplinary instruction in general and special education: Thematic units and
technology. Remedial and Special Education, 24, 161-172.
Flexer Chapters 7 & 8
Grossen, B. (2004). Success of a direct instruction model at a secondary level
school with high-risk students. Reading and Writing Quarterly, 20, 161-178.
Week 12
Week 13
Keefe, E. B., & Moore, V. (2004). The challenge of co-teaching in inclusive
classrooms at the high school level: What the teachers told us. American
Secondary Education, 32(3), 77-88.
April 2 - CEC convention Seattle – No class
Flexer Chapters 9 & 10
Email
Transition Plan
Draft
Postsecondary Education Opportunities
Transition to employment
Flexer Chapters 11 &
12
503 Special
Projects
April 9 McGuire, J., Scott, S., & Shaw, S. (2006). Universal design for learning and its
applications in educational environments. Remedial and Special
Education, 27(3), 166-175.
Burgstahler, S. (2003). The role of technology in preparing youth with disabilities
for postsecondary education and employment. Journal of Special
Education Technology, 18(4), 7-19.
Jessica
Therasa
SpEd 403/503 Spring 2008
Week 14
Tentative Topic Schedule
Additional Readings for 503 students
Self-determination in Transition Planning
Planning for Mock Transition Planning Meeting
Section 403 & 503
Readings Due
Flexer Chapters 13 &
14
Coordinating Transition Services
Flexer Chapter 15
Mock Transition Planning Meetings
TBA
8
Assessments
Due
Transition
Exam
April 16
Week 15
April 23
Week 16
April 30
Final draft of
Transition Plan
Due!!!