Professor: Dr. Patricia Devitt
540-245-5131 (o)
Teaching Partner: Tammie Vance pdevitt@mbc.edu tvance@mbc.edu
Office Hours: By appointment
Course Description:
This course provides students with a framework for understanding the educational process of transitions from childhood to adulthood for students with exceptionalities, including development of independent living skills, pre-vocational and career skills, self-advocacy/self-determination skills, and pursuit of postsecondary education. Additionally, the course will address the legal and regulatory components related to transition planning within the IEP, including the provision of transition services and instruction key to effective models of secondary transition.
This course also provides students with strategies to develop and foster family and professional partnerships that honor diversity and culture, while emphasizing the role of collaborative planning in the preparation and delivery of developmentally appropriate services for exceptional learners. Students will explore collaboration with all stakeholders – students, families, teachers, related service providers, paraprofessionals, and other school staff – in order to develop communication and leadership skills conducive to implementing quality programs for students.
Course Objectives:
Upon completion of this course, students will be able to demonstrate understanding of the following concepts related to transitions and collaboration:

The dynamic influence of the family system, including cultural and environmental diversity

The ability to work with families to promote successful student transitions, to include and understanding of long-term planning, career development, life-skills, community experiences and resources, self-advocacy and self-determination, guardianship, and legal considerations

Current regulations regarding the provision of special education services as related to transition planning and the IEP, including age of majority and guardianship

Related services and accommodations pertaining to postsecondary transitions that increase
 student access to postsecondary education and other resources
“Rights and Responsibilities” of parents, teachers, and schools, as related to transition planning and collaboration
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
Ethical issues and responsibilities in the assessment and evaluation of students with disabilities, including the synthesis and interpretation of findings for program planning and decision-making; this includes the use and implementation of vocational assessments

Service delivery, curriculum, and instruction, including modifications and adaptations based on individual needs within the scope of transition-related instruction and collaborative models of instruction, focusing on integrating students with non-disabled peers in a variety of settings (including field/community experiences) when appropriate and implementing use of technology for related instructional purposes

Coordination of collaborative service delivery (including consultation and case management practices) using effective communication strategies; this includes understanding of the SOL curriculum and state accountability, collaborative models of instruction (collaborative consultation, co-teaching, and student intervention teams), and collaboratively developed behavioral plans based on individual needs

Independent and overlapping roles and responsibilities of each member of the collaborative team, including community agencies

Knowledge of person-centered planning strategies and necessary generic skills for personal development such as time management, preparedness, social interactions, and

 communication

Social skill development, including assessment of strengths and needs and instructional strategies, as related to transition planning and program delivery
Training, managing, and monitoring paraprofessionals
Standards of professionalism, including the ability to effectively coordinate and facilitate meetings involving the collaborative team members

The difference between entitlement and eligibility for adult agency services, such as SSI,
Medicaid, and community independent living programs
EMAIL : Students are required to maintain an active MBC email account that is checked regularly. Please email bot Mrs. Vance and myself if you have questions or concerns.
MBC HONOR CODE: Students are expected to respect the Honor Code of MBC. Suspected violations will be reported as such. Information about the Honor Code can be found in the MAT handbook and the college catalog.
GRADING: Grades are based on a traditional 10-point scale as noted below.
93-100 A
90-92 A-
88-89 B+
83-87 B
80-82 B-
78-79 C+
73-77 C
70-72 C-
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Required Textbooks(s):
Collaboration:
Friend, M. (2013) Co-Teaching! Building and Sustaining Effective Classroom Partnerships in Inclusive Schools. www.coteach.com.
Transition:
Flexer, R; Baer, R; Luft, P; Simmons, J (2013) Transition Planning for Secondary Students with Disabilities, Fourth
Edition
Weekly Assignments (30%)
All assignments will be posted on Blackboard. They are due on Friday by 11:59 pm.
Discussion (10%)
The Discussion Board may be used for questions to other students, reflections on material you’ve read, or comments. Your requirement during the semester is to post 10 meaningful posts.
Two ot the three mini-assignments are due November 30th. You may turn them in at any time during the term but they all must be posted on Blackboard by November 30th at 11:59 pm. Late assignments will not be accepted.
Create a Reference Document (20%) Due by November 30 th : OR
Create a reference document to assist teachers and families of students with disabilities in your community. Include such resources as DRS, Community Services Boards, employers who support employing students with disabilities, support groups, etc
1. Identify the community resource (address, phone number, and contact),
2. Provide an overview of why this is a valuable resource for families,
3. Identify who would benefit from this resource (be specific by age and/or disability).
4. Provide a minimum of 20 resources
It should be organized in a way that it becomes an easy to use and a helpful resource to families and schools.
Please post as an attachment
Transition Plan (20%) Due by November 30 th : OR
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Using a real young person, complete a document that includes all elements of the transition process.
This document should be able to be incorporated into an IEP. Include the following: (If you are not currently in a classroom, contact me to discuss how you can complete assignment)
1.
Three transition assessments should be completed with the student. There are many available online and can be accessed free of charge.
2.
Detail student strengths, interests, and preferences.
3.
Develop post-secondary goals in the areas of Secondary Employment, Secondary Training, and
Secondary Education
4.
Determine course of study. Detail types of classes needed to promote post-secondary goals.
5.
Detail student strengths and needs in the areas of academics and functional skills.
6.
Write at least one goal related to the disability needed to move toward post secondary goal.
7.
List accommodations that are appropriate based on disability
8.
List related services including any assistive technology that is needed to reach goals
9.
Detail any other needs including community connections and school activities that would move the student toward post secondary goals.
Project 3: Co-Teaching (20%) Due by November 30 th
How would you determine your Co-Teaching is successful?
Develop an evaluation plan that would include your co-teacher, students, and any other staff in your model.
Final Exam (20%) due December 5 th at 11:59pm:
The exam will be posted on Blackboard November 30 th and will be due December 4 th by 11:59pm. You have 2 hours to complete the exam once you open it. It’s a one shot opportunity.
CLASS SCHEDULE AND ASSIGNED READINGS:
The chapters and articles are the foundations for participating in the weekly assignments.. The articles will also be posted on Blackboard. The order and topics of assignments may change.
Week ending
Week 1
8/31/2015
Week 2
9/7/2015
Week 3
9/14/201
Scope of Learning
What is Co-teaching?
Co-Teaching, Consultation, and Collaboration
Developing Strong Partnerships
Readings from Text
Friend, Chapter 1
Friend, Chapter 2
Friend, Chapter 3
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Week 4
9/21/2015
Week 5
9/28/2015
Week 6
10/5//2015
Week 7
10/12/2015
Week 8
10/19/2015
Week 9
10/26/2015
Week 10
11/2/2015
Models of Co-Teaching
Benefits of Co-Teaching
Planning for Co-Teaching
Other logistics of Co-Teaching
Related Service
Transition Assessment
Self Determination
Post Secondary Goals
Course of Study
Coordinated Set of Activities
Transition in the IEP
Friend, Chapter 4
Friend, Chapter 5
Friend, Chapter 6
Friend, Chapter 7
Articles and readings will be posted within the assignment
Articles and readings will be posted within the assignment
Articles and readings will be posted within the assignment
Week 11
11/9/2015
Week 12
11/16/2015
Week 13
11/23/201
Graduation Rates and Diploma Options
Collaboration in Transition Planning
11/30/2014 PROJECTS
Week 14
11/30/2014
What is Success
12/5/2014 Final Due
Articles and readings will be posted within the assignment
Articles and readings will be posted within the assignment
Articles and readings as assigned
All Projects are due by
11:59pm
Articles and readings as assigned
Due by 11:59pm
VIRGINIA DEPARTMENT OF EDUCATION ENDORSEMENT COMPETENCIES ADDRESSED IN THIS COURSE
(SPECIAL EDUCATION GENERAL CURRICULUM K-12) 8 VAC 20-542-480:
CORE COURSEWORK:
1.
Foundations. Characteristics, legal and medical aspects. a.
Knowledge of the foundation for educating students with disabilities, including:

The dynamic influence of the family system and cultural/environmental milieu and related issues pertinent to the education of students with disabilities;

Understanding of ethical issues and the practice of accepted standards of professional behavior.
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b.
An understanding and application of the legal aspects, regulatory requirements, and expectations associated with identification, education, and evaluation of students with disabilities, including:

Current regulations governing special education (e.g., individualized education program
(IEP) development; disciplinary practices, policies, and procedures; and alternative placements/programs in schools); and

"Rights and responsibilities" of parents, students, teachers, and schools as they relate to individuals with disabilities and disability issues.
2.
Assessments and management of instruction and behavior. a.
An understanding and application of the foundation of assessment and evaluation related to best special education practice, including:

Ethical issues and responsibilities in the assessment of individuals with disabilities;

Synthesis and interpretation of assessment findings for eligibility, program planning, and program evaluation decisions. b.
An understanding and application of service delivery, curriculum, and instruction of students with disabilities, including:

Alternative ways to teach content material including curriculum adaptation and curriculum modifications;

Procedures to develop, provide, and evaluate instruction consistent with students' individual needs;

Strategies to promote successful integration of students with disabilities with their nondisabled peers;

Use of technology to promote student learning; and

Structure and organization of general education classrooms and other instructional settings representing the continuum of special education services (to include field experiences). c.
The ability to prepare students and work with families to promote successful student transitions throughout the educational experience to include postsecondary training, employment, and independent living that addresses an understanding of long-term planning, career development, life skills, community experiences and resources, self-advocacy and self-determination, guardianship, and legal considerations.
3.
Collaboration. a.
Skills in consultation, case management, and collaboration, including:
(1) Coordination of service delivery with related service providers, general educators, and other professions in collaborative work environments to include:

Understanding the Standards of Learning (SOL), the structure of the curriculum, and accountability systems across K-12;

Understanding and assessing the organization and environment of general education classrooms across the K-12 setting;
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
Implementation of collaborative models, including collaborative consultation, coteaching, and student intervention teams;

Procedures to collaboratively develop, provide, and evaluate instructional and behavioral plans consistent with students' individual needs;

Understanding the roles and responsibilities of each member of the collaborative team; and

Application of effective communication strategies with a variety of stakeholders in the collaborative environment. b.
Training, managing, and monitoring paraprofessionals; c.
Involvement of families in the education of their children with disabilities; d.
Understanding the standards of professionalism; e.
Cooperating with community agencies and other resource providers; and f.
Models and strategies for promoting students’ self-advocacy skills.
GENERAL CURRICULUM COURSEWORK:
Transitioning. a.
Demonstrate the ability to prepare students and work with families to provide successful student transitions throughout the educational experience to include postsecondary training, employment, and independent living that addresses an understanding of long-term planning, career development, life skills, community experiences and resources, self-advocacy, and selfdetermination, guardianship and legal considerations.
(1) Skills in consultation, case management, and collaboration for students with varying degrees of disability severity.

Coordinate service delivery with general educators, related service providers, and other providers;

Awareness of community resources agencies and strategies to interface with community agencies when developing and planning IEPs;

Knowledge of related services and accommodations that pertain to postsecondary transitions that increase student access to postsecondary education and community resources;

Ability to coordinate and facilitate meetings involving parents, students, outside agencies, and administrators.
(2) Understand the difference between entitlement and eligibility for agency services as students move to the adult world including a basic understanding of Social Security Income benefits planning, work incentive, Medicaid, and community independent living.
(3) Recognize uses of technology and seek out technology at postsecondary settings that shall aid the student in their education, work, and independent living.
(4) Recognize and plan for individual student potential and their capacity to meet high academic, behavioral, and social expectations and the impact of academic and social success on personal development:

Knowledge of person-centered planning strategies to promote student involvement in planning;
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
Knowledge of generic skills that lead to success in school, work and community, including time management, preparedness, social interactions, and communication skills.
(5) Understand social skill development and the unique social skills deficits and challenges associated with disabilities:

Assesses social skill strengths and needs;

Plans and uses specialized social skills strategies.
(6) Knowledge of use and implementation of vocational assessments to encourage and support students’ self-advocacy and self-determination skills.

Knowledge of legal issues surrounding age of majority and guardianship.
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