This course is designed to provide teachers with skills to promote successful transition of students with special needs from school to adult life. It will cover issues in defining, planning, promoting, and programming for transition that encompasses employment, post-secondary education, residential, and community supports.
This course will apply knowledge and skills from other foundation courses in special education related to assessment; development of IEP objectives, lesson plans, and instructional strategies reflecting evidence-based practices; collaboration and consultation; and legislation, as they relate to planning and instruction for transition from school to adult roles.
Experiences have been planned to help students attain these objectives:
There is no co-requisite field experience course related to this course. You will, however, be expected to work in the field with students who are between the ages of 14 and 21 to complete your assignments for this course.
The School of PAES is committed to maintaining a community that recognizes and values the inherent worth and dignity of every person; fosters sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the School seeks to develop and nurture diversity, believing that it strengthens the organization, stimulates creativity, promotes the exchange of ideas, and enriches campus life. The School of PAES prohibits discrimination against any member of the school’s community on the basis of race, religion, color, sex, age, national origin or ancestry, marital status, parental status, gender identity, sexual orientation, ability status, health status, or veteran status.
Students are expected to utilize educational technology in a variety of ways during the course. Opportunities to communicate with the instructor via email will be provided. Students will integrate technology into their assignments including use of the Internet for collecting information. Additionally, students will obtain the majority of their course materials and submit assignments via the Internet, using Carmen (https://carmen.osu.edu).
Weekly quizzes will be given that cover material presented in lecture and the reading assignments. Quizzes may include multiple-choice, fill in the blank, or short answer questions. All quizzes will be given at the end of each class.
Write answers (in your own words) to the questions provided on Carmen. Answers should be submitted to Carmen by 5:00 pm on the day they are due.
The guidelines and rubrics for each part of this project are posted on Carmen. There are four parts to this assignment: (a) transition assessment, (b) IEP development, (c) lesson plan development, and (d) in class presentation of two research studies. You will work with a partner on all aspects of this assignment.
| Date | Topic | Readings Due | Assignment Due |
|---|---|---|---|
| Week 1 | Course Overview National Longitudinal Transition Study (NLTS) |
NLTS (on Carmen) | |
| Week 2 | Introduction to Transition Best Practice & Future Issues |
Chapters 1 & 2 | Quiz 1 Reading guide questions 1 |
| Week 3 | Assessing for Transition | Chapter 3 | Quiz 2 Reading guide questions 2 |
| Week 4 | Planning for Transition | Chapter 4 | Quiz 3 Reading guide questions 3 |
| Week 5 | Interagency Collaboration & Teamwork -- Meet in PAES 110 | Chapter 5 | No quiz Reading guide questions 4 Project Part 1: Assessment |
| Week 6 | Post-Secondary Education | Chapter 6 | Quiz 4 Reading guide questions 5 |
| Week 7 | School & Community-based Employment Preparation | Chapters 7 & 8 | Quiz 5 Reading guide questions 6 Project Part 2: IEP |
| Week 8 | Community Living & Participation | Chapters 9 & 10 | Quiz 6 Reading guide questions 7 |
| Week 9 | Transition Program Evaluation | Chapter 11 | Quiz 7 Reading guide questions 8 Project Part 3: Lesson Plans |
| Week 10 | Student Presentations of Research Summaries | None | Project Part 4: Research Summary & Presentation |
| Requirement | Points |
|---|---|
| Quizzes | 70 |
| Reading Guide Questions |
80 |
| Transition Project | 250 |
| Part 1: Assessment | 80 |
| Part 2: IEP | 60 |
| Part 3: Lesson Plan | 50 |
| Part 4: Summaries | 60 |
TOTAL POINTS |
400 |
| Grade | Percent |
|---|---|
| A | 93–100% |
| A- | 90–92% |
| B+ | 87–89% |
| B | 83–86% |
| B- | 80–82% |
| C+ | 77–79% |
| C | 73–76% |
| C- | 70–72% |
| D+ | 67–69% |
| D | 60–66% |
| E | 59% and below |
Test, D. W., Aspel, N. P., & Everson, J. M. (2006). Transition methods for youth with disabilities. Upper Saddle River, NJ: Pearson Education, Inc.
"Any student with a documented disability who may require special accommodations should self-identify to the instructor as early in the quarter as possible to receive effective and timely accommodations." Together we will work with the Office for Disability Services to identify appropriate accommodations.
Students who are absent from class are responsible for making their own arrangements to obtain information from any missed class period. In the case of a documented emergency, a missed quiz can be made up during office hours or during an arranged appointment with the instructor. The student must attach to the quiz documentation of the emergency (quizzes with no or inadequate documentation will receive an E). Quizzes must be made up within one week. Once quizzes have been passed back to the class, missed quizzes may not be made up.
Grades will be posted to Carmen each week. Late assignments will have 5% of the final grade deducted for each day after the deadline.
If a student believes an error has been made in grading, a written request for reconsideration of the item(s) in question may be submitted within one week of receipt of the graded material. The written request should specify the item(s) in question, and identify the reason the student believes the given answer was correct. Relevant sources must be cited in the request (e.g., page number from reading on which answer was based).
Faculty rule 3335-23-04(A)ff requires that "Each instructor shall report to the Committee on Academic Misconduct all instances of what he/she believes may be academic misconduct."