SPED 5455

Course Objectives

The goals of this course are to prepare teachers to teach adolescents with disabilities for their role in adulthood. Upon completion of this course the student will be able to:

  1. Define transition and discuss the critical component of the transition elements in IDEA
  2. Describe the basic principles and provisions of transition and related legislation
  3. Explain the transition models of the 1980’s
  4. Describe the differences between the various transition theories (i.e., career development theories)
  5. Describe community based programming in service provision for secondary students with disabilities
  6. Implement person centered planning
  7. Compare and contrast entitlement and eligibility programs
  8. Describe diversity issues that impact transition planning
  9. Describe the roles of adult services
  10. Develop a transition curriculum and demonstrate understanding of a functional and academic curriculum
  11. Empower secondary students with disabilities through the IEP/ITP process and show how you would establish self determination as an IEP need area
  12. Develop am general understanding of questions that families may ask throughout the transition stage of a student’s school career
  13. Effectively manage a team meeting
  14. Develop a transition plan
  15. Define inclusion and outcome based education
  16. Complete a task analysis
  17. Know how postsecondary education and training goals relates to IDEA’s four principles inherent in transition planning and services
  18. Discuss embedded education, peer tutoring, and natural supports
  19. Discuss the guidelines for teaching leisure and recreational activities and routines
  20. Understand the role and importance of teaching self-management and social skills in the transition process and in general education settings.
  21. Describe the focus of employment training
  22. Develop appropriate post secondary options for secondary students with disabilities
  23. Identify the components of effective interagency collaboration
  24. Demonstrate effective instructional strategies that can be used in transition instruction
  25. Understand legislative requirements regarding transition and the role of technology and assistive technology
  26. Identify the benefits and facilitate participation of leisure programming in the school curriculum
  27. Define and compare supported living with other facility based approaches to community living
  28. Discuss factors that influence secondary programming for students with disabilities
  29. Identify factors that increase the likelihood of dropout among students with disabilities
  30. Discuss factors that relate to adolescent student development (i.e., physical, cognitive, psychological, behavioral traits, )
  31. Describe direct instruction teaching behaviors.
  32. Describe ways to teach for generalization of behaviors
  33. Discuss potential problems of secondary students in the curriculum area of reading, math and written language.
  34. Discuss instructional strategies in the curriculum area of reading, math and written language.
  35. Discuss issues regarding special considerations of adolescents with mild disabilities in inclusive classrooms.
  36. Identify curricular issues involving minimum competency testing and secondary grading practices and their effect on secondary education students with disabilities.