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Graduate Course Proposal Form Submission Detail - EEX6234
Tracking Number - 1677
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Approved, Permanent Archive - 2007-05-14
Course Change Information (for course changes only):
- Date & Time Submitted: 2007-03-16
- Department: Special Education
- College: ED
- Budget Account Number: 172800
- Contact Person: Phyllis Jones
- Phone: 9413594628
- Email: firstname.lastname@example.org
- Prefix: EEX
- Number: 6234
- Full Title: Collaborative Transition and Career Planning for Students with
- Credit Hours: 3
- Section Type: O -
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Transitions Low Incidence
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: GS
- Course Description: This course offers an analysis of collaborative, interdisciplinary transition planning strategies and explores issues surrounding the development and use of functional, community-based curriculum for adolescents with severe or profound disabilities.
- Please briefly explain why it is necessary and/or desirable to add this course: It offers USF students access to course content that meets the criteria for endorsement in severe disabilities in accordance with the requirements of NCLB highly qualified status. The course also contributes to the breadth of teaching and learning experie
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? The course supports the severe and profound endorsement and also as an electives in the MA program. Future plans to develop Masters in Special education with concentration in low incidence disabilities.
Masters in Special Education
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? The course has been offered as a temporary course for the FLIPP project 2 times.
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) PhD in Special Education
Experience teaching students with low incidence disabilities
- Objectives: • Demonstrate understanding and skills in relation to transition requirements and legislation relating to transition for students with severe disabilities.
• Articulate research based rationale for normalization and lifestyle issues.
• Demonstrate an ability to develop Person-Centered Planning
• Demonstrate an ability to develop educational services that include research based secondary curriculum models.
• Articulate research based rationale for supported employment
• Demonstrate an ability to develop educational services that demonstrate an understanding of adult living issues
• Apply collaborative teaming principles to plan and manage teaching programs that reflect adult agency contributions.
- Learning Outcomes: Knowledge of transition requirements and legislation relating to transition for students with severe disabilities.
Knowledge of normalization and lifestyle issues.
Ability to develop Person-Centered Planning
Ability to develop educational services that include research based secondary curriculum models.
Knowledge of research based rationales for supported employment
Ability to develop educational services that demonstrate an understanding of adult living issues
Knowledge and application of collaborative teaming principles to plan and manage teaching programs that reflect adult agency contributions.
- Major Topics: 1. Principles of normalization and other major events that shaped the evolution of the transition initiative in the United States.
2. Federal and state legislation related to the transition from school to adult life of youth with severe or profound disabilities, including transition-related requirements of the Individuals with Disabilities Education Act or IDEA.
3. The use of technology to identify information and resources for families (including resources for culturally and linguistically diverse families) about State and Federal transition requirements and also the potential of assistive techno logy to support career transitions.
4. Major models of transition including the OSERS (Will, 1984) "bridges" model, the "community adjustment" (Halpern, 1985) model, and the "quality of life" (Schalock, 1996) model.
5. Conceptual framework for ‘quality of life’ model suggested by O'Brien (1987) including concepts of community presence, choice, competence, respect, and community participation.
6. Influences and implications of cultural and linguistic diversity influence planning and evaluating transition services for youth with severe or profound disabilities.
7. Traditional vocational evaluation practices for youth with severe disabilities.
8. Person-centered approaches to assessment and evaluation.
9. Models of self-determination.
10. Curriculum models to develop functional, community-based curriculum for students with severe or profound disabilities.
11. Models of "supported employment", trace its legislative history, and describe the major outcomes associated with this employment option.
12. Community living services and supports for independent living of young adults with severe or profound disabilities (including resources for culturally and linguistically diverse students and families).
13. Funding options for adult programs including vocational rehabilitation, developmental disabilities, SSI work incentives, and Medicaid waiver programs.
14. Current challenges (e.g., waiting lists) to linking students with severe or profound disabilities to adult programs.
- Textbooks: Ryndak, D & Alper, S. ( 2003) Curriculum and Instruction for Students with Significant Disabilities in Inclusive Settings. Pearson Education Inc, MA.
Orelove, F., Sobsey, D., & Silbermans, K. (2004). Educating Children with Multiple Disabilities A Collaborative Approach. Virginia, Paul Brookes Publishing.
Downing, J.E. Including Students with Severe and Multiple Disabilities in Typical
Classrooms: Practical strategies for teachers (2nd ed.). Baltimore: Paul H. Brookes.
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
- Assignments, Exams and Tests:
- Attendance Policy:
- Policy on Make-up Work:
- Program This Course Supports:
- Course Concurrence Information: