Course Description
Instructional procedures, demographics, social policies, and school and post-school factors that predict successful transitions for individuals with disabilities. Collaborative transition models, supported employment, independent and supported living, education/training, and community-based instruction are emphasized, as are service-delivery issues related to diverse populations.
Athena Title
Methods Postsecond Transition
Prerequisite
Permission of department
Semester Course Offered
Offered every year.
Grading System
A - F (Traditional)
Course Objectives
COURSE OBJECTIVES & (CEC COMPETENCIES): Upon completion of this course, students will be able to: 1. Describe and discuss demographic variables which describe post-school status in areas of employment, independent living, training and education, and recreation/leisure as related to disability, race/ethnicity, and gender. 2. Delineate the skills needed at various points of transition, and discuss the implications for school/post- school curricula. (BD5.K2, BD6.K2, MR2.S1) 3. Describe legislation, continuum of services, and procedures as related to assessment and transition plans within the IEP process. (BD5.K2, BD6.K2, MR1.K3, MR3.K1, MR3.K3, MR3.K4, MR3.S1) 4. Describe curriculum models, including functional curricula, for teaching transition skills. (BD5.K1, BD5.K2, LD7.K1, MR2.S1, MR5.K1) 5. Describe collaborative and supportive transition models, specifically as related to working with parents, care- givers, agencies and the community. (BD5.K1, BD5.K2, BD6.K2, LD7.K1, MR5.K1) 6. Describe and conduct community-based, ecological surveys. (BD5.K2, MR3.K1, MR3.K3, MR3.K4) 7. Describe community-based approaches to teaching transition skills. (BD5K2, LD7.S1, MR4.K1, MR4.K2, MR4.S4) 8. Describe and analyze methodologies for evaluating transition models.
Topical Outline
I. One abstract and presentation of article related to the chosen project. The abstract is not to exceed 4 typewritten, double-spaced pages (12 point font). A. Abstracts on experimental articles should include a description of the following elements: 1. Purpose of the study. A one or two sentence description of the goal of the intervention. 2. Participants. The number, gender, ages, accompanying labels, and any relevant test scores. 3. Target behavior(s). Operational definitions of the behavior(s) measured. 4. Data collection procedures. Schedules, observers, and types. 5. Intervention procedures. Contingencies, instructions, description of procedures, participants' roles, etc. 6. Experimental design. Group, single-subject type, or case-study. 7. Results. Quantitative and/or qualitative findings. 8. Conclusions. Those made by author(s) and yourself. Limitations and future research should also be addressed. B. Abstracts on non-experimental articles, such as project reports or models, should address: 1. The purpose of the project/model 2. The participants (if any) 3. The activities/components of the projects/models 4. The outcomes (if any) 5. The conclusions of the author(s) and yourself. 6. Limitations and future directions for research should be included. II. An in-class presentation and student-lead discussion of the above abstracted article. III. One take-home midterm examination. IV. One major project, the topic of which will be selected by the student from numerous options (presented in class). An APA style write-up of the project is required. V. An in-class presentation of the major project. VI. Participation in all class meetings is important. Related readings are to be completed prior to each class meeting. Discussion questions are to be prepared for each assigned reading.