Welcome to SPED604-Transitions. The details about the course are included below. The course is one credit and designed to be a personalized, independent study, proficiency-based learning experience for you. The way to communicate directly with me is through the leave a comment link below. It’s a direct message to me. Please use this feature instead of email. I’ll respond in 24 hours to your comments or questions. After each assessment I’ll create a blog post and send you a message letting you know I’ve made a post about the projects and information related to them. Each of you will bring resources to us that will help us all write better transition plans in the future. As you find them post them in the comment box below.
Professor: Mark Szymanski, Ph.D.
Office Hours: This is an online class. I will be available for office hours in a Google Hangout Tuesdays from 9-11 and by appointment at other times if you can’t make that. To meet with me during that time to Google Hangouts and start a conversation with me by using my contact “szym0933” In addition, you can message me on the class web site anytime.
Course Description: In this course you will develop the skills to implement a transition plan for secondary-aged students with disabilities and understand the role of community agencies in accomplishing this. The purpose of the course is for students to learn to develop a transition plan for students with disabilities.
- Understand the legal issues related to transition services.
- Identify the transition options for an individual with disabilities including assessing individual preferences, interests, needs and strengths (PINS).
- Identify continuing education for an individual with disabilities, and determine options available in the community based on PINS and concerns of the parents.
- Identify continued training for individuals with disabilities, and determine options available in the community based on PINS and concerns of the parents.
- Identify continued employment for individuals with disabilities, and determine options available in the community based on PINS and concerns of the parents.
- Identify continued independent living for individuals with disabilities, and determine options available in the community based on PINS and concerns of the parents.
- Identify age-appropriate post-secondary goals related to annual goal, objectives and course of study.
- Given the need to develop a transition plan, the student will demonstrate appropriate team membership skills.
This is one credit project and proficiency-based, independent learning online course with an half day community interaction requirement (assessment 3). The course is designed around three essential questions to be explored and answered through the development and creation of artifacts designed to exhibit your understanding of the three essential questions. My role is to support your developing understanding of transition planning. To do this I have provided resources and as starting points in the process that you will explore and use to create resources and products that represent your understandings.
Competency-based Assessment: For each assessment you will be required to meet a set of criteria that shows you have reached competency for that assessment. The criteria are listed for each assessment. I will provide specific feedback for your work and identify changes that need to be made for you to reach competency.
Portfolio of your work: For the class, you will add three pages (and subpages if you want) to your Google Portfolio Site. Your portfolio will be a comprehensive answer to the three essential questions. Your background knowledge at this point in the program should provide a foundation for your developing understandings. Send me a link to your Portfolio Site in the message/comment box on the web site. I will check your site after the due date of each assessment. You don’t have to turn in anything, just post it by the due date.
This link will take you to the site with a tutorial to develop your pages.
Structure of your pages: You can create any structure for your page, it should contain any combination of text, links, images, and videos that are appropriate. Try to include a variety of these mediums.
- Resource page for essential question 1.
- Transition plan page for essential question 2.
- Local agency page for essential question 3.
You will find a page for each essential question and a description of the assessment and criteria at the top of this web site.
I will evaluate your pages based on the criteria listed for each assessment. You will have an opportunity to revise assessments to meet or exceed criteria up to five days after the due date.
A- 3 assessments exceed criteria
B- 2 assessments exceed criteria one meets
C- 3 assessments meet criteria
F- 1 or more assessments do not meet criteria
This video gives you an overview of transition planning along with teaching strategies. You will find some of this information in the links I provided on the assessment pages. Feel free to jump around the video, depending on your background knowledge and experience.
It is our intent to fully include persons with special needs in this course. Please let us know if you need any special accommodations in the curriculum, instruction, or assessment to enable you to participate fully. We will make every effort to maintain the confidentiality of any information you share with us.
University and College of Education Policies
Be aware of the Pacific University Code of Academic Conduct and the College of Education policies for professional behavior and the competent and ethical performance of educators. In this course students are expected to demonstrate behavior consistent with the Professional and Academic Standards in the College of Education. Pacific University Professional Programs Course Catalog; Pacific University Arts and Sciences Course Catalog; or the MAT Flex & Undergraduate Student Handbook.
Students With Disabilities
In general, the University will work with students to improve conditions that may hinder their learning. The university requires appropriate documentation of a disability in order to enable students to meet academic standards. It is the responsibility of each student to inform the Director of Learning Support Services of his or her disability. Students are encouraged to work with faculty proactively in developing strategies for accommodation. This policy is described at Pacific University Professional Programs Course Catalog and the Pacific University Arts and Sciences Course Catalog.
Instructors may issue a grade of incomplete only when the major portion of a course has been completed satisfactorily, but health or other emergency reasons prevent the student from finishing all the requirements in the course. The instructor and the student should agree upon a deadline by which all work will be completed, with the following guidelines:
- Incompletes given for Fall and or Winter III terms must be completed by the following April 15.
- Incompletes given for Spring semester must be completed by the following November 15.
Instructors will issue the grade the student would have earned by not completing the course, preceded by an “I”. This grade is determined by including a failing grade for the missing assignment(s) in the calculation of the final grade. If the agreed upon course work is not completed in the period allotted and an extension has not been granted, the grade issued will be permanent. The contingency grade will be used in the computation of the GPA until such time as a new grade is recorded. See the Pacific University Professional Programs Course Catalog or the Pacific University Arts and Sciences Course Catalog.
Once a grade is submitted to the Registrar it shall not be changed except in the case of recording errors. Grade changes will be approved by the appropriate Dean. See the Pacific University Professional Programs Course Catalog or the Pacific University Arts and Sciences Course Catalog.
Safe Environment Policy
Pacific University’s Rights and Responsibilities policy seeks to maintain conditions favorable to learning. Students have the right to pursue an education free from discrimination based on gender, religion, marital status, age, sexual orientation or handicap. Students have the responsibility to conduct themselves, both individually and in groups, in a manner which promotes an atmosphere conducive to teaching, studying and learning. This policy is described in detail in Pacific University Professional Programs Course Catalog or the Pacific University Arts and Sciences Course Catalog.
Honesty and integrity are expected of all students in class preparation, examinations, assignments, practicums and other academic work. Misconduct includes, but is not limited to cheating; plagiarism; forgery; fabrication; theft of instructional materials or tests; unauthorized access or manipulation of laboratory or clinic equipment or computer programs; alteration of grade books, clinical records, files or computer grades; misuse of research data in reporting results; use of personal relationships to gain grades or favors or other attempts to obtain grades or credit through fraudulent means; unprofessional conduct related to student care; threats to University personnel and conduct inconsistent with academic integrity. The complete policy, definitions and appeal procedures are described Pacific University Professional Programs Course Catalog and the Pacific University Arts and Sciences Course Catalog.