basic principles and provisions of transition services

1.Describe the basic principles and provisions of transition services. Also, what does the Bible say about this topic? You can use Luke 14:12–14, Job 29:14–16, Psalms 41:1 or any others you’d like to add to this list.
2.Identification of student strengths, preferences, interests, and needs is key to successful transition planning. Discuss how transition services may be unique for the varying disabilities. Include at least 3 different types of disabilities (i.e. intellectual disabilities, emotional/behavior disabilities, learning disabilities, physical disabilities, visually impaired, hearing impaired, autism spectrum, etc.). Also, describe how cultural factors can impact the identification of student strengths, preferences, interests and needs, and the establishment of goals.
3.Discuss the age requirement for beginning to discuss transition and the age for having a transition plan. Why is it so critical to begin assessment and curriculum planning at age 14 and 16?

4.How does the assessment, lesson planning, and curriculum development of students relate to age 25 projections as covered in the video? Please share internet sources that assist in this area.

5.
Describe potential conflicts in developing participatory decision making with family members and a student with a disability and how other resources can assist in these endeavors

6.Describe the factors that should be considered in developing a vision of adult residential options for a student with a disability.

COURSE SYLLABUS

EDUC 525
COLLABORATING FOR SUCCESSFUL TRANSITIONS
COURSE DESCRIPTION
A study of the characteristics of students with intellectual disabilities. Curriculum and techniques will be investigated to enable achievement of individual potential academically, socially, and functionally.

RATIONALE
The field of special education constantly evolves in the context of legal mandates, best practices, understandings of causation and planned instruction, and in services available for support. With IDEA 2004, a renewed focus has been placed in transitional practices for moving students from secondary environments to the worlds of work, independent living, and community living. This course seeks to use tried-and-true methods for developing successful transition plans (strategies and coordination) to meet individual student needs. The legal mandates and the Christian moral mandates are used as a foundation for such important work.
I. PREREQUISITE
EDUC 500 or equivalent.

II. REQUIRED RESOURCE PURCHASES
American Psychological Association.Publication manual of the American Psychological Association (current edition). Washington, DC: American Psychological Association.
Flexer, R.W., Baer, R.M., Luft, P., & Simmons, T.J. (2013).Transition planning for secondary students with disabilities (4th ed.). Upper Saddle River, NJ: Pearson. ISBN: 9780132658119.
www.LiveText.com membership: This is a website for portfolio development and the submission of major course assignments. A one-time purchase is required for all students in the Education program. ISBN: 9780979663567.
Disclaimer: The above resources provide information consistent with the latest research regarding the class subject area. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in these resources.
III. ADDITIONAL MATERIALS FOR LEARNING
A. Computer with basic audio and video output equipment
B. Internet access (broadband recommended)
C. Microsoft Word
(Microsoft Office is available at a special discount to Liberty University students.)

IV. MEASURABLE LEARNING OUTCOMES
Upon successful completion of this course, the candidate will be able to:
A. Respond to critical issues in the field, such as current issues and definitions, assessment, diagnosis, and evaluation.
B. Investigate historical foundations and classic studies, including major contributors, and draw preventative and treatment implications from this body of knowledge.
C. Utilize and become familiar with consumer and professional organizations, publications, and journals relevant to this field.
D. Relate basic programming (behavioral and academic) concepts and effective collaboration to the education of pre-school, school-aged, and adolescents who are disabled.
E. Identify key transitional stages for persons with disabilities, and discuss related needs such as the need to learn social, life, and self-determination skills.
F. Communicate professionally in written and oral form utilizing reliance on “people first” terminology.
G. Apply biblical principles to the process of collaborating for successful transitions.

V. VA DOE COMPETENCIES
A. Collaboration
1. Skills in consultation, case management, and collaboration, including:
a. Training, managing, and monitoring paraprofessionals.
b. Involvement of families in the education of their children with disabilities.
c. Understanding the standards of professionalism.
d. Cooperating with community agencies and other resource providers.
e. Models and strategies for promoting students’ self-advocacy skills.
B. Transitioning
1. Skills in consultation, case management, and collaboration for students with varying degrees of disability severity, including:
a. Coordinate service delivery with general educators, related service providers, and other providers.
b. Awareness of community resources agencies and strategies to interface with community agencies when developing and planning IEPs.
c. Knowledge of related services and accommodations that pertain to postsecondary transitions that increase student access to postsecondary education and community resources.
d. Ability to coordinate and facilitate meetings involving parents, students, outside agencies, and administrators.
2. Understand the difference between entitlement and eligibility for agency services as students move to the adult world including a basic understanding of Social Security Income benefits planning, work incentive, Medicaid, and community independent living.
3. Recognize uses of technology and seek out technology at postsecondary settings that shall aid the student in their education, work, and independent living.
4. Recognize and plan for individual student potential and their capacity to meet high academic, behavioral, and social expectations and the impact of academic and social success on personal development:
a. Knowledge of person-centered planning strategies to promote student involvement in planning
b. Knowledge of generic skills that lead to success in school, work, and community, including time management, preparedness, social interactions, and communication skills.
5. Understand social skill development and the unique social skills deficits and challenges associated with disabilities:
a. Assesses social skill strengths and needs;
b. Plans and uses specialized social skills strategies.
6. Knowledge of use and implementation of vocational assessments to encourage and support students’ self-advocacy and self-determination skills.
7. Knowledge of legal issues surrounding age of majority and guardianship.
C. Individualized Education Program implementation.
Apply knowledge of assessment and evaluation throughout the K–12 grade levels to:
1. Construct, use, and interpret a variety of standardized and nonstandardized data collection techniques, such as task analysis, observation, portfolio assessment, and other curriculum-based measures.
2. Make decisions about student progress, instruction, program, accommodations, placement, and teaching methodology for students with disabilities who are accessing the general education curriculum and the standards of learning.
3. Demonstrate the use of assessment, evaluation, and other information to develop and implement individual educational planning and group instruction with students with disabilities who are accessing the general education curriculum across the K–12 grade levels.
a. Assessments and management of instruction and behavior.
b. The ability to prepare students and work with families to promote successful student transitions throughout the educational experience to include postsecondary training, employment, and independent living that addresses an understanding of long-term planning, career development, life skills, community experiences and resources, self-advocacy and self-determination, guardianship, and legal considerations.

VI. COURSE REQUIREMENTS AND ASSIGNMENTS
A. Textbook readings, selected journal articles, and lecture presentations
B. Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.
C. Class Introductions
In Module/Week 1, the candidate will participate in an introduction discussion forum. The introduction thread should include a picture of the candidate alone and general biographical information about the candidate. The candidate will receive points for the assignment for uploading the picture, providing the general information, and maintaining professionalism in the presentation.
D. Field Experience Plan
The candidate will submit a paragraph, informing the instructor of the plan for the required 10-hour field experience, including the supervising school’s name and other pertinent information.

E. Discussion Board Forums (6)
For each Discussion Board Forum, the candidate will post a thread of 400–500 words in answer to the prompt provided and post replies of 200–250 words to other classmates’ threads.
F. Lesson Plans (3)
The candidate will complete 3 lesson plans (one life skills, one social skill, and one combination of life skills & academic) for a student with intellectual disabilities.
G. Individualized Educational Plan (IEP)
The candidate will develop an IEP for a student with an intellectual disability by following the guidelines and documents provided in Blackboard.
H. Student Portfolio
The candidate will create a portfolio based upon a case study (include IEP, assessments given, skills checklist, etc.) To complete this assignment, refer, to theportfolio template provided in LiveText.
I. Individualized Transition Plan (ITP)
The candidate will develop a transition plan based upon a case study outlining necessary transition planning for academic, social, vocational, and community skills.
J. Field Experience Report
The candidate will submit a 2–3-page field experience summary, as well as a Field Experience Evaluation and Field Experience Log as his/her Field Experience Report.
*All field experience placements in Lynchburg and surrounding counties must be approved by Liberty University’s field placements director at the beginning of the fall and spring semester (unless the candidate is completing the experience in the school in which he/she is employed). A candidate completing field experience outside the Lynchburg area may make arrangements by submitting the appropriate paperwork directly to the school or school system.

VII. COURSE GRADING AND POLICIES
A. Points
Course Requirements Checklist
Class Introductions 10
25
DB Forums (6 at 25 points each) 150
Field Experience Plan 50
Lesson Plans (3 at 75 points each) 225
Individualized Education Program (IEP)* 100
Student Portfolio* 100
Individualized Transition Plan (ITP) 200
Field Experience Report 150
Total 1010
*Benchmark Assignments for Development Portfolio—Turn in the rubric with each of these assignments (IEP and Student Portfolio). Submit as one document by attaching the rubric to the front of the document. Save copies of the rubric and assignments in your developmental portfolio.
B. Scale
A = 960–1010 A- = 940–959 B+ = 920–939 B = 890–919 B- = 870–889
C+ = 850–869 C = 820–849 C- = 800–819 D+ = 780–799 D = 750–779
D- = 730–749 F = 0–729
C. LiveText Submission Policy
Assignments that are to be submitted to LiveText must be submitted there in order to receive credit for them. This includes assignments that are also in Blackboard, including those submitted to SafeAssign.
D. Late Assignment Policy
If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by email.
Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions:
1. Late assignments submitted within one week of the due date will receive a 10% deduction.
2. Assignments submitted more than one week late will receive a 20% deduction.
3. Assignments submitted two weeks late or after the final date of the class will not be accepted.
4. Late Discussion Board threads or replies will not be accepted.
Special circumstances (e.g. death in the family, personal health issues) will be reviewed by the instructor on a case-by-case basis.

E. Disability Assistance
Candidates with a documented disability may contact the Liberty University Online Office of Disability Academic Support (ODAS) at luoodas@liberty.edu to make arrangements for academic accommodations.Further information can be found at www.liberty.edu/disabilitysupport.
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