· web viewedsp 434: community and family integration for the transition of students with...

EDSP 434: Community and Family Integration for the Transition of Students with Disabilities

Spring 20133 credits

Online- Webcampus

Instructor: Bonnie Hofland Ph. D.Email: Webcampus (preferred) or [email protected]: 801-992-3976 Fax: 775-753-7534 (GBC Education Dept)Office hours: By appointment

Please ask questions in the GBC Coffee House on the discussion board. If you have a question, other students may have the same question. By utilizing the faculty office, everyone will receive the same information. If you have a personal question, please contact me by email through Webcampus or by phone. DO NOT HESITATE TO CALL ME!

Required Textbooks All of the books are available at GBC Bookstore or through other bookstores.

Hughes, C. & Crater, E.W. (2012). The New transition handbook: Strategies high school teachers use that work. Baltimore, MD: Brooks ISBN:978-1-59857-199-8

Grandin, T.G. (2012). Different…Not Less. Arlington, TX: Future Horizons. ISBN:978-1-935274-60-5

Dyches, T.T., Carter, N.J., & Prater, M.A. (2012). Teacher's guide to communicating with parents, A: Practical strategies for developing successful relationships. Boston, MA: Pearson ISBN: 978-0-13-714740-3

Sileo, N.M. & Prater, M.A. (2012). Working with families of Children with Special Needs. Upper Saddle River, NJ: Pearson ISBN:978-0-13-71470-3

Wehman, P. (2011). Essentials of transition planning. Baltimore, MD:Brooks ISBN: 978-1-59857-098-4

Recommended Textbook:Test, D.W. (2012). Evidence-based instructional strategies for transition. Baltimore, MD: Brooks ISBN: 978-1-59857-192-9

Other assigned books in the e-book section of the library. (See module agenda.)

Accessing e-books at the Great Basin College library*1. Go to www.gbcnv.edu

EDSP 434 Spring 2013

2. On the right hand side of the screen find and click Library3. Click on the purple rectangle e-books4. Click on NetLibrary, ASCD, or Gale as designated in your course schedule5. Search the title of the text6. View the text and read!

You will see that the e-books are a wonderful resource and may find other titles beyond what is required in your coursework that are of interest. Read as many as you wish!

*If you are logging on from an off-campus computer you will have to log-in to the library before completing the above steps. To do that you will need your library card number. If you do not have a library card, please see the green rectangle link on the GBC library page for guidance.

Technology AbilitiesIn order to participate in this course, students must have access to the internet and be ready to start discussions immediately. Those students who do not have their own computer with internet access can use a computer on one of the college campuses.

This course is an online course, but NOT a self-paced course. Students taking this course must participate in discussions via the internet on a regular basis and also must meet specific deadlines on submission of papers and exams. Please do not procrastinate.

Do not assume that online classes are easier than traditional “face-to-face” classes. Online classes can actually be more difficult than traditional classes. They require constant motivation and self-direction on the part of the student. It is the student’s responsibility for reading, studying, asking questions, completing assignments, actively participating in discussions, being organized and staying on schedule.

Catalog Description The purpose of the course is to provide students with the understanding of theory, principles, procedures, and legal requirements for working toward collaborative partnerships among families, professionals, students, and other stakeholders to meet the transitional needs of the individual student with a disability. Also focuses on the importance of parent involvement with the individual student. Prerequisite: Must have taken EDSP 301.

Course DescriptionEDSP 434 is about working with families with children with disabilities and the transition of individuals with disabilities into adult life. This course is designed for special educators who are working on an endorsement in special education or on the options program. This course meets two of Nevada’s requirements for licensure: family involvement and transition. This course looks in depth on how to collaborate and communicate effectively with families who have children with disabilities. Strategies will be included on how practices reflect on real-life classrooms and situations. Secondly the class takes a practical view on how to transition students with disabilities into adult life. First we will look at the assessment to prepare for


transition. This will include assessing what the student wants, what options are viable for the student, and what resources are available. Next we will work on developing transition plans and executing them. Finally we will discuss how to develop a transitioning program in your school.By the time you complete this course, you will have developed strategies to effectively communicate and collaborate with families, understand the laws and guidelines that pertain to transitioning, be able to assess an individual and an environment for transitioning possibilities, be able to write a transition plan, and know how to implement the transition plan. We will conclude with different approaches to developing a transition program in your school.

Policy of Academic IntegrityGBC subscribes to the traditional policy of academic integrity: students are expected to be honest. Students are expected to do their own work. Students who plagiarize or commit academic dishonesty are violating the standards of academic integrity and are subject to consequences ranging from failing the assignment or course to dismissal from the institution.

Plagiarism is presenting someone else’s word, ideas or data as one’s own. When a student submits work that includes the words, ideas, or data of others, the source of that information must be acknowledged through complete, accurate, and specific references; and if verbatim statements are included, through quotation marks as well. In academically honest writing or speaking, the students will acknowledge the source whenever:

Another person’s actual words are quoted Another person’s idea, opinion or theory is used, even if it is completely

paraphrased in the student’s own words Facts, statistics, or other illustrative materials are borrowed, unless the

information is common knowledge.

Acceptable Use of Lesson PlansStudents may not use lesson plans (or other assignments) that were developed in other courses. Students may not use the lesson plans created in this class for other courses. If a lesson plan is located on the Internet, it may not be used as-is. The GBC Teacher Education Program requires students to follow a certain format with components that may not match other lesson plans. If a lesson plan idea is found on the Internet, the idea may be utilized; however, it must be written in the required format and cited appropriately following APA guidelines. Any student who violates the acceptable use of lesson plans will receive a zero on the assignment with no opportunity to redo the assignment.

Accommodations Great Basin College is committed to providing equal educational opportunities to qualified students with disabilities in accordance with state and federal laws and regulations, including the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973. A qualified student must furnish current verification of disability. The Director of Services for Students with Disabilities (Julie G. Byrnes) will assist qualified students with disabilities in


securing the appropriate and reasonable accommodations, auxiliary aids and services. For more information or further assistance, please call 775.753.2271.

Testing RequirementsAll tests in this course will be taken at the student’s nearest GBC Testing Center during the scheduled times in the syllabus. There are no exceptions to this rule. The tests are closed book and no other resources are allowed. The tests will be proctored and you must show photo ID.

Elko Testing Center Hours Monday- Thursday: 9AM-8PM Friday: 9am - 4pm Sat. & Sun.: Closed

Winnemucca Testing Center Hours Monday: 1am - 8pm Tuesday: 1pm - 8pm Wednesday: 1pm - 8pm Thursday: 8am - 12:30pm Friday: 9am - 1pm Sat. & Sun.: Closed

Hours at Other Campuses Call your branch campus to learn the hours that testing is offered. Battle Mountain: 635-2318 Ely: 289-3589 Pahrump Valley: 727-2000 Testing Requirements Methods of InstructionThe student starts his or her study in this course from Webcampus, which is the course delivery platform that is accessed from the GBC Home Page at www.gbcnv.edu. Students need to follow the instructions at his site to obtain a user ID and password that will be used throughout the course. For each module in the course, students should be engaged in all aspects of the learning process as they are explained below. All assignments are due at midnight.

Assigned Readings For each module, there are assigned for readings. Students should consider these readings to be the heart of the material that should be learned in the course. These readings will come from either the textbooks for the course, from articles obtained from the Web or from outside readings which are posted in the module agenda.

Supplemental InformationFor each week, there will supplemental readings and activities in each module. There will be websites to visit, handouts, videos to watch, and activities to complete. Be sure to access the new module on the day it opens so that you can begin the activities and assignments that supplement the reading materials.

DiscussionsFor each module there will be discussions. Students are encouraged to go to the discussion board often in order to read the points that other students are making on the topic under consideration. In order to get proper credit for this part of the course, students must post their initial discussions by the given times, and then respond to TWO people in your assigned group by the deadline. In order for it to feel like a “real” class, you must read their postings and thread


the discussion. If a classmate asks a question, please respond like you would in a face-to-face class. My philosophy is that students learn from each other. If you are not present, others cannot learn from you. Let your presence be felt in the discussions.

Written AssignmentsThe formal written assignments for the course are of varying types. Because the online format makes it difficult to assess misconceptions, the written assignments will take their place. Formal grammar and Standard English is expected at all times. Conventions of writing will be included on the rubrics. The ability to communicate effectively and efficiently is a requirement of all teachers.

Midterm and FinalThe midterm will be based upon the first module. The final will be based upon the second module. They will consist of multiple-choice, true/false, short answer questions, and essay. Both exams will be open book.

Case Studies You will be given case studies about families with children with disabilities and about the transition with individuals with disabilities into adult life. All cases will be unique to an individual and/or family.

Cumulative ProjectThe cumulative project will be a case study about an adolescent and the community you live. You will develop the assessments to determine what is needed and what is available. You will also write an individual transition plan.

Course Expectations

Grades for written assignment are based on both content and mechanics. Proofread each assignment. Although we will not be “face to face,” communication in a professional manner is required at all times. I would suggest writing all discussions and assignments in Word, then cut and paste into the discussion area or into assignments. If they are assignments, attach the word document.

Use proper grammar, mechanics, and conventions in ALL correspondence (including informal emails and discussion board postings).

If the assignment is submitted as an attachment, the file should begin with your name. For example, I would save my assignment and submit it as an attachment with the file name Bonnie Hofland Case Study.

If the assignment is submitted as an attachment, send only ONE attachment. For example, your project may contain several components. ALL of this should come to me as one attachment. Even if you have several documents on your end, combine them for me.

All assignments are due at midnight.


All assignments are to be handed in by the date they are due. Late assignments will not be accepted except by special prior arrangements.

GradingI will do my best to turn back assignments in a timely manner. My belief is that seven to ten days is a timely turn around time. Rubrics will be included for all assignments. I will also provide descriptive feedback. If you have any concerns about grading, please pose the question immediately, so that the issue can be resolved BEFORE the semester is over. Sometimes I will prefer to print off assignments, provide written feedback and then scan them back as a PDF. If you see the words assignment is attached, open the attachment for specific feedback.

Assignments % of total gradeAssignments 50 %Discussions 30 %Midterm and Final 20 % TOTAL 100%

Letter Grades

A = 93-100% A- = 90-92% B+ = 88-89% B = 83-87% B- = 80-82% C+ = 78-79% C = 73-77% C- = 70-72% D+ = 68-69% D = 63-67% D- = 60-62%

Helpful, Credible WebsitesEDSP 434 Spring 2013

(Add to the list throughout the semester.)

Family Villagehttp://www.familyvillage.wisc.edu/index.htmlx

Council for Exceptional Children http://www.cec.sped.org/

Wrightslaw http://www.wrightslaw.com

Inclusion Network http://www.inclusion.organdwww.inclusion.com

National Information Center for Children and Youth with Disabilities (NICHCY)http://nichcy.org/index.html

National Rehabilitation Information Center (NARIC)http://www.naric.com

Special Education Exchangehttp://www.spedex.com/main-graphics.htm

Kids Together, Inc.http://www.kidstogether.org

New Horizons for Learninghttp://www.newhorizons.org

Federal Resource Center for Special Education. http://www.dssc.org/frc

On Special Ed.www.onspecialed.com/home.asp

LD Online http://ldonline.org

Parents Guide to Learning Disabilitieswww.schwablearning.org

Learning Disabilibilites Association


www.ldanatl.org Children and Adults with Attention Deficit/Hyperactivity Disorderhttp://www.chadd.org

National ADDwww.add.org

Association of Mental Retardationwww.aamr.org

The ARC of The United Stateswww.thearc.org

Autismwww.autism-society.org

National Association for Gifted Children (NAGC)http://www.nagc.org/home00.htm


Acronyms Frequently used in Special EducationAdd to the list this semester.

ADA- American Disabilities Act

AD/HD- Attention Deficit Hyperactivity Disorder

EBD- Emotional/ Behavior Disorder

FAPE- Free and Appropriate Public Education

IDEA- Individuals with Disabilities Education Act (Formerly PL 94-142)

CST- Child Study Team

IEP- Individualized Educational Program

IFSP- Individualized Family Service Plan

ITP- Individualized Transition Plan

IHP- Individualized Health Care Plan

LD- Learning Disability

LEA- Local Education Administrator

LRE- Least Restrictive Environment

OHI- Other Health Impaired

504- Section 504

“Stay Put” rule- prevents change of placement without IEP change

LEA- Local Education Agency

LEA Representative- Local Education Agency Representative (Usually principal or counselor)

CEC- Council for Exceptional Children

MDT- Multi-Disciplinary Team


CEC Code of Ethics for Educators of Persons with Disabilities

We declare the following principles to be the Code of Ethics for educators of persons with exceptionalities. Members of the special education profession are responsible for upholding and advancing these principles. Members of The Council for Exceptional Children agree to judge and be judged by them in accordance with the spirit and provisions of this Code.

1. Special education professionals are committed to developing the highest educational and quality of life potential of individuals with exceptionalities.

2. Special education professionals promote and maintain a high level of competence and integrity in practicing their profession.

3. Special education professionals engage in professional activities which benefit individuals with exceptionalities, their families, other colleagues, students, or research subjects.

4. Special education professionals exercise objective professional judgment in the practice of their profession.

5. Special education professionals strive to advance their knowledge and skills regarding the education of individuals with exceptionalities.

6. Special education professionals work within the standards and policies of their profession.

7. Special education professionals seek to uphold and improve where necessary the laws, regulations, and policies governing the delivery of special education and related services and the practice of their profession.

8. Special education professionals do not condone or participate in unethical or illegal acts, nor violate professional standards adopted by the Delegate Assembly of CEC.

The Council for Exceptional Children. (1993). CEC Policy Manual, Section Three, part 2(p. 4). Reston, VA: Author.

Originally adopted by the Delegate Assembly of The Council for Exceptional Children in April 1983.


Class Modules / Schedule (Outcomes and Measurements)Note the use of Understanding By Design (UBD) for each module

The schedule is tentative. The instructor reserves the right to change it depending on students’ interests and needs.

Orientation and Introductions January 22-January 28

InTASC Standard #2: Learning DifferencesThe teacher uses understanding of individual differences and diverse cultures and communities to ensureinclusive learning environments that enable each learner to meet high standards.

D2(n) The teacher makes learners feel valued and helps them learn to value each other.

Objectives:Students will communicate in person first language.Students will explore current issues and resources in transitioning students with disabilities into adult life.

Reading:Person First Language- Disabilities are natural website. Review if necessary.http://www.disabilityisnatural.com/explore/language-communication

Wright’s Law Index for Transitionhttp://www.wrightslaw.com/info/trans.index.htm

Assignments (See the agenda for details): Email instructor through Webcampus Post an introduction Discussion #1

Module One: Working with Families

OUTCOMES:Chapter One

Discuss the historical and legal foundations for family involvement in special education. Explain the key components of the Individuals with Disabilities Education Improvement Act (IDEA) and

describe the influence IDEA has on family involvement in special education. Describe how the No Child Left Behind Act (NCLB) influences families of children with special needs. Understand the legal implications that the Family Education Rights and Privacy Act has on the field of

special education. Discuss the influences of Section 504 of the Vocational Rehabilitation Act on families of children with

special needs. Describe the interrelationship between the Americans with Disabilities Act and special education.


http://www.wrightslaw.com/info/trans.index.htm

Chapter Two Outline major historical efforts that promoted families involvement in their children’s education. Describe current perspectives and models of parental involvement. Define parent involvement mechanisms and barriers to school involvement. Describe profiles of families unique to those with children with special needs.

Chapter Three Describe the roles parents play in terms of advocacy, learning and teaching. Identify similarities and differences between fathers and mothers as caregivers. Describe issues related to isolated parents, extended family, and nontraditional families. Describe concerns of siblings and outline ways in which teachers can assist them.

Chapter Four Describe the purposes and benefits of collaboration. Explain the role of parity, common goals, trust and respect, styles of communication, and cultural

influences on collaboration. Discuss barriers of communication and collaboration and strategies for avoiding these barriers. Describe ways to demonstrate collaborative attitudes. Demonstrate understanding of active listening skills and appropriate nonverbal communication. Discuss effective verbal language skills in context of collaborating with families. Discuss ways to reduce miscommunication with family members. Explain the steps of problem solving and negotiating. Describe the different conflict management styles.

Chapter Five Understanding how the demographics of the U.S. population are changing. Discuss the influences of changing demographics on children receiving special education. Explain the varying views of a “family.” Describe various family structures and the influences of culture on those structures. Describe how personal values affect interactions among families and professionals. Explain how having a child with special needs shapes family dynamics. Discuss the impact of poverty on culture an education.

Chapter Six Understand the components needed to effectively practice cultural competence. Discuss multicultural considerations to be examined when working with families. Describe the heterogenic characteristics that occur within diverse populations. Identify how family role patterns influence family dynamics and interaction with the family as well as

with professionals. Discuss how language, communication, and culture impact interactions with students and families. Explain how beliefs about health, illness, and disability are subjective, based on cultural heritage. Identify barriers to working with families from diverse backgrounds. Describe strategies for working with diverse students and families.

Chapter Seven Describe factors that influence educators’ perception of IEP processes. Explain ways in which family members respond to disability. Discus how family dynamics affect parents’ responses to their children’s condition. Describe barriers to family participation in IEP processes. Describe how educators can support family involvement in special education.

Chapter Eight Describe how to plan and conduct IEP meetings that involve parents. Discuss how to consider parent’s perspectives and concerns when making educational decisions for

students with disabilities. Discuss strategies for involving students in IEP processes.


Describe how to prepare students to participating in their IEP meetings.Chapter Nine

Discuss the ethical considerations impacting educational practices. Know and understand the definition of ethics. Discuss various educational organizations ‘professional codes of ethics. Describe and apply the concept of “do no harm” to practices in education. Discuss the concept of doing no harm when working with children and youth and parents and families. Describe strategies to ensure ethical practice when working with families. Discuss barriers to ethical and confidential practices when working with families.

Chapter Ten Explain special considerations when working with families of infants, toddlers, and preschoolers with

disabilities. Identify IDEA requirements for working with families with infants and toddlers with special needs. Discuss the components of an Individual Family Service Plan. Discuss strategies for working with families of preschool-aged children with special needs. Differentiate the needs families of elementary students with special needs compared to families of

secondary students with special needs. Identify concerns and strategies of working with families elementary students with special needs. Lists the components of individual transition plans. Discuss the ides for working with families of students in secondary settings.

Chapter Eleven Discuss why working with families of postsecondary-aged children often experience new levels of

stress as their children age. Identify the benefits and challenges families experience with their adult children with disabilities living

at home. List the benefits of community living setting for adults with disabilities. Explain why and how some families experience lack of awareness, lack of adequate preparation,

financial barriers, and difficulties with interagency support that affect their family structure and their adult child with disabilities.

Describe recommendations, such as problem-solving approaches and futures planning for working with families of postsecondary-aged children.

Identify challenges faced by families of children living in residential facilities, such as aging family caregivers, family stress, and the children’s desire for change in living placement.

Explain recommendations that caregivers and service providers can implement when working with families of children in residential facilities.

Chapter Twelve Understand parents’ and sibling’s perspectives about having a children with a disability in the family. Discuss how parents must advocate for their children’s right to an education. Identify ways that cultural and religious beliefs influence parents’ decisions about their children. Explain how language barriers can negatively affect a child’s (and family’s) right to appropriate special

education services. Describe ways that parents can change and improve the special education process and system for their

children and others.

CONTENT: Different…Not Less by Temple Grandin, PhD Chapters 1-12 Working with Families of Children with Special Needs Special Education Rights of Parents and Children (Nevada Department of Education) Weekly Activities (15 points each= 75 points) Weekly Discussion Board Case Study (15 points each= 75 points)


ASSESSMENTS:Summative Projects (50 points for each manual =100 points):Create a resource manual for parents of children with disabilities. Do NOT copy other sources, but create a manual that is useful for your current teaching situation OR future teaching plans. You must use the textbooks and outside sources. Include the following information:

1) Resources in the state for families of children with disabilities2) Resources in your community for families of children with disabilities3) Support groups in state and local community 4) Websites that families would find helpful (categorize them)5) Other important information for families

Create a resource manual for you with the following information:1) Strategies for working with families in the school setting2) Strategies for involving families in their child’s education3) Effective communication techniques4) Other important information for families

Exam One (100 points)

Module Two: Transitioning Students with Disabilities

OUTCOMES:Week One- Ch. 1 & 2 The New Transition Handbook and Ch. 1 & 3 The Essentials of Transition Planning

Discuss the need for a model of transition support Explain the importance of transition Explain the members of the transition planning team and their roles and responsibilities Discuss the role of assessment in transition planning process Choose appropriate assessments for students Use observational, informal, and formal assessments to collect data Develop a summary of performance and communication information to others Use a variety of assessments to accurately determine a student’s dream Determine the graduation expectations for students

Week Two- Ch. 3 The New Transition Handbook and Ch. 2 The Essentials of Transition Planning Identify existing supports and potential barriers Assess students’ environmental support needs Develop individual support plans Gain access to existing environmental supports Enhance environments to promote participation Use an interagency collaboration with the inclusion of school and community

Week Three- Ch. 4 The New Transition Handbook and Ch. 4 The Essentials of Transition Planning Develop social support plans Foster accepting attitudes and promote greater disability awareness Gain access to existing social support Equip others to provide social support Increase students’ social participation How to actively involve the student and the family in the transition process List strategies for the planning the transition process


List the key elements of the transition plan

Week Four- Ch. 5 The New Transition Handbook and Ch. 5 The Essentials of Transition Planning Educate students and others about self-determination Teach self-determination and self-management skills Assess opportunities for self-determination and choice making Collaborate with others to promote opportunities for self-determination in daily life How to write an individualized transition plan

Week Five- Ch. 6 The New Transition Handbook and Ch. 6 The Essentials of Transition Planning Assess students’ opportunities for social interaction Increase students’ social participation in inclusive settings Assess and promote peer involvement and support Teach social interaction skills How to initiate the transition plan List the do’s and don’ts of transition IEP implementation

Week Six- Ch. 7 The New Transition Handbook and Ch. 7 The Essentials of Transition Planning Identify individualized learning goals within the general education curriculum Support students’ learning in inclusive classrooms Teach functional skills across the school day and in the community Provide instruction that prepares students for postsecondary education Determine the vocational education, career, and training models available for your students

Week Seven- Ch.8 The New Transition Handbook and Ch. 8 The Essentials of Transition Planning Assess students’ career-related instructional needs Help students gain access to meaningful career development experience Teach skills that promote employment success Collaborate with others to support employment Determine strategies to seek funding and resources needed for transition individualized education

programs

CONTENT: Different…Not Less by Temple Grandin, PhD The New Transition Handbook by Carolyn Hughes and Erik W. Carter Essentials of Transition Planning by Paul Wehman Weekly Activities 15 points each Weekly Discussion Board Case Study 15 points each

ASSESSMENTS:Summative Projects Resource Manual 75 points Create a resource manual for parents of children with disabilities. Do NOT copy other sources, but create a manual that is useful for your current teaching situation OR future teaching plans. You must use the textbooks and outside sources. Include the following information:

6) Resources in the state for families of children with disabilities7) Resources in your community for families of children with disabilities8) Support groups in state and local community 9) Websites that families would find helpful (categorize them)10) Other important information for families


Individualized Transition Plan 150 pointsCreate an Individualized Transition Plan for an individual. You must use the forms out of the two books used in this module. You must be specific in all areas. All completed forms must be included. Only include first name of black out the student’s name. You will not share this with anyone but meet. Confidentiality is priority. You must include the following items:

1) Determine individual’s dreams using my future worksheet, college discussion worksheet, and other relevant materials

2) Assessment of individual3) Assessment of community4) Assessment of family’s needs and home inventory5) Complete a job analysis survey and a job-related skills assessment6) Create a work performance evaluation7) Create an individual support plan8) Create an individual social support plan9) Complete an activity participation form10) Complete the teaching and evaluating self-management11) Write an individualized transition plan which includes:

a. List the members of the transition team and his/her role/responsibilitiesb. Stating the student’s interest and dreamsc. Consider the grade-level standardsd. Identify functional skills students will need now and in the futuree. Describe current performance levelsf. Develop annual goals for core and other content areasg. Write short term objectivesh. Determine how students will gain access to the general curriculumi. Plan specifically designed instruction

i. Does a task analysis need to be completed?j. Select appropriate state assessmentsk. Develop a system for monitoring student progress

12) Classroom support plan

Exam Two (100 points)


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