||EXC657 - Comm. Resources & Transition
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
A comprehensive course designed to equip educators with the ability to plan and implement successful transitional life experiences for students with disabilities. Emphasis on collaboration with other educational and community agencies involved in the transition process.
|Course Learning Outcomes:
- Explain past and current trends in transition and identify societal factors that influence outcomes for youth and adults with disabilities.
- Define self-determination and explain and practice strategies that will enhance self-determination for youth and adults with disabilities.
- Describe the role of the family in the transition process and identify family expectations and the potential influence of those expectations.
- Identify significant components in a community based transition plan.
- Describe person-centered transition planning and the steps needed to individualize the student's transition plan.
- Describe the secondary school administrative and curricular structures and strategies for secondary level inclusive education.
- Describe appropriate instructional objectives, curriculum, strategies, lesson plans and resources for teaching transition related content in elementary, middle and high school classes.
- Design appropriate job placement and vocational training opportunities for students with disabilities.
- Describe post-secondary educational opportunities and independent living options for adults with disabilities.
- Identify appropriate transition strategies for students with different types of disabilities and severity levels of those disabilities.
|Specified Program Learning Outcomes:
- Collaborate with professionals, parents and students in order to develop plans for successful post high school experiences and adult adjustment.
- Demonstrate advanced educational planning and teaching skills appropriate for those students who are in mild/moderate, moderate/severe or deaf hard-of hearing programs.
- Demonstrate advanced educational planning and teaching skills appropriate for those students who are in
mild/moderate, moderate/severe or deaf hard-of hearing programs.
- Demonstrate knowledge and application of current research, legislation, policy and evidence-based practice related to students with disabilities.
- Ensure that the specific needs of all students, regardless of such issues as disability, race, religion, culture, gender and sexual orientation, are addressed so they successfully transition to education and community environments.
- Ensure that the specific needs of all students, regardless of such issues as disability, race, religion, culture, gender snd sexual orientation, are addressed so
they successfully transition to education and community environments.
- Plan, implement and disseminate the results of an extensive educational project which will be beneficial for students, colleagues and other stakeholders.
- Use various technology applications for research, individualization of instruction, report development, data analysis and dissemination of information.
- Utilize informal and formal assessments for data-based decision making and for the selection and implementation of appropriate instructional strategies.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures