National University




General Course Information for SPD624: Transition/Community Resources

Course: SPD624 - Transition/Community Resources
Textbook: For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com

Course Description:

An overview of transition across all age groups and disability categories. Includes dealing with families, involving students, developing transition curriculum, collaborating with stakeholders for transition planning, working with community agencies and developing strategies for success at all transition stages. Career education, preparation for employment and strategies for adult adjustment are emphasized.

Course Learning Outcomes:
  • Integrate and apply skills needed to plan, implement, and evaluate transitional life experiences for students, including ability to meet individual needs, to provide skills to candidates, to utilize collaboration skills and to teach self advocacy (expression skills).
  • Integrate and apply working knowledge of transitions and transitional stages for all life experiences.
  • Collaborate with educational and community agencies and all stakeholders.
  • Teach students their rights as well as self-advocacy and expression skills.
  • Integrate and apply ability to participate effectively and follow the law in the IFSP/ISP/transition planning process from pre-referral interventions, through assessment, planning instruction, developing IFSP/IEP/transition, planning goals, based on state content standards.
  • Identify the secondary school administrative and curricular structures and strategies for secondary level inclusive education.
  • Describe appropriate job placement, post-secondary educational opportunities and vocational training opportunities for students with disabilities.
Specified Program Learning Outcomes:
  • apply appropriate developmental milestone goals and advocacy skills for individuals from infancy to adulthood meeting the communication and academic needs of d/Deaf learners during key transitional stages.
  • Apply effective case management, communication and collaborative practices with parents, professionals and other stake holders, in order to facilitate access to the core curriculum for students with mild/moderate disabilities and diverse learners
  • apply effective collaboration skills working with and through diverse families, support providers (i.e. ASL-English bilingual specialist, audiologists, interpreters, paraprofessionals, and speech language pathologist), general education professionals, community agencies, and the d/Deaf communities.
  • Apply effective communication and collaborative practices with parents, professionals and other stake holders, including those needed to participate in person/family centered planning, and case management.
  • Apply professional, legal and ethical practices for instructing students with disabilities.
  • apply the knowledge and ability to support the movement, mobility, sensory and specialized health care needs required for students to access classrooms, schools and the community to the fullest extent of their ability. (M/S 5)
  • Apply the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences.
  • Apply the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences. (EDSP 10 & 3).
  • Apply the skills needed to transition students between educational environments and programs as well as into successful post school experiences (EDSP 7 & 8; M/S 7).
  • Apply the skills needed to transition students between educational environments and programs as well as into successful post school experiences.
  • Apply understanding and practice of professional, legal, and ethical practices for instructing students with mild/moderate disabilities and diverse learners.
  • Demonstrate competence in instructional design including adaptations required to assist diverse special education learners achieve the state standards for curriculum.
  • Demonstrate the knowledge, skills and dispositions to actively and creatively engage and support all students in learning.
  • Develop skills to become a change agent and advocate for exceptional individuals, including diverse learners.
  • Engage in multiple field experiences in a broad range of service delivery options for students with disabilities.
  • Engage in multiple field experiences in a broad range of service delivery options for students with disabilities. (EDSP 15)
  • Identify, evaluate and reflect on a broad range of service delivery options for students with mild/moderate disabilities and diverse learners through participation in multiple field experiences.
  • Strive to become a continuous learner, a scholar, a collaborative community service member and a responsible citizen.
  • Use appropriate developmental milestone goals and advocacy skills for individuals, from infancy to adulthood, to meet the communication and academic needs of d/Deaf learners during key transitional stages.

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:

URL: http://www.nu.edu/library.

Contact the Library:

  • RefDesk@nu.edu
  • (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:
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

Ethics:
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.

Technology:
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.

Diversity:
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.

Civility:
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