Alabama State University

The Conceptual Framework of the College of Education is

"THE EDUCATOR AS DECISION MAKER"

SED 350 Transition & Career Tech (3 credit hours)
Course Description: This course will focus on programs and issues involved in career tech services for students with disabilities in and outside of school settings. Students are expected to develop an ability to make good, rational decisions with regards to planning, implementation, and evaluating career technical programs and services in integrated settings. Practicum is required.
INSTRUCTOR / Dr. Willa Bing Harris
Professor of Special Education
OFFICE / CH 109
OFFICE HOURS / Posted on the door; or by appointment
PHONE NUMBER / 229-4394 (Office); 229-4485 (C& I Dept.)
E-MAIL /
ADDRESS / Alabama State University, C&I Dept.,
915 S. Jackson St., Montgomery, AL 36104
Students with Disabilities: Any students requiring alternative formats for testing and/or handouts for this course, or other types of accommodations, due to a handicapping condition, should advise the instructor within the first week of classes.
Class schedule: Refer to the schedule elsewhere in the syllabus.
Assignments: Assignments are due at the beginning of the class period that corresponds to the due date. Late assignments will accrue a 10% penalty per class session missed unless permission is granted by the instructor prior to the due date. (Refer the specific assignments elsewhere in the syllabus.)
Style of Writing and Citation: Students are expected to follow the APA Style Manual (5th Ed.), if applicable.
Textbook.
ASSIGNMENTS : Select 2 topics related to collaboration and communication in the context of diversity and do related literature search. Keep in mind that you are going to demonstrate your ability to make appropriate decisions with regards to selection, organization, and presentation of your data in a sensible way.
1. Data Collection, Analysis, Synthesis, and Interpretation by way of Literature Search. The purpose of this approach is to update and expand your knowledge and skill base. Students are encouraged to use manual and/or electronic search methods. Electronic databases, such as ERIC, ECER, Internet, or journals, or specific software, such as SPSS are available. Students are expected to report the search results to class both orally and in writing, utilizing appropriate media, such as, word processor and/or power point. The final draft is expected to be transferred onto a CD.
2. Oral Discourse. The purpose of this approach is to develop an ability to make application of the knowledge and skill base. Engage in group oral discussion on the basis of your data. Summarize your data in writing. If applicable, you may be interested in taking pictures of the discussion and/or do videotaping so that they can use it as a supplement to the writing. The final draft of the debate results is expected to be Transfer the final draft onto a CD. For literature search, see 1 above.
READINGS. Students are required to read the textbook and are encouraged to read other materials listed on the reference section.
DATE / INITIAL
Approval Process Completed By / SP ED Faculty
C&I Chair
COE Dean

OBJECTIVES AND LEARNING OUTCOMES: The accomplishment of major objectives as evidenced in learning outcomes as a result of instruction will be as follows. Students will demonstrate the ability to:

1. Understand and plan, implement, evaluate, and reflect instructional programs in the areas of general and functional academics, social skills, vocational skills, independent living skills, leisure skills, and workbased learning such as on-campus work experiences, community-based work experiences, and job coach, to foster the development of work place competencies and career goals [SDE Collaborative Teacher (K-6) 290-3-3.37(1)(b)4] [SDE Collaborative Teacher (K-6) 290-3-3.37(1)(b)5].

2. Understand and modify instructional methods, media, and materials, techniques, curriculum, and learning environments within and outside school settings in the context of diversity.

3. Understand and discuss issues and trends involved in career tech services for students with disabilities.

4. Understand and utilize resource agencies which provide personnel and services for improving and strengthening career tech services programs.

5. Understand and strength the collaborative working relationships with stakeholders.

6. Help acquire skills and services which students need as they make the transition from school to the community, such as, community living, the world of work, and continuing education [SDE Common Rules 290-3-3.37(1)(a)4].

7. Plan and facilitate transition programs within and outside the school setting [SDE Common Rules 290-3-3.37(1)(b)5].

8. Knowledge of (a) instructional approaches and strategies; (b) community-based, general, and residential life skills curriculum; (c) educational, residential, and leisure/vocational service options; and various school-based, work-based, and community-based programs that facilitate the acquisition, generalization, and maintenance of skills [SDE Collaborative Teacher (6-12) 290-3-3.37(1)(a)2].

9. Create effective linkages between students and post-secondary educational institutions and or the business community to transition students to future environments [SDE Collaborative Teacher (K-6) 290-3-3.37(1)(b)7].

DETERMINATION OF LEARNING OUTCOMES. It is assumed that the degree of students' accomplishment in academics and professionalism corresponds with the level of students' ability. It is also assumed that the demonstrated ability represents a totality of students' efforts and performance based on the knowledge, skills, and experience to complete the given tasks as specified in the academic matrix and professionalism matrix. Also included are test scores. Therefore, students are expected to present documented evidence to the instructor for his/her consideration in determining the level of their learning outcomes.

ACADEMIC MATRIX

Demonstrated
Ability
(Total: 80 points) / Specific Types / Documented
Evidence*
Demonstrate the ability to identify and utilize:
(10 points) / Resource agencies which provide personnel and services for improving and strengthening career tech services programs.
Demonstrate the ability to understand and strength:
(10 points) / Collaborative working relationships with stakeholders.
Demonstrate the ability to understand, discuss, and communicate:
(10 points) / Issues and trends involved in career tech services for students with disabilities, including work ethics.
Demonstrate the ability to understand and modify:
(10 points) / Instructional methods, media, and materials, techniques, curriculum, and learning environments within and outside school settings in the context of diversity.
Demonstrate the ability to understand and plan, implement, evaluate, and reflect:
(10 points) / Instructional programs in the areas of general and functional academics, social skills, vocational skills, independent living skills, leisure skills, and workbased learning such as on-campus work experiences, community-based work experiences, and job coach, to foster the development of work place competencies and career goals.
Demonstrate the ability to Help acquire:
(10 points) / skills and services which students need as they make the transition from school to the community, such as, community living, the world of work, and continuing education
Demonstrate the ability to Plan and facilitate:
(10 points) / Transition programs within and outside the school setting.
Demonstrate:
(10 points) / Knowledge of (a) instructional approaches and strategies; (b) community-based, general, and residential life skills curriculum; (c) educational, residential, and leisure/vocational service options; and various school-based, work-based, and community-based programs that facilitate the acquisition, generalization, and maintenance of skills.
Demonstrate the ability to create: / Effective linkages between students and post-secondary educational institutions and or the business community to transition students to future environments.

*Include data and products, including test scores and completed assignments. Mid-term and final tests will be formulated in accordance with the objectives/outcomes spelled out in the syllabus and therefore, students are expected to use the individual score for each objective rather than using an overall score.

PROFESSIONALISM MATRIX*

Understanding and Practicing of Professionalism (Total: 20 points) / Documented Evidence
Professional Conduct (Total: 10 points)-- e.g., attendance, punctuality, participation in worthy activities and in professional organization(s),* reflection for improvement of the ability to make better decisions, keeping abreast of current happenings in chosen field(s),* making changes for betterment of education, team work.
Legal and Ethical Obligations (Total: 10 points) – e.g., respect for privacy ,* ethical thinking and behavior*, sensitivity to multiple perspectives and cultural diversity,* maintenance of confidentiality of medical and academic records,* practice of equity.

* Candidates are expected to conduct themselves professionally. Professional conduct is governed foremost by the CEC Code of Ethics. Special education professionals

1. Are committed to developing the highest educational and quality of life

potential of exceptional individuals.

2. Promote and maintain a high level of competence and integrity in practicing

their profession.

3. Engage in professional activities that benefit exceptional individuals,

their families, other colleagues, students or research subjects.

4. Exercise objective professional judgment in the practice of their

profession.

5. Strive to advance their knowledge and skills regarding the education of

exceptional individuals.

6. Work within the standards and policies of their profession.

7. 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.

GRADING CRITERIA:

Grade / A / B / C / D / F
Points / 90-100 / 80- 89 / 70- 79 / 60- 69 / Below 60
Explanation / A = exceptional (quality, NOT QUANTITY, goes above and beyond expectations) / B = excellent (superior quality, NOT QUANTITY, in meeting expectations) / C = acceptable (satisfactory quality and quantity in meeting expectations) / D = unacceptable quality (does not meet expectations) / F = no credit (effort not worthy of credit)
Evaluation / 1. Demonstrates the completed work is worthy of a professional portfolio*.
2. Demonstrates content mastery using examples of and/or personalized
reflection about the content.
3. Demonstrates an applied level of understanding through personalized
reflection about the content area and instruction. / 1. Demonstrate the completed work is worthy of a professional portfolio.*
2. Demonstrates content mastery using examples of and/or personalized
reflection about the content OR demonstrates an applied level of understanding through personalized reflection about the content area and instruction. / 1. Needs substantial revision to be worthy of a professional portfolio.*
2. Demonstrates content mastery using examples of and/or personalized
reflection about the content, OR demonstrates an applied level of understanding through personalized reflection about the content area and instruction. / 1. Needs substantial revision to be worthy of a professional portfolio.*
2. Part of the information presented is accurate. / 1. Needs substantial revision to be worthy of a professional portfolio.*
2. Consists primarily of a summary of main ideas from the chapter content
3. More than half of the information presented is inaccurate.

* Includes test scores, if applicable.

READINGS

Bassett, D. S., & Lehmann, J. P. (2002). Student-focused conferencing and planning. Austin, TX: PRO-ED.

Greene, G., & Kochhar-Bryant, C. A. (2003). Pathways to successful transition for youth with disabilities. Upper Saddle River, NJ: Merrill/Prentice-Hall.

Long, N. J., Wood, M. M., & Fecser, F. A. (2001). Life space crisis intervention. (2nd ed.). Austin, TX: PRO-ED.

Patton, J. R., Cronin, M. E., & Wood, J. W. (1999). Infusing real-life topics into existing curricula: Recommended procedures and instructional examples for the elementary, middle, and high school levels.

Austin, TX: PRO-ED.

Pedersen, P. B. (2003). Multicultural counseling in schools: A practical handbook. (2nd ed.). Boston, MA: Allyn & Bacon.

Power, P. W. (2000). A guide to vocational assessment. Austin, TX: PRO-ED.

Roessler, R., & Rubin, S. E. (1998). Case management and rehabilitation counseling: Procedures and techniques. (3rd ed.). Austin, TX: PRO-ED.

Rubin, S. E., & Roessler, R. T. (2000). Foundations of the vocational rehabilitation process. (5th ed.). Austin, TX: PRO-ED.

Webb, K. W. (2000). Transition to postsecondary education. Austin, TX: PRO-ED.

Wehman, P. (2002). Individual transition plans. (2nd ed.). Austin, TX: PRO-ED.

Wehman, P., & Targett, P. S. (1999). Vocational curriculum for individuals with special needs: Transition from school to adulthood. Austin, TX: PRO-ED.

Wehmeyer, M. L., Morningstar, M., & Husted, D. (1999). Family involvement in transition planning and implementation. Austin, TX: PRO-ED.

For Internet search, please use the following reference:

Pierangelo, R., & Crane, R. (2000). The special education yellow pages. Upper Saddle River, NJ: Merrill/Prentice-Hall.

This publication is an excellent guide for finding sources dealing with specific disabilities, web sites, professional organizations, university libraries, free materials, catalogs, medical and legal information, and technology. It is divided into almost 150 categories. Always keep in mind that web sides can be removed, added, or changed.

TENTATIVE SCHEDULE

Session / TOPICS / COMPLETE ASSSIGNMENTS BY
1 / Introduction; Requirements; Overview
2
3
4 / Student report*
5
6 / MID-TERM EXAM
7 / Student report*
8
9 / Student report*
10
11 / Student report*
12
13 / Final draft of the related literature search results
14
15 / FINAL EXAM (Comprehensive)

*Students are expected to make a progress report on the literature search as well as reading of the chapters. For page numbers corresponding to the topics to be discussed, refer to the table of contents of the textbook. Please e-mail the instructor a copy of the report before making a class presentation.