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Active as of Fall Semester 2012
I. General Information
1. Course Title:
Collaboration Skills & Transition Training
2. Course Prefix & Number:
CDEV 2112
3. Course Credits and Contact Hours:
Credits: 3
Lecture Hours: 3
Lab Hours: 0
4. Course Description:
To best create a seamless system of transition for students with disabilities from secondary to post secondary environments, students will analyze and apply various collaboration methods with agencies, educational staff and multicultural populations. Emphasis will be given to the process of coordination of multiple service agencies in those transitions.
5. Placement Tests Required:
Accuplacer (specify test): |
No placement tests required |
Score: |
|
6. Prerequisite Courses:
CDEV 2112 - Collaboration Skills & Transition Training
There are no prerequisites for this course.
9. Co-requisite Courses:
CDEV 2112 - Collaboration Skills & Transition Training
There are no corequisites for this course.
II. Transfer and Articulation
1. Course Equivalency - similar course from other regional institutions:
Name of Institution
|
Course Number and Title
|
Credits
|
St. Cloud State University
|
SPED 431
|
3
|
2. Transfer - regional institutions with which this course has a written articulation agreement:
Name of Institution |
Date of Acceptance |
Discipline/Area/Program of Transfer |
St. Cloud State University |
8/2011 |
Special Education |
III. Course Purpose
Program-Applicable Courses – This course is required for the following program(s):
Special Education AAS and Certificate
IV. Learning Outcomes
1. College-Wide Outcomes
College-Wide Outcomes/Competencies |
Students will be able to: |
Demonstrate reading and listening skills |
The student must apply components of a comprehensive, unbiased assessment. |
Assess alternative solutions to a problem |
Assisting families to identify their resources, priorities, and concerns in relation to their children’s development. |
Work as a team member to achieve shared goals |
Working collaboratively in designing, implementing, and evaluating individual education program plans. |
2. Course Specific Outcomes - Students will be able to achieve the following measurable goals upon completion of
the course:
Expected Outcome |
MnTC Goal Area |
Describe collaborative relationships with families and other professionals |
|
Apply referral, assessment, team planning, and placement procedures to an individual education program plan. |
|
Uses individual education program plans to design and implement developmentally appropriate instruction for students with developmental disabilities, emotional & behavioral disorder, learning disabilities and physical and health disabilities |
|
V. Topical Outline
Listed below are major areas of content typically covered in this course.
1. Lecture Sessions
- Exploring Project C3 website and class overview
- Transition Education and Services in Perspective
- K-12 Curricular focus for transition
- Transition IEP
- Solutions focus
- Legislations and guidelines for secondary special education and transition services
- “Let’s learn the Law”
- Transition IEP
- Key participants in transition
- PACER website
- Chapter 3: students & families
- Grades K-8 in Transition-chapter 4
- Assessment for transition education and services
- Appendix 5A
- Commercially available assessment instruments for transition planning
- Transition planning in the Schools using the ESTR Scales Text
- Transition to employment
- ESTR
- Rehabilitation Services
- Transition to postsecondary
- Transition to adult independent and interdependent living
- School-based and community-based resources
- Instructional Strategies for transition education
- Job placement, training, and supervision
- Issues in the implementation of transition educations and services
I. General Information
1. Course Title:
Collaboration Skills & Transition Training
2. Course Prefix & Number:
CDEV 2112
3. Course Credits and Contact Hours:
Credits: 3
Lecture Hours: 3
Lab Hours: 0
4. Course Description:
To best create a seamless system of transition for students with disabilities from secondary to post secondary environments, students will analyze and apply various collaboration methods with agencies, educational staff and multicultural populations. Emphasis will be given to the process of coordination of multiple service agencies in those transitions.
5. Placement Tests Required:
Accuplacer (specify test): |
No placement tests required |
Score: |
|
6. Prerequisite Courses:
CDEV 2112 - Collaboration Skills & Transition Training
There are no prerequisites for this course.
9. Co-requisite Courses:
CDEV 2112 - Collaboration Skills & Transition Training
There are no corequisites for this course.
II. Transfer and Articulation
1. Course Equivalency - similar course from other regional institutions:
Name of Institution
|
Course Number and Title
|
Credits
|
St. Cloud State University
|
SPED 431
|
3
|
2. Transfer - regional institutions with which this course has a written articulation agreement:
Name of Institution |
Date of Acceptance |
Discipline/Area/Program of Transfer |
St. Cloud State University |
8/2011 |
Special Education |
III. Course Purpose
1. Program-Applicable Courses – This course is required for the following program(s):
Special Education AAS and Certificate
IV. Learning Outcomes
1. College-Wide Outcomes
College-Wide Outcomes/Competencies |
Students will be able to: |
Demonstrate reading and listening skills |
The student must apply components of a comprehensive, unbiased assessment. |
Work as a team member to achieve shared goals |
Working collaboratively in designing, implementing, and evaluating individual education program plans. |
2. Course Specific Outcomes - Students will be able to achieve the following measurable goals upon completion of
the course:
Expected Outcome |
MnTC Goal Area |
Describe collaborative relationships with families and other professionals |
|
Apply referral, assessment, team planning, and placement procedures to an individual education program plan. |
|
Uses individual education program plans to design and implement developmentally appropriate instruction for students with developmental disabilities, emotional & behavioral disorder, learning disabilities and physical and health disabilities |
|
V. Topical Outline
Listed below are major areas of content typically covered in this course.
1. Lecture Sessions
- Exploring Project C3 website and class overview
- Transition Education and Services in Perspective
- K-12 Curricular focus for transition
- Transition IEP
- Solutions focus
- Legislations and guidelines for secondary special education and transition services
- “Let’s learn the Law”
- Transition IEP
- Key participants in transition
- PACER website
- Chapter 3: students & families
- Grades K-8 in Transition-chapter 4
- Assessment for transition education and services
- Appendix 5A
- Commercially available assessment instruments for transition planning
- Transition planning in the Schools using the ESTR Scales Text
- Transition to employment
- ESTR
- Rehabilitation Services
- Transition to postsecondary
- Transition to adult independent and interdependent living
- School-based and community-based resources
- Instructional Strategies for transition education
- Job placement, training, and supervision
- Issues in the implementation of transition educations and services