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:

Students in this course will analyze and apply various collaboration methods with agencies, educational staff, and multicultural populations to best create a seamless system of transition for students with disabilities from secondary to post secondary environments. 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:

There are no prerequisites for this course.

9. Co-requisite Courses:

There are no corequisites for this course.

II. Transfer and Articulation

1. Course Equivalency - similar course from other regional institutions:

 

2. Transfer - regional institutions with which this course has a written articulation agreement:

 

III. Course Purpose

1. Program-Applicable Courses – This course is required for the following program(s):

Special Education A.A.S. 

Special Education Certificate

IV. Learning Outcomes

1. College-Wide Outcomes

College-Wide Outcomes/Competencies	Students will be able to:
Demonstrate reading and listening skills	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:

• Apply components of a comprehensive, unbiased assessment;
• Help families identify their resources, priorities and concerns in relation to their children's development;
• Work collaboratively in designing, implementing and evaluating individual education program plan;
• Describe collaborative relationships with families and other professionals;
• Apply referral, assessment, team-planning and placement procedures to an individual education program plan;
• Use individual education program plans to design and implement developmentally appropriate instruction for students with developmental disabilities, emotional and behavioral disorder, learning disabilities and physical and health disabilities;
• Make use of interagency agreements and committees which support interagency collaboration;
• Identify and learn current research and emerging practices relevant to transition planning;
• Establish and maintain professional relationships with those who encourage expert consultation, coaching and professional development;
• Understand the impact of disability upon families and students’ capacity to learn, relate interpersonally and participate in community activities; and
• Monitor and guide the activities of volunteers, paraprofessionals and program aids.

V. Topical Outline

Listed below are major areas of content typically covered in this course.

1. Lecture Sessions

1. Exploring projects and class overview
2. Transition education and services in perspective
• Transition Individual Education Plan (IEP)
3. K-12 Curricular focus for transition
• Transition IEP
• Solutions focus
4. Legislations and guidelines for secondary special education and transition services
• “Let’s learn the Law”
• Transition IEP
5. Key participants in transition
• PACER website
•  Students & families
6. Grades K-8 in transition
7. Assessment for transition education and services
• Commercially available assessment instruments for transition planning
• Transition planning in the schools using the Enderle Severson Transition Rating (ESTR) Scales Text
8. Transition to employment
• ESTR
• Rehabilitation services
9. Transition to postsecondary
• Informal assessment
10. Transition to adult independent and interdependent living
• Transition IEP
11. School-based and community-based resources
12. Instructional strategies for transition education
13. Job placement, training, and supervision
14. Issues in the implementation of transition educations and services