1 Doren 1 Rehabilitation Psychology and Special Education RPSE 660 Career and College Ready: Research, Policies and Practices Course Syllabus Fall 2012 Instructor: Bonnie Doren, Ph.D. Assistant Professor of Rehabilitation Psychology and Special Education Office: 1000 Bascom Hall, Room 421 Office phone: Office Hours: By appointment. Meeting Time and Location This course meets Mondays from 2:25-5:25pm in Meeting Room 345 Education Course Description Multiple initiatives and mandates, including College and Career Ready Standards (also known as the Common Core State Standards (CCSS), Career Ready Standards, and the transition mandates within the Individuals with Disabilities Act (IDEA, 2004) attempt to address education s role in preparing all students for success after school. This course will cover the historical and current research, policies, and practices pertaining to understanding and preparing students with disabilities for the transition from high school to college and careers. Students will engage in an array of activities in an effort to build skills as a reflective, critical researcher and educator. Course Objectives: Course content, activities and assignments have been designed so that students will be able to: 1. Critically appraise theoretical, empirical, and policy perspectives on student knowledge and skills and program components and services to address the college and career readiness for all students, including those with disabilities and other diverse learners. 2. Convey a personal, literature-based opinion about the knowledge and skills all students, including students with disabilities and other diverse learners should know and be able to do to succeed after leaving high school. 3. Convey a personal, literature-based opinion about program components and services that are needed to support student achievement during and after leaving high school.
2 Doren 2 Course Website This seminar uses to distribute course materials, and to communicate and collaborate online. Students can use their NetID and password to log on the course site (https://uwmad.courses.wisconsin.edu). Students will be responsible for checking the course site regularly for class assignments, materials, and announcements. Support is provided by the UW-Madison Do-It Help Center at or As with all computer systems, there are occasional disruptions to Scheduled downtimes are not an excuse for late work. You will submit your assignments on the course website in the appropriate dropbox folder as a Word file (i.e, doc or.docx format with filename convention of Last name Name of assignment (e.g., PositionPaper1). Required Readings A set of required readings are assigned for each week. Readings are to be completed on or before the scheduled date. Students should be prepared to discuss the readings in class. The weekly readings are outlined in the syllabus below and are available electronically through the course site (https://uwmad.courses.wisconsin.edu). Recommended Resource: APA. (2001). Publication manual of the American Psychological Association (6 th ed.). Washington, D.C.:APA. Read by Date Readings Class # Class 1 9/10 No required readings Class 2 9/17 United States Department of Education (2010)). A blueprint for reform: The reauthorization of the Elementary and Secondary Education Act. National Secondary Transition Technical Assistance Center (2011). Tool for College and Career Standards and Secondary Transition Planning for Students with Disabilities: 101. David W. Test, Jennifer Cease- Cook, Catherine H. Fowler, and Audrey Bartholomew. Kearns, J., Kleinert, H., Harrison, B., Sheppard-Jones, K., Hall, M., Jones, M. (2010). What does college and career ready mean for students with significant disabilities? Lexington: University of Kentucky. Milsom, A., & Dietz, L. (2009). Defining college and career readiness for students with learning disabilities: A Delphi study. Professional School Counseling, 12, Class 3 9/24 Halpern, A. S. (1985). Transition: A look at the foundations. Exceptional Children, 51, Kohler, P.D., & Field, S. (2003). Transition-focused education: Foundation for the future. Journal of Special Education, 37, Newman, L., Wagner, M., Knokey, A. M., Marder, C., Nagle, K., Shaver, D. (2011). The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School. A Report From the National Longitudinal Transition Study-2 (NLTS2) (NCSER ). Menlo Park, CA: SRI International.
3 Doren 3 Read by Class # Date Readings Newman, L., Wagner, M., Huang, T., Shaver, D., Knokey, A.-M., Yu, J. (2011). Secondary School Programs and Performance of Students With Disabilities. A Special Topic Report of Findings From the National Longitudinal Transition Study-2 (NLTS2) (NCSER ). U.S. Department of Education. Washington, DC: National Center for Special Education Research Wisconsin statewide Indicator 14 data for exiters 2011 Wisconsin statewide summary of indicators Class 4 10/1 Test, D. W., Mazzotti, V. L., Mustian, A. L., Fowler, C. H., Kortering, L. & Kohler, P. (2009). Evidence-based secondary transition predictors for improving postschool outcomes for students with disabilities. Career Development for Exceptional Individuals, 32, Test, Fowler, Richter, White, Mazzotti (2009). Evidence-based practices in secondary transition. Career Development for Exceptional Individuals, 32, Pingry O Neill, L. N., Markward, M. J. & French, J. P. (2012). Predictors of graduation among college students with disabilities. Journal of Postsecondary Education and Disability, 25, Class 5 10/8 Thoma, C. A., Lakin, K. C. Carlson, D. Domzal, C. Austin, K. & Boyd, K. (2011). Participation in postsecondary education for student with intellectual disabilities: A review of the literature Journal of Postsecondary Education and Disability, 24, Garrison-Wade, D. F., Lehmann, J. P. (2009) A conceptual framework for understanding students with disabilities transition to community college. Community College Journal of Research and Practice, 33, Ling, T. J. & O Brien, K. M. (2012). Citing advanced online Publication. Connecting the forgotten half: The school-to-work transition of noncollege-bound youth. Journal of Career Development. Advanced Online Publication. Madaus, J. W., Gerber, P. J., & Price, L. A. (2008). Adults with learning disabilities in the workforce: Lessons for secondary transition programs. Learning Disabilities Research & Practice, 23, Class 6 10/15 Conley, D. T. (2007). Redefining college readiness, Volume 3. Eugene, OR: Educational Policy Improvement Center Adreon, D. & Durocher, J. S. (2007). Evaluating the college transition needs of individuals with high functioning autism spectrum disorders. Intervention in School and Clinic, 42, Diperna, J.C. (2006). Academic enablers and student achievement: Implications for assessment and intervention services in schools. Psychology in the Schools, 43, 17-
4 Doren 4 Read by Class # Date Readings Zins, J. E., Bloodworth, M. R., Weissber, R. P., & Walberg, H. J. (2004). The scientific base linking social and emotional learning to school success. In J. E. Zins (Ed.). Building academic success on social and emotional learning (pp. 3-22). New York, NY: Teachers College Press. Class 7 10/22 Carter, E. W., Austin, D., & Trainor, A. A. (2011). Factors associated with the early work experiences of adolescents with severe disabilities. Intellectual and Developmental Disabilities, 49, Wehmeyer, M. L., Field, S., & Thoma, C. (2011). Self-determination and adolescent transition education. In M. L. Wehmeyer and K. W. Webb (Eds.). Handbook of Adolescent Transition Education for Youth with Disabilities. New York, NY: Routledge, Getzel, E. E., & Thoma, C. A. (2008). Experiences of college students with disabilities and the importance of self-determination in higher education settings. Career Development for Exceptional Individuals, 31, Zhang, D. & Benz, M. R. (2006). Enhancing self-determination of culturally diverse students with disabilities: Current status and future directions. Focus on Exceptional Children, 39, Class 8 10/29 Review previous readings Class 9 11/5 Vaughn, S. Gersten, R. & Chard, D. J. (2000). The underlying message in LD intervention research: Findings from research syntheses. Exceptional Children, 67, Scott, S. S., McGuire, J. M., & Shaw, S. F. (2003), Universal design for instruction: A new Paradigm for adult instruction in postsecondary education. Remedial and Special Education, 24, Browder, D. M. & Cooper-Duffy, K. (2003). Evidence-based practices for students with severe disabilities and the requirement for accountability in No Child Left Behind. The Journal of Special Education, 37, Bohanon, H., Flannery, K. B., Malloy, J., & Fenning, P. (2009). Utilizing positive behavior supports in high school settings to improve school completion rates for students with high incidence conditions. Exceptionality, 17, Class 10 11/12 Greenberg, M.T., Weissberg, R. P., O Brien, M. T., Zins, J.E., Fredericks, L, Resnik, H., (2003). Enhancing School-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, Sinclair, M. F., Christenson, S. L., Thurlow, M. L. (2005). Promoting school completion of urban secondary youth with emotional or behavioral disabilities. Exceptional Children, 74, Eisenman, L. T. (2007). Self-determination interventions: Building a foundation for school completion. Remedial and Special Education, 28, 2-8.
5 Doren 5 Read by Class # Date Readings Palmer, S. B., Wehmeyer, M. L., Shogren, K. A., Williams-Diehm, K. L., & Soukup, J. H. (2012). An evaluation of the Beyond High School model on the self-determination of students with intellectual disabilities. Career Development for Exceptional Individuals, 35, Carter, E. W., Hoffman, A., Chung, Y.C. & Sisco, L. (2011). Efficacy and social validity of peer support arrangement for adolescents with disabilities. Exceptional Children, 78, Class 11 11/19 Grigal, M. & Neubert, D. A. (2004). Parents in school values and postschool expectations for transition-aged youth with disabilities. Career Development for Exceptional Individuals, 27, Christenson, S. L. (2003). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Quarterly, 18, Cox, D. D. (2005). Evidence-based interventions using home-school collaboration. School Psychology Quarterly, 20, Trainor, A. A. (2010). Diverse approaches to parent advocacy during special education home-school interactions: Identification and use of cultural and social capital. Remedial and Special Education, 31, Class 12 11/26 Mellard, D. F. & Lancaster, P. E. (2003). Incorporation adult community services in students transition planning. Remedial and Special Education, 24, Benz, M. R., Lindstrom, L. L., & Yovanoff, P. (2000). Improving graduation and employment outcomes of students with disabilities: Predictive Factors and student perspectives. Exceptional Children, 66, Luecking. R. G. (2008). Emerging employer views of people with disabilities and the future of job development. Journal Vocational Rehabilitation, 29, Scholl, L., & Mooney, M. (2003). Youth with disabilities in work-based learning programs: Factors that influence success. Journal for Vocational Special Needs Education, 26, Hart, D., Mele-McCarthy, J., Pasternack, R. H., Zimbrich, K., & Parker, D. R. (2004). Community college: A pathway to success for youth with learning, cognitive, and intellectual disabilities in secondary settings. Education and Training in Developmental Disabilities, 39, Class 13 12/3 Review All Previous readings Class 14 12/10 No required readings
6 Doren 6 Course Schedule Class Date Assignments Course Objective 1 9/10 1. Critically appraise theoretical, 2 9/17 empirical, and political 3 9/24 perspectives on student 4 10/1 knowledge and skills and 5 10/8 DUE: Position Paper 1 program components and services to address the college and career readiness for all students, including those with disabilities and other diverse learners. 6 10/15 2. Convey a personal, literaturebased 7 10/22 opinion about the 8 10/29 Collect, review, and select articles for proposal knowledge and skills all students, including students with disabilities and other diverse learners should know and be able to do to succeed after leaving high school. 9 11/5 DUE: Position Paper 2 3. Convey a personal, literaturebased opinion about program components and services that are needed to support student achievement during and after leaving high school / / / /3 Continue to collect, review and select articles for proposal DUE: Position Paper /10 Putting it all together Finals Week 12/17 DUE: Proposal Course Assignments Submit your assignment in the appropriate dropbox folder as a Word file (.doc or.docx) format with filename convention of Last name Name of assignment (e.g., PositionPaper1). Attendance and Participation: I plan to use class time to convey information, answer questions, and engage students in presentations, discussions, and individual and group work that will facilitate completion of assignments and understanding of course content. Therefore, a significant portion of students final grades will be generated through participation in class. If you need to miss class for any reason, please let me know via prior to the class session.
7 Doren 7 Position Papers (20% each=60% total): Students will complete three position papers. Each position paper will consist of 4-6 double-spaced typed pages that integrate course readings and presentations with your own ideas on what it means to be college and career ready. Each paper should use 12-point font and 1" margins on each side. The paper can use Tables, Charts, and Figures to present information pictorially, and these may be singlespaced and use a smaller font size as long as they are easily readable. Your papers should use citations and APA formatting (include a Reference page). Position Paper 1: College and Career Ready (DUE: 10/8) 1) Summarize the major elements identified in the readings on what it means to be college and career ready for all students. Does this differ for students with disabilities and other diverse learners? Why or why not? 2) Drawing from the readings, class, and your own experiences describe what you think it means to be college and career ready for all students, including students with disabilities and other diverse learners? Be specific and provide a literature-based personal rationale for your definition. Position Paper 2: Student Knowledge and Skills (DUE 11/5) 1) The readings up to Week 7 in addition to class content and discussions have identified numerous student knowledge and skills that are needed to prepare students for postsecondary education, employment and success in adult roles. Identify and describe the major knowledge and skill areas covered (e.g., Academic Content). 2) Based on the readings, class and your own experiences, identify your top three knowledge and skill categories that you believe are required for college readiness and success. Place them in order of importance. Identify, organize and describe specific related skills under your three broad categories including benchmarks or timeframes for your choices (e.g., by 9 th grade; upon completing high school). Provide a literature-based personal rationale for the knowledge and skills you included and their order. Include a discussion on whether or not and to what extent your knowledge and skills (including order) might differ based on student disability. 3) Based on the readings, class and your own experiences, identify your top three knowledge and skill categories that you believe are required for career readiness and success. Place them in order of importance. Identify, organize and describe specific related skills under your three broad categories including benchmarks or timeframes for your choices (e.g., by 9 th grade; upon completing high school). Provide a literature-based personal rationale for the knowledge and skills you included and their order. Include a discussion on whether or not and to what extent your knowledge and skills (including order) might differ based on student disability or other diverse characteristics. 4) Examine and describe how your broad categories and specific knowledge and skills are similar or different for college vs. career readiness and for all students vs. students with disabilities and other diverse learners. Describe
8 Doren 8 why these commonalities/differences exist. Describe how you might integrate knowledge and skills across the two areas (college and career). Position Paper 3: Programs and Services 1) The readings throughout the course have identified numerous approaches, strategies and interventions to better prepare students to be successful in school and after leaving high school. Based on the readings and class: a. Identify and describe secondary approaches, interventions and strategies that you believe hold the best promise for successfully addressing the knowledge and skills required for achieving success in college and careers for all students including students with disabilities and other diverse learners. Organize and structure your individual approaches, interventions and strategies into broad program components that you think makes sense conceptually and logistically. Describe your organizational scheme. Provide a rationale for your selected approaches, interventions, and strategies and your proposed organizational scheme. b. If you believe that students with disabilities may require additional support within this general structure, or additional components and strategies beyond those available to students in the general population, make this clear also. c. Describe who would be responsible for implementing your program components and instructional strategies, when these would be implemented and for how long. Proposal (40% DUE 12/17). Context You have been asked to create a grant proposal for a school district to develop a secondary program that will help all students (a) access and benefit from general education classes in high school, (b) participate in community-based experiences targeting critical college and career ready skills, (c) make steady progress and achieve a meaningful secondary completion document, and (d) acquire the knowledge and skills necessary for successful postschool outcomes. The district is aware that while all students should have equitable access to district programs and services, students will have different career aspirations and postsecondary goals and different support needs and therefore, may require different services and timeframes in order to achieve their desired goals. They also are aware that the district is under federal and state mandates to provide a free appropriate education to students with disabilities, and that these mandates carry legal requirements. At the same time, they acknowledge that resources are limited, and that the district has an obligation to serve all students K to 12. Proposal Requirements Your proposal should be 8 to 10 double-spaced pages. The paper should use 12-point font and 1" margins on each side. The paper can use Tables, Charts, and Figures to present information pictorially, and these may be single-spaced and use a smaller font size as long as they are easily readable. You may also attach additional supporting materials as an Appendix. You must use APA style and support your responses with appropriate citations. Your proposal should reflect the accumulation of your coursework to date. Your
9 Doren 9 proposal should address the following specific points and you are encourage to gather 5-10 additional empirical articles support the points you address in the proposal and that informs your answers above and beyond the class readings. 1. Identify and describe the proposed knowledge and skills that all students should possess upon leaving high school. Describe how these knowledge and skills compare for students with disabilities and other diverse learners. Assign an order of importance to the knowledge and skills that are proposed and link the knowledge and skills to outcomes essential for college and career readiness and postschool achievement. Provide a rationale for your selection and order and how your proposed knowledge and skills address the district goals. 2. Identify and describe the proposed secondary program components and instructional strategies that will be necessary for the district to address your proposed knowledge and skills. Make clear how the program components and instructional strategies will help all students achieve better secondary and postsecondary outcomes. If you believe that students with disabilities may require additional support within this general structure, or additional components and strategies beyond those available to students in the general population, make this clear also. Describe who would be responsible for implementing your program components and instructional strategies, when these would be implemented and for how long. Grading I welcome variation in responses to the assignments and encourage you to bring your own ideas and experiences to each assignment. At the same time, there are criteria that will be required to be met in each assignment. Below is a description of the criteria that I will use to assign a grade of Excellent (A) for each assignment. Assignments will be appraised based on these criteria and grades adjusted accordingly (e.g., Good (B) and Fair (C)) depending on the degree to which assignments conform to the Excellent criteria. Please note that because successful completion of the course requires adequate progress on course assignments and course assignments build on one another, I will be unable to accept an assignment that is more than a week late. Position Paper 1 Criteria Excellent. The paper is submitted on time. The paper addresses all of the elements included in the instructions. The responses to the each of the elements are described clearly and completely. The responses to each of the elements demonstrate a thoughtful integration of information gathered from class readings and class sessions. The paper uses correct grammar, sentence structure, spelling and punctuation. The paper is within the page limits Citations are used appropriately. The paper conforms to APA formatting. The paper is organized in a professional manner. Position Paper 2 Criteria: Excellent. The paper is submitted on time. The paper addresses all of the elements included in the instructions. The responses to the each of the elements are described clearly and completely. The responses to each of the elements demonstrate a thoughtful integration of information
10 Doren 10 gathered from class readings and class sessions. The proposed knowledge and skills are organized into broad categories. Sub-skills are included that help to define what is meant by the broad categories. The broad categories and sub-skills conceptually and empirically hold together (as opposed to a laundry list) and represent an orderly classification scheme. The proposed knowledge and skills include a thoughtful integration and synthesis of readings and class sessions. The rationale supports the proposed knowledge and skills and is based on a synthesis of readings, class sessions and consideration of diverse learners. The paper uses correct grammar, sentence structure, spelling and punctuation. The paper is within the page limits Citations are used appropriately. The paper conforms to APA formatting. The paper is organized in a professional manner. Position Paper 3 Criteria Excellent. The paper is submitted on time. The paper addresses all of the elements included in the instructions. The responses to the each of the elements are described clearly and completely. The responses to each of the elements demonstrate a thoughtful integration of information gathered from class readings and class sessions. The proposed program components and services are organized into broad categories. Sub-components are included that help to define what is meant by the broad categories. The broad categories and sub-components conceptually, empirically, and practically hold together (as opposed to a laundry list) and represent an orderly classification scheme. The proposed program components and services include a thoughtful integration and synthesis of readings and class sessions. The rationale supports the proposed program components and is based on a synthesis of readings, class sessions and consideration of diverse learners. It is clear how the program components and services could be implemented (e.g., the who and when is described). The paper uses correct grammar, sentence structure, spelling and punctuation. The paper is within the page limits Citations are used appropriately. The paper conforms to APA formatting. The paper is organized in a professional manner. Proposal Criteria Excellent. The paper is submitted on time. The paper addresses each component outlined in the instructions. The proposed knowledge and skills and program components are organized into broad categories. Sub-skills/sub-components are included that help to define what is meant by the broad categories. The broad categories and sub-skills/ components conceptually and empirically hold together (as opposed to a laundry list) and represent an orderly classification scheme. The proposed knowledge and skills and program components include a thoughtful integration and synthesis of readings, class sessions and additional relevant literature. The rationale supports the proposed knowledge and skills and program components and is based on a synthesis of readings, class sessions and additional relevant literature. The paper uses correct grammar, sentence structure, spelling and punctuation. The paper is within the page limits Citations are used appropriately. The paper conforms to APA formatting. The paper is organized in a professional manner. The final grade will be assigned based on your cumulative work across the semester. I will consider individual improvement and class preparation and participation in the final grade. Please refer to UW-Madison grading that defines letter grades as following: A (excellent); AB (intermediate grade) B (good); BC (intermediate grade); C (fair); D (poor); F (failure).
11 Doren 11 Students with Special Needs The Department of Rehabilitation Psychology and Special Education is committed to a quality education for all students. This requires that we provide reasonable accommodation to students with disability. Federal law is clear on this matter and applies to all students with disabilities. Students with disabilities or special circumstances who require accommodations (e.g. special seating, interpreter, note-taker, etc.) should inform the instructor as soon as possible so that we can work together to ensure your success in this course. You will need to provide the instructor with a copy of your VISA from the UW-Madison McBurney Disability Resource Center). Students with disabilities or circumstances requiring special accommodation should register with the UW-Madison McBurney Disability Resource Center to document need for accommodations and obtain necessary support services. The McBurney Disability Resource Center is located at 702 West Johnson, Suite 2104 and can also be reached by telephone or ( , , fax; voice; 711 Relay; or , text; See the McBurney Disability Resource Center website below for more information: Writing Center Students who need assistance with their writing should contact the Writing Center at The Writing Center can provide online and in person assistance. Plagiarism and Academic Integrity It is expected that students will complete their own original work and will demonstrate academic and personal integrity. The Code of Student Conduct which includes the University of Wisconsin-Madison s Student Conduct Policies can be found at: It is expected that all sources will be properly cited and credit give to the appropriate author the following resource may provide assistance on how to cite accurately or determine whether or not something needs citing: Sources.html. Please see me if you have specific questions regarding academic integrity and plagiarism. While most incidents are unintentional, they can result in severe penalty.
1 Rehabilitation Psychology and Special Education Behavior Analysis: Applications for Persons with Disabilities Course Syllabus RPSE 330 Fall 2015 Instructor Dr. Andrea Ruppar Assistant Professor of Special
1 RP & SE 985 Department of Rehabilitation Psychology and Special Education RP&SE 985: Individuals with Disabilities- Advanced Research Methodologies Spring 2014: Course Syllabus Meeting Time and Location
Self-Determined Learning Model of Instruction ISSUE 20 SUMMER 2013 What is the Self-Determined Learning Model of Instruction? Self-determination has been defined as the attitudes and abilities required
Department of Rehabilitation Psychology & Special Education University of Wisconsin Madison RP&SE 873: Professional Development for Special Education Researchers and Faculty in Higher Education (Repeatable
Evidence-Based Practices and Predictors in Secondary Transition: What We Know and What We Still Need to Know Prepared by: David W. Test, Catherine Fowler, and Paula Kohler National Secondary Transition
Transition to Careers Subcommittee April 11, 2016 The final stage of a student s education is post-high school. Transition from school services to adulthood can be a particularly difficult time for many
Running head: FUNCTIONAL SKILLS 1 The Role of Functional Skills Instruction Patrice Thompson, M. Ed. Special Education Administrator Lynchburg City Schools Lisa J.D. Thomas, M.Ed. Special Education Administrator
Department of Rehabilitation Psychology & Special Education University of Wisconsin Madison RP&SE 200: Foundations in Special Education (3 credits) FALL 2015 Sterling Hall 2425 Tuesday 2:25 5:25 Instructor
University of Wisconsin - Madison Department of Rehabilitation Psychology and Special Education Syllabus for: 194-501: Rehabilitation Counseling Psychology-Applications 194-630: Internship in Rehabilitation
SPECIAL EDUCATION AND DISABILITY STUDIES GRADUATE Master's programs Master of Arts in Education and Human Development in the field of early childhood special education (http:// bulletin.gwu.edu/education-human-development/mastersprogram/education-human-development-early-childhoodspecial-education)
Longitudinal Transition Outcomes of Youth with Emotional Disturbances Mary Wagner, Ph.D. Lynn Newman, Ed.D. 25th Annual Children s Mental Health Research and Policy Conference Tampa, FL March 6, 2012 Today
Guidelines for the Transition Specialist Endorsement October 2013 Massachusetts Department of Elementary and Secondary Education 75 Pleasant Street, Malden, MA 02148-4906 Phone 781-338-3000 TTY: N.E.T.
PRE 580/PSYC 598 Positive Psychology (Spring 2008) The University of Kansas, Edwards Campus Mondays, 4:30-7:00pm 153 Regnier Hall Instructor: Kristen N. Bast, Ph.D. Office: EC: 270C Regnier Hall; LC: 610
Self-Determination and People with Intellectual and Developmental Disabilities: What Does The Research Tell Us? Institute for Human Development, University of Missouri Kansas City Kansas University Center
TEACHING TRANSITION SKILLS IN Inclusive Schools by Teresa Grossi, Ph.D. and Cassandra M. Cole, Ed.D. Indiana Institute on Disability and Community Indiana University Bloomington Baltimore London Sydney
VCU 1 DEPARTMENT OF SPECIAL EDUCATION AND DISABILITY POLICY Colleen Thoma, Ph.D. Professor and chair The mission of the Department of Special Education and Disability Policy is to prepare skilled, effective
VCU 1 SPECIAL EDUCATION AND DISABILITY POLICY (SEDP) SEDP 330. Survey of Special Education. 3 Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements
2011 What Does College and Career Ready mean for Students with Significant Cognitive Disabilities? Jacqui Kearns, Ed.D. Harold Kleinert, Ed.D. Beth Harrison, Ph.D. Kathy Sheppard-Jones, Ph.D. Meada Hall,
HUS 614: Communication Skills for Human Service Practitioners (3 cr.) Start/End Dates: Instructor: Dr. Linda J. Stine Professor, Lincoln University Master of Human Services Program Office Phone: 215-590-8213
PSC 192: Field Work in Psychology (Fall, 2015) Instructor: Prof. Kristin H. Lagattuta, Ph.D. Office: 174L Young Hall Office Hours: Tuesdays & Thursdays, 8:50-9:50am Email: email@example.com PSC 192 provides
University of Massachusetts Lowell Graduate School of Education Issues, Mandates, and Ethics in Special Education - 05.502 Spring 2013 Instructor: Ellen J. OʼBrien, Ed.D. Phone: 413.441.2455 (cell) Email:
Cover/Signature Page - Abbreviated Template Institution Submitting Request: Utah State University Proposed Title: Institute for Interdisciplinary Transition Services Currently Approved Title: School or
SW 629 School Social Worker Interventions Spring/Summer 2015 Beth Sherman, MSW Assistant Clinical Faculty Office: 3784 School of Social Work Office Hours: Mondays 5-6pm and Tuesdays 5-6pm Contact: firstname.lastname@example.org
ASU College of Education Department of Curriculum and Instruction EDG 6324 and Occupational Counseling Course Syllabus Table of Contents Course Description... 1 Learning Objectives and Outcomes... 2 Methods
EDG 6315: Content Area Instruction Angelo State University Department of Curriculum & Instruction Professor/Instructor: Dr. Deborah Anne Banker Office: EFA/Carr Building #185 Phone: 325-486-6947 E-mail:
Position Statement on English Language Arts Education Connecticut State Board of Education December 3, 2008 The Connecticut State Board of Education believes a high-quality, comprehensive prekindergarten-12
EDAD 663.05-.07 DOCTORAL WRITING I: AUTHORING THE DISSERTATION COURSE SYLLABUS: SPRING 2013 Instructor: Dr. Major Nathan R. (Nate) Templeton, Ed.D. Office Location: Young Education North, 123 Office Hours:
WESTERN UNIVERSITY LONDON CANADA Department of Psychology Summer Distance 2015 Psychology 3301F Section 001 - Online Clinical Psychology 1.0 CALENDAR DESCRIPTION This course offers a survey of major topics
Journal of Vocational Rehabilitation 40 (2014) 247 254 DOI:10.3233/JVR-140690 IOS Press 247 Virginia s self-determination project: Assisting students with disabilities to become college and career ready
Department of Counseling, Special Education and Rehabilitation Leadership for Diverse Communities Syllabus for SPED 251: Systematic Approach to Social Skills Programming for Individuals with ASD Semester:
Loyola University Chicago School of Education CPSY 431: Advanced School Counseling and Consultation Spring 2015 Tuesday 4:15 6:45 p.m. Corboy Law Center, Room 203 INSTRUCTOR Amber Bolden Greer, M.Ed. Phone:
School Based Psychological Interventions 18:826:602 Syllabus Spring, 2011 Susan G. Forman, Ph.D. email@example.com This course will provide an overview of school-based psychological intervention
EMPORIA STATE UNIVERSITY THE TEACHERS COLLEGE CLASSROOM MANAGEMENT: ED334 Spring, 2011 Three Hours Instructor: Steve Neill, Associate Professor Office: Visser Hall 203B Address: Box 4037 Emporia, Kansas
357 INITIAL PRACTICUM IN SPECIAL EDUCATION. (1) An introductory supervised field experience for special education majors. Students will participate in two special education programs as teacher aides. Placements
PART III REQUIRED PROGRAM INFORMATION FY2017 GRANT APPLICATION Massachusetts Inclusive Concurrent Enrollment Initiative (MAICEI): IMPLEMENTATION SECTION 1 - CONTACT INFORMATION Fund Code 236 Provide complete
1 Predictor Implementation School/ District Self-Assessment National Post-School Outcomes Center University of Oregon www.psocenter.org National Secondary Transition Technical Assistance Center University
The Ohio Longitudinal Transition Study Annual State Report SPRING 2013 In this Report Employment Outcomes Post-school Education Outcomes Trends and Engagement Rates Student Satisfaction with Services Predictors
Course Title: IL 709 Applied Research II Credit Hours: 3 Instructor: Office: Phone: Email: Office Hours: University of North Alabama College of Education and Human Sciences Course Syllabus (Note: Occasionally
Old Dominion University Department of Educational Foundations & Leadership Higher Education Program Comprehensive Exam The comprehensive examination is designed to allow students to synthesize and apply
Course code: ENG316Level: 6Section: Academic Year: 2015 Lecturer: Email: Office hours:. WRITING SKILLS Course Syllabus College Vision: The college of Languages and Translation aspires to: Develop students'
COLLEGE OF EDUCATION: ON-LINE COURSE EEX 3012: Introduction to Special Education Fall, 2015 Instructor: Professor Linda Lombardino Office: 1406 Norman Hall Phone: 352-273-4036 Email: firstname.lastname@example.org Office
Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 2015 School Counselors' Provision of Career and College Transition Services to Students in Special Education
Career Development and Transition for Exceptional Individuals http://cde.sagepub.com/ Transition From School to Work : Where Are We and Where Do We Need to Go? Paul Wehman Career Development and Transition
SPECIAL EDUCATION TEACHER TRANSITION-RELATED COMPETENCIES AND PREPARATION IN SAUDI ARABIA Ghaleb Alnahdi Salman bin Abdulaziz University Preparing special education teachers to engage in transition services
GRADUATION REQUIREMENTS FOR STUDENTS WITH DISABILITIES: ENSURING MEANINGFUL DIPLOMAS FOR ALL STUDENTS The call to ensure that every student, including students with disabilities, graduates from high school
CMJ 152 LAW ENFORCEMENT & THE COMMUNITY Spring Syllabus 2015 INSTRUCTOR INFORMATION Associate Professor David Striegel Guerrieri Hall, Room 202D Office Phone: 410-572-8755 Office Hours: Monday 10:45 11:45
WILLIAM PATERSON UNIVERSITY College of Education Department of Special Education and Counseling COURSE OF STUDY Winter 2016 Preparing Inquiring Educators for Diverse Settings: Developing Knowledge, Applications,
DEVELOPMENTAL PSYCHOLOGY PSY 376 SECTION 001 * Spring 2012 Class Meeting: MWF 9:00-9:50AM in MCKB Room 257 Stephen F Austin State University INSTRUCTOR INFORMATION Instructor: Andrew M Terranova, Ph.D.
MISSISSIPPI STATE UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT of COUNSELING and EDUCATIONAL PSYCHOLOGY COURSE SYLLABUS Course Prefix and Number: EPY 8780 Course Title: Credit hours: Type of Course: Catalogue
Instructor: SYLLABUS EDU 541:Foundations of Special Education Online Course located at https://test.blackboard.american.edu/ Summer 2010 Sarah Irvine Belson Office: American University, Gray Hall 120 Phone:
Department of Educational Leadership & Policy College of Education & Human Services University of Wisconsin Oshkosh Dissertation Seminar III: Data Collection 3 credits EDL 867 Course Description This course
PSYC 3200-C Child Psychology 3 SEMESTER HOURS Dewar College of Education Valdosta State University Department of Psychology and Counseling Conceptual Framework: Guiding Principles (DEPOSITS) (adapted from
College Participation for Students with Learning and Intellectual Disabilities: Similarities & Differences Rhode Island Transition Conference Warwick Rhode Island January 26, 2012 Who are we talking about?
CSEP 199 Helping Children with Academic and Behavioral Challenges Succeed Registration #TBD UB Seminar - 3 credits Fall 2016 COURSE INFORMATION Date(s)/Time(s): 2-hour Seminar every other week + online
1 REVISOR 8710.6400 8710.6400 SCHOOL COUNSELOR. Subpart 1. Scope of practice. A school counselor is authorized to provide to kindergarten through grade 12 students school counseling services that focus
EDSP 210: Introduction to Special Education College of Education: Counseling, Higher Education and Special Education Summer 2015 Course Instructor Sarah B. Mallory, Ph.D. email@example.com 301-405-7350 Office:
UNIVERSITY OF CALIFORNIA SANTA BARBARA Gevirtz Graduate School of Education Winter Quarter 2004 ED264D: PSYCHOEDUCATIONAL STRATEGIES IN THE SCHOOLS Instructor Teaching Assistant Jill D. Sharkey, Ph.D.,
357 INITIAL PRACTICUM IN SPECIAL EDUCATION. (1) An introductory supervised field experience for special education majors. Students will participate in two special education programs as teacher aides. Placements
357 INITIAL PRACTICUM IN SPECIAL EDUCATION. (1) An introductory supervised field experience for special education majors. Students will participate in two special education programs as teacher aides. Placements
Innovation Configuration Teacher Preparation to Deliver Evidence-Based Transition Planning and Services to Youth With Disabilities Mary E. Morningstar University of Kansas Valerie L. Mazzotti University
ARLINGTON PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS AND SERVICES Introduction The Arlington Public Schools provides a comprehensive array of programs and services from pre-school through grades 12 designed
Bullying Prevention and Autism Spectrum Disorders Presenter: Scott Ross, Ph.D., BCBA-D This presentation will describe a functional approach to bullying prevention for all students, including those with
STUDENT GUIDELINES FOR THE MASTER OF EDUCATION (M.ED.) MASTER OF ARTS (M.A.) IN TEACHING, LEARNING, AND CURRICULUM Department of Teacher Education Texas Woman s University (940) 898-2271 Welcome to the
Child Development 382 Professional Seminar in Child Development: Current Issues Fall 2016 Tuesdays 5-7:50pm in Modoc 120 Instructor: Tess Manley, M.Ed Office: Modoc 102 Phone: (530) 898-4761 Email: firstname.lastname@example.org;
1. THE EARLY POST-HIGH-SCHOOL YEARS FOR YOUTH WITH DISABILITIES By Mary Wagner Leaving high school is an exciting threshold for many youth in this country, both those with and those without disabilities.
SPECIAL EDUCATION Emotionally Impaired/Learning Disabled/Deaf Education Master of Arts Application Deadlines: EMOTIONALLY IMPAIRED FEBRUARY 15. LEARNING DISABLED FEBRUARY 15. DEAF EDUCATION FEBRUARY 15.
Case Management & Interventions Course Syllabus - HSP-345 (4 credits) Spring - 2009 Western Washington University, Woodring College of Education, Department of Human Services Instructor: Edward E. Goldenberg,
1 APPLIED RESEARCH IN SED AND REHABILITATION COUNSELING Spring 2012 SED 393 Instructor: James Schaller, Ph.D. 306, SZB Education - 471-4161. Office Hours: Wednesdays 1:30 pm. to 3:30pm or by appt. email:
With Support from the New York State Education Department, Vocational and Educational Services for Individuals with Disabilities TransQUAL Resource Center Policy Brief Enhancing Transition for Students
AGED 401 Online Leadership Theory and Youth Program Management Spring 2008 Syllabus Instructor: Chastity Warren English Office: Suite 242-A Carver Hall Phone: 336-334-7711 or 7712 Fax: 336-334-7257 Department:
Department of Educational Leadership & Policy College of Education & Human Services University of Wisconsin Oshkosh Critical Analysis of Systemic Inequity: Social Justice Education 3 credits EDL 820 Course
DAWN R. HENDRICKS 2617 Kenmore Rd, Richmond, VA 23225 (804) 827-0746 email@example.com EDUCATION Ph.D. Special Education and Disability Leadership December 2007 Virginia Commonwealth University, Richmond,
New York University Steinhardt School of Culture, Education, and Human Development Department of Teaching and Learning Professor: Russ Schulman, PhD Office: By appointment Phone: 917-596-9023 Email: firstname.lastname@example.org
Teachers College, Columbia University Department of Education Policy and Social Analysis Program of Study Guide for: Economics and Education Degree: MA/EdM Major Code: ECON For Incoming Students 2015 This
Special Education Student Services Special Education Program Descriptions 2016-17 Bethlehem Central School District 700 Delaware Avenue, Delmar, New York 12054 Introduction This document provides descriptions
Course Syllabus Counselor Education CE 991 Elementary School Counseling Internship Course Meetings: Tuesdays, 5-8pm in Old Main 302 Instructor: Dr. Molly Mistretta Adult and Graduate Studies Westminster
Journal of Vocational Rehabilitation 40 (2014) 185 194 DOI:10.3233/JVR-140683 IOS Press 185 A state comparison of vocational rehabilitation support of youth with intellectual disabilities participation
Department of Rehabilitation Psychology & Special Education University of Wisconsin-Madison RP&SE 840 Rehabilitation Counseling Psychology - Group Procedures Spring 2015 Instructor: Kristine M. Eiring,
SYLLABUS PS 650.072 Thesis in Applied Behavior Analysis I (3 credits) Caldwell College Master of Arts in Applied Behavior Analysis Semester: Fall 2009 Room: ACA Room 320 Professor: Kenneth F. Reeve, PhD,
Graduate Faculty Committee Doc. No. 1214 Approved January 23, 2012 RECOMMENDATION OF THE SUBCOMMITTEE ON GRADUATE COURSE AND CURRICULUM, THE SCHOOL OF EDUCATION FACULTY ASSEMBLY, THE SCHOOL OF EDUCATION
December 2003 GOING TO SCHOOL: INSTRUCTIONAL CONTEXTS, PROGRAMS, AND PARTICIPATION OF SECONDARY SCHOOL STUDENTS WITH DISABILITIES A Report from the National Longitudinal Transition Study-2 (NLTS2) EXECUTIVE