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: 608-263-5750 E-mail:bdoren@wisc.edu 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.
Doren 2 Course Website This seminar uses Learn@UW to distribute course materials, and to communicate and collaborate online. Students can use their NetID and password to log on the Learn@UW course site (https://uwmad.courses.wisconsin.edu). Students will be responsible for checking the Learn@UW course site regularly for class assignments, materials, and announcements. Support is provided by the UW-Madison Do-It Help Center at 608-264-4357 or http://www.doit.wisc.edu/students. As with all computer systems, there are occasional disruptions to Learn@UW. 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 Learn@UW 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, 315-323. Class 3 9/24 Halpern, A. S. (1985). Transition: A look at the foundations. Exceptional Children, 51, 479-486. Kohler, P.D., & Field, S. (2003). Transition-focused education: Foundation for the future. Journal of Special Education, 37, 174-183. 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 2011-3005). Menlo Park, CA: SRI International.
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 2012-3000). U.S. Department of Education. Washington, DC: National Center for Special Education Research. 2011 Wisconsin statewide Indicator 14 data for 2009-2010 exiters 2011 Wisconsin statewide summary of 2009-2010 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, 160-181. Test, Fowler, Richter, White, Mazzotti (2009). Evidence-based practices in secondary transition. Career Development for Exceptional Individuals, 32, 115-128. 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, 21-36. 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 2001-2010. Journal of Postsecondary Education and Disability, 24, 174-191. 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, 415-443. 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, 148-153 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, 271-279. Diperna, J.C. (2006). Academic enablers and student achievement: Implications for assessment and intervention services in schools. Psychology in the Schools, 43, 17-
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, 233-247. 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, 77-84. 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, 1-12. 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, 99-114. 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, 369-379. 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, 157-163. 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, 30-44. 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, 466-474. 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, 465-482. Eisenman, L. T. (2007). Self-determination interventions: Building a foundation for school completion. Remedial and Special Education, 28, 2-8.
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, 76-84. 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, 107-125. 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, 65-85. Christenson, S. L. (2003). The family-school partnership: An opportunity to promote the learning competence of all students. School Psychology Quarterly, 18,454-482. Cox, D. D. (2005). Evidence-based interventions using home-school collaboration. School Psychology Quarterly, 20, 473-497. 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, 34-47. Class 12 11/26 Mellard, D. F. & Lancaster, P. E. (2003). Incorporation adult community services in students transition planning. Remedial and Special Education, 24, 359-368. 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, 66,509-529. Luecking. R. G. (2008). Emerging employer views of people with disabilities and the future of job development. Journal Vocational Rehabilitation, 29, 3-13. Scholl, L., & Mooney, M. (2003). Youth with disabilities in work-based learning programs: Factors that influence success. Journal for Vocational Special Needs Education, 26, 4-16. 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, 54-66. Class 13 12/3 Review All Previous readings Class 14 12/10 No required readings
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. 10 11/12 11 11/19 12 11/26 13 12/3 Continue to collect, review and select articles for proposal DUE: Position Paper 3 14 12/10 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 email prior to the class session.
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
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
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
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).
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 email (608-263-2741, 608-265-2998, fax; voice; 711 Relay; or 608-225-7956, text; email mcburney@wisc.studentlife.edu). See the McBurney Disability Resource Center website below for more information: www.mcburney.wisc.edu. Writing Center Students who need assistance with their writing should contact the Writing Center at http://www.writing.wisc.edu 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: http://www.wisc.edu/students/sajs/misconduct/misconduct.html. 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: www.wisc.edu/writing/handbook/quoting 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.