Title

EDUCSP 525

Authors

Document Type

Course Change

Alternate Date

2007 - 2008

Abstract

KEENE STATE COLLEGE 2007-2008 COURSE PROPOSAL FORM DATE: September 28, 2007 SPONSORING PROGRAM AND CHAIR: Identify the department and chair. Include phone number and email address. Education Department Dottie Bauer, Co-Chair, 8-2864, dbauer@keene.edu Len Fleischer, Co-Chair, 8-2846, lfleisch@keene.edu PROPOSAL SPONSOR: Identify the person(s) who should be contacted regarding the proposal. Include phone number and email address. This person is expected to attend Divisional and/or Senate Curriculum meetings to discuss the proposal. Steve Bigaj, 8-2872, sbigaj@keene.edu TITLE SUMMARY: EDUCSP 525 Transition Planning and Programming PROPOSED ACTION: Underline proposed changes . Course Addition Number Change Title Change Credit Change Description Change Prerequisite Change Course Deletion Course Replacement Other: Prefix change EXISTING (OLD) DATA: Insert the course information as it exists in the current KSC Catalog. You may copy the information electronically from the KSC Web page: http://www.keene.edu/catalog/mdc.cfm EDSP 525 Transition Planning and Programming (3 credits) Examination of the transition from secondary school environments to post-school activities for youth with disabilities relative to career development and self-determination. Critical components include legal foundations; functional assessment; access to career and technical education, employment, postsecondary training, and independent living. Prerequisite: Admission to Teacher Education or permission of instructor. PROPOSED (NEW) COURSE TITLE: Limit the course title to 30 characters, including spaces. If more characters are absolutely necessary for clarity, the sponsor should submit an abbreviated title to assure an intelligible abbreviated title of choice (for use in student information system, on transcripts, etc.). EDUCSP 525 Transition Planning and Programming (3 credits) PROPOSED (NEW) COURSE DESCRIPTION: Limit the Course Description to 50 words, not including prerequisites. Prerequisites should be clear and specific, e.g., as courses (e.g., ENG 101) or number of credits required. Finally, specify semester(s) the course will be offered. Examination of the transition from secondary school environments to post-school activities for youth with disabilities relative to career development and self-determination. Critical components include legal foundations; functional assessment; access to career and technical education, employment, postsecondary training, and independent living. Corequisite EDUCSP 565 or permission of instructor; Spring LEARNING OUTCOMES: State knowledge and/or skills students will be expected to demonstrate upon completion of this course. For more information, see Guidelines for Developing Program Objectives, Course Objectives, and Learning Outcomes: http://www.keene.edu/senate/proposals/help/Writing4.cfm . 1. Discuss the major transition planning components and address each of them in an Individualized Education Plan for a student with a disability at the secondary level. 2. Define transition and self-determination as a K-12 approach. 3. Develop an awareness of legal mandates that impact transition planning. 4. Discuss the significance of post school follow-up outcomes of former special education students. 5. Develop a model individual transition plan for a student that could be used in the development of the IEP. 6. Describe the role of the family in transition planning. 7. Identify life skills and social skills necessary to support a career. 8. Identify the characteristics and major components of career education and school-to-work programs. 9. Develop an awareness of transition planning needs in the areas of postsecondary education, independent living, and recreation and leisure. 10. Develop an awareness of strategies and curriculum used in the transition planning process both in special education and regular/vocational education. 11. Identify high school programs that interface with secondary special education to support the transition planning process. 12. Describe measurement tools and methods for informal assessment including vocational/functional assessment and person-centered approaches. 13. Demonstrate an understanding of the transition components on an IEP. 14. Identify ways to promote interagency collaboration in transition planning. 15. Articulate the various rules and regulations that transition related agencies frame their support. 16. Develop a comprehensive awareness and understanding of best practices in transition planning and programming. 17. Develop skills as a reflective practitioner through written reflections on transition issues. RATIONALE: Explain why this change is being made. Address the connection with institutional mission, and/or department, program, and course objectives. The course changes reflect the new prefix system and prerequisites in the PB SPED program. RESOURCES: For course proposals, include the name of the faculty member(s) who will be teaching this course, whether tenure-track, full-time, or adjunct. Indicate whether additional staffing, facilities, and/or equipment will be required. Also, consider the long-term impact of adding a course or altering a program. When a proposal has staffing, space or monetary implications, the VPAA must be consulted and his or her comments should be included in this section. Adjunct faculty will teach this course during the first summer session. What additional library resources will be required? Has the library been consulted to determine the adequacy of library holdings or to estimate the cost to improve these sufficiently? No additional resources necessary. ADVISORY OPINIONS: List the names of affected departments and include department responses. Advisory opinions are required whenever a proposal affects the curricula of other programs. A proposal must list all affected departments. An Advisory Opinion must be solicited at least two weeks prior to delivery of the proposal to the DCC. Affected departments have two weeks to respond to the request for an Advisory Opinion. Responses should be attached to the proposal. In the event that affected departments do not respond, evidence of the request for an Advisory Opinion from non-respondents must be provided. If a proposal affects a curriculum in a division other than that of the sponsor, each relevant department and the DCC in that division must review and approve the proposal as well. (The electronic curriculum review process tracks votes, advisory opinions and comments as required at each stage of the review.)

Source

Senate Curriculum Committee

Language

English

Publisher

Keene State College

EDUCSP 525

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