This course focuses on the role of the special education teacher in transitioning adolescents with disabilities into adult living. The course examines student transition between the educational setting, the home environment, and employment and community environments. Emphasis is placed on the needs of adolescents with cognitive and behavioral disorders in secondary school special education programs. Strategies to improve academic, social, career/vocational, and transition skills are also discussed. Participants learn skills and concepts in working with students with special needs, their families, and the community.
This graduate course is 4 weeks.
Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.
This course is not available for enrollment to residents of Alabama, Arkansas, and Kentucky.
Historical Backgrounds and Legal Issues in Transition Planning
- Identify historical background information and legal issues that influence transition planning.
- Identify components of national legislation that govern transition planning.
- Outline legal considerations that impact transition planning.
- Explore the requirements of transition plans in the individualized education program (IEP).
- Compare theories of transition planning.
Transition Planning Options, Strategies, and Assessment/Evaluation Tools
- Analyze various types of assessment tools used in transition planning.
- Use qualitative and quantitative data to develop effective transition plans.
- Evaluate the effects of a transition planning program on student outcomes.
- Differentiate terminal conclusion options for students with transition plans.
- Identify various transition planning options.
- Locate a variety of resources available to support transition planning.
- Explore effective collaboration strategies to facilitate successful transitions.
- Identify the domains of life skills needed for successful transition.
- Examine resources that support the acquisition of and development of life skills.
Creating a Learning Environment to Support Transition
- Assess elements of curriculum that support transition planning.
- Evaluate the factors that contribute to an effective learning environment for transition planning.
- Identify the resources necessary for an effective transition program.
- Develop a unit of instruction that facilitates transition planning.
Self-Determination and Self-Advocacy
- Describe successful self-determination skills.
- Examine strategies and approaches to assist students in developing self-determination skills.
- Identify characteristics of successful self-advocacy.
- Locate national, state, and local resources available to support self-determination and self-advocacy.
The University of Phoenix reserves the right to modify courses.
Although our continuing teacher education courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing teacher education courses are not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.
Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.
While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with an Enrollment Representative.
If you have a question contact us at 866-354-1800.