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SPED 431. Collaboration Skills and Transition Planning in Diverse Settings

Credits: 3
Department: Special Education
Description: Analysis and application of various collaboration methods for working with agencies, educational staff and multicultural populations. Students with disabilities in transition from secondary to post secondary environments. Coordination of multiple service agencies in those transitions.
Prerequisites: SPED 338, SPED 339, SPED 415, SPED 418, SPED 405, SPED 445
Corequisites: SPED 416, SPED 419, SPED 440, SPED 455
Semester Offered:
  • Fall
  • Spring
  • Summer
Grading Method: ABCDF
Permissions: Permission of department

Student Learning Outcomes

1. Create individualized plans that addresses the transition needs of students to enhance participation in family, school, recreation or leisure, community, and work life, including personal self-care, independent living, safety, and prevocational and vocational skills.
2. Design and manage positive instructional environments that convey high expectations for students to develop their independence, self-motivation, self-direction, self-regulation, and self-advocacy.
3. Work collaboratively with family members, including children and youth, in designing, implementing, and evaluating individual transition plans and programs.
4. Access services, networks, agencies, and organizations for individuals with autism spectrum disorders, developmental cognitive disability, emotional or behavioral disability, specific learning disabilities, and other health disabilities and their families.






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