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The syllabus outlines strategies for assessing and teaching self-determination skills at elementary and secondary levels, emphasizing outcomes, individualization, and collaboration in transition planning. It includes meeting and interview planning, learning-outcome assessments, Individualized Transition Plan completion, and use of community and agency resources.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/educ-552-family-support-and-transition-strategies-in-special-education/358057/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/educ-552-family-support-and-transition-strategies-in-special-education/358057.png","ImageObject",442,249,{"name":88,"@type":89},"Mary Man","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-28","2026-09-23",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",10,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What is the main focus of EDUC 552?","Question",{"text":109,"@type":110},"The course addresses how families, self-determination, and the transition process connect for students with disabilities, and it builds strategies to teach and assess self-determination skills.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"What are candidates expected to complete related to transition planning?",{"text":114,"@type":110},"Candidates must identify essential components and complete an Individualized Transition Plan (ITP), along with supporting transition outcomes through collaboration and individualized planning.",{"name":116,"@type":107,"acceptedAnswer":117},"How does the course incorporate assessment of self-determination?",{"text":118,"@type":110},"Candidates complete self-determination assessments and use structured tools and assignments to evaluate skills at the elementary and secondary levels.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},358057,1791480928,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":20,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":47},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","CAL POLY SCHOOL OF EDUCATION  \nSPECIAL EDUCATION Course Syllabus  \nBasis of SOE Conceptual Framework:  \n• Learning for (purpose)  \n• Learning through (process)  \n• Learning about (content)  \n\n| Course Number & Title: EDUC 552 Family Support and Transition Strategies in Special Education |  |  | Term & Year: Winter 2017 |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- |\n| Instructor: Dr. Mike Ruef | Office Location: Education (02), 106 |  | Phone: (805) 756-6082 (voice); (805) 756-7430 (FAX) |  |  |  |\n| Class Location & Time: Thursday. 5:10- 8:00 pm\u003Cbr>Education (02) Room 127 | Office Hours:\u003Cbr>Thursdays 2:00 pm-4:00pm or\u003Cbr>by appointment |  | [Email:](Email: mruef@calpoly.edu)[ mruef@calpoly.edu](Email: mruef@calpoly.edu) |  |  |  |\n| Course Description: This course addresses the interrelationship between families, self-determination and the transition process for students with disabilities. The course provides strategies and opportunities to assess and teach self-determination skills to students with disabilities at the elementary and secondary levels and addresses the importance of outcomes, individualization and collaboration in transition planning. |  |  |  |  |  |  |\n| COURSE LEARNING OUTCOMES. Candidates will know, understand, and be able to: |  | ASSESSMENT |  | STANDARD | SOE LEARNING OUTCOME | SOE DISPOSITION (listed at\u003Cbr>end of\u003Cbr>document) |\n| 1. Plan and conduct effective meetings/interviews/conversations with pupils with exceptional needs and others (parents, and/or professionals) in which information is gathered/shared about disability, self-determination, and the transition process. |  | One Pager; Good Day Plan, Individual Assignment |  | PS1, PS2,\u003Cbr>PS4, PS 7,\u003Cbr>PS8, PS12\u003Cbr>PS14 . PS15, MM2, MM4 | 1, 2 | 1.1, 2.2 |\n| 2. Assess the self-determination skills of a child at the elementary level and atthe secondary level. |  | Self-Determination Checklist Choice Maker Self-Determination Assessment Assignments |  | PS1, PS2,\u003Cbr>PS4, PS 7,\u003Cbr>PS8, PS12\u003Cbr>PS14 . PS15, MM2, MM4 | 1, 2 | 1.1, 2.2 |\n| 4. Plan and teach self-determination skill to a youth at the elementary and atthe secondary level. |  | One Pager, Good Day Plan, Self Determination Lesson Plan |  | PS1, PS2,\u003Cbr>PS4, PS 7,\u003Cbr>PS8, PS12\u003Cbr>PS14 . PS15, MM2, MM4 | 1, 2 | 1.1, 2.2 |\n\nRuef_552 Syl 2017 1  \n| 5... Utilize management, communication and supervisory skills to support children (and families) with mild to moderate disabilities in developing selfdetermination skills | One Pager, Good Day Plan, Self Determination Lesson Plan | PS1, PS2,\u003Cbr>PS3, PS4,\u003Cbr>PS5, PS7,\u003Cbr>PS8, PS12\u003Cbr>PS14, PS15 | 1,2,3 | 1.1, 2.1, 2.2 |\n| --- | --- | --- | --- | --- |\n| 6. Identify the essential components of and complete an Individualized Transition Plan. | ITP Assignment | PS1, PS2,\u003Cbr>PS7, PS8,\u003Cbr>PS11, PS12 .\u003Cbr>PS16, MM2 | 1 | 3.1 |\n| 7. Assess the implications of mild/moderate disabilities in relation to selfdetermination/career preparation in the instructional program. | Self-Determination Lesson Plan | PS1, PS2,\u003Cbr>PS5, PS7,\u003Cbr>PS8, PS11,\u003Cbr>PS12, PS14, MM2, MM4 | 1, 2,3, 4 | 1.1, 2.1, 2.2, 3.1 |\n| 8. Identify and explain historical and recent local, state, and federal legislation regarding career, vocational, and transition practices. Identify best practices regarding transition planning. | Podcast/Discussion | PS1, PS2, PS\u003Cbr>7, PS8, PS16, MM2 | 1, 2, 3, | 3.1 |\n| 9. Identify and distinguish between community resources that pertain to career development of pupils with mild/moderate disabilities. | Secondary Self-Determination Project | PS1, PS2, PS\u003Cbr>7, PS8, PS\u003Cbr>11, PS 16 | 1, 2, | 2.2 , 3.1 |\n| 10. Collaborate with educational and community agencies in supporting pupils with mild/moderate disabilities. | Secondary Self-Determination Project | PS4, PS 7, PS 8, PS 11, | 1, 2, 3, 6 | 1.1, 2.2 |\n\nNote: For each learning outcome, the applicable standard, TPE’s, and SOE learning outcome is listed by number (full text provided at the end of syllabus).  \nRu","cbCaiajGYObl37eM","https://ap.wps.com/l/cbCaiajGYObl37eM","pdf",223788,"English","# Course Learning Outcomes\n## Assessment and Teaching of Self-Determination\n## Individualized Transition Plan (ITP)\n## Collaboration and Community Resources","[{\"question\":\"What is the main focus of EDUC 552?\",\"answer\":\"The course addresses how families, self-determination, and the transition process connect for students with disabilities, and it builds strategies to teach and assess self-determination skills.\"},{\"question\":\"What are candidates expected to complete related to transition planning?\",\"answer\":\"Candidates must identify essential components and complete an Individualized Transition Plan (ITP), along with supporting transition outcomes through collaboration and individualized planning.\"},{\"question\":\"How does the course incorporate assessment of self-determination?\",\"answer\":\"Candidates complete self-determination assessments and use structured tools and assignments to evaluate skills at the elementary and secondary levels.\"}]","EDUC 552 - Family Support and Transition Strategies in Special Education | PDF",1790132633]