The Transition Special Education Certificate Program meets the CEC Advanced Knowledge and Skills Base for Transition Specialists (2003) which are recognized by most states, and the National Standards and Quality Indicators of the National Alliance for Secondary Education and Transition (2005). We will offer SPED 236.DE, Introduction to Career, Vocational, and Transition Services fall semester 2007. The course will begin on 4 Sept. and will end the week of 10 Dec. (no class during Thanksgiving week).

Please note that this program is not a teacher certification program. For those seeking teacher certification in special education, please visit the Transition Special Education Master's Program web page.

The program responds to the needs expressed by educators and rehabilitation personnel, research concerning youth with disabilities, and legislative requirements to provide transition services for all youth with disabilities.  The IDEA amendments of 2004 (P.L. 108-446) mandate transition services which include ongoing assessment, curriculum planning, and collaboration with a variety of stakeholders to include community agency personnel, school administration and faculty, and parents. The program will provide the knowledge, skills, and competencies required of secondary special educators and rehabilitation personnel to assist youth and young adults as they transition to postsecondary opportunities.

The Program
The program responds to the needs expressed by educators and rehabilitation personnel, research concerning youth with disabilities, and legislative requirements to provide transition services for all youth with disabilities.  The IDEA amendments of 2004 (P.L. 108-446) mandate transition services which include ongoing assessment, curriculum planning, and collaboration with a variety of stakeholders to include community agency personnel, school administration and faculty, and parents. The program will provide the knowledge, skills, and competencies required of secondary special educators and rehabilitation personnel to assist youth and young adults as they transition to postsecondary opportunities.

Target Audience
These courses are designed for: 
1. Graduate students enrolled in special education and related programs (e.g., school counseling, rehabilitation counseling) at GWU or other universities
2. Professionals to include transition specialists and secondary special educators employed by school districts seeking to advance their knowledge of transition planning
3. Professionals working in vocational rehabilitation settings such as: Supported  Employment Specialists, Rehabilitation Counselors, Job Development Specialists, and Case Managers
4. Vocational Evaluators
5. School Counseling Personnel
6. Related Service Personnel
7. Advocates- e.g., parents

Program of Study: 4 courses (12 credits total)(all are existing courses offered at GWU):

SPED 236: Introduction to Career, Vocational, and Transition Services (Fall 2007)
The purpose of this course is to provide an introduction and overview of programs and services for youth with disabilities that focus on career, vocational and transition services, including employment, personal and social skill development, and community living. The focus is on techniques, resources and models at all levels of service delivery. A conceptual framework for comprehensive transition planning and establishing the need for evidenced-based best practices in transition planning (e.g., self-determination training, family involvement, inclusive environments, etc) will be highlighted. Other major issues explored: (a) federal legislation and initiatives relating to career education, vocational-technical education and transition planning; (b) strategies for collaboration among the spectrum of professional roles that are central to the transition development and planning of students with disabilities; (c) career theories, development, and counseling; and (d) the role of cultural background in family orientation to transition planning. 

SPED 230: Vocational Assessment (Spring 2008)
The course is based on the belief that vocational assessment is necessary and valuable, and should be accessed by persons with disabilities, and others, to foster self-determination, advocacy, and positive planning.  The course will provide experiences through which students can demonstrate their abilities to: (a) explain the purposes and processes of vocational assessment and evaluate public schools, vocational rehabilitation (including supported employment), and other settings; (b) articulate the need for career and vocational assessment and vocational evaluation; (c) relate how vocational assessment and evaluation can serve as catalysts for improving access and success in the transition, career, and vocational preparation of individuals with disabilities; and (d) explore community-based assessment, (including situational assessments), commercial vocational evaluation systems, interest inventories, and aptitude tests for the assessment of individuals with various disabilities.

SPED 255: Interagency Collaboration (Summer 2008) (tent. dates—2nd week in May through June)
Service coordination represents a range of relationships among disciplines and service agencies. The purpose of this course is to explore and analyze the role and structure of interdisciplinary and interagency service coordination in special education and human services. The course examines the ideas, philosophies and principles that have stimulated and guided a movement toward interagency partnerships and shared responsibilities for the development and well-being of all individuals. Students are challenged to look beyond traditional service boundaries and to consider relationships (a) across multiple disciplines (general and special education, employment and training, health and social services, and others), (b) across the educational continuum (early childhood, elementary and secondary, postsecondary, and adult education), and across multiple agency boundaries.

SPED 233: Curriculum in Transition Special Education (Fall 2008)
Intended for School-based personnel
This course trains teachers in the curriculum development process. This includes the following: contextualized learning, career education, the integration of academic and vocational content, functional literacy, workplace learning, school to work concepts, transition from school to careers and self-determination. The purpose of this course is to prepare teachers who will have a deeper understanding of learning; to train them to be reflective practitioners; to select appropriate and develop meaningful curriculum; to utilize various effective teaching strategies; and to assess students in a useful and purposeful manner that illustrates the connection between school and life.

Or—

SPED 235: Employment Models for Individuals with Disabilities
Intended for Agency-based personnel
The purpose of this course is to understand and implement the vocational planning and placement process.  This course will focus on the policies, principles and processes involved in job development, job modification, placement and post-placement services for individuals with disabilities as well as the placement models used to attain vocational goals.  Recent legislation will be reviewed in terms of their impact on placement of persons with disabilities in the workplace. The course is designed to establish the knowledge base and to build the skills needed to actively facilitate or manage the job development and placement process.  This process is viewed as an integral part of the rehabilitation plan and as a step on the lifelong career development of persons with disabilities.

Course Delivery:
Each course will be taught using the Blackboard online learning system. Some technical assistance will be provided, but a basic understanding of the internet and computer knowledge is expected. Participants must also have regular access to the internet

Admissions Requirements
Please refer to our Prospective Students section for complete GSEHD admissions requirements and application instructions. Please note:

• All applications must be submitted online: http://gsehd.gwu.edu/Applications
• Bachelor’s degree in special education or a relations field from an accredited institution with a minimum GPA of 2.75
• Standardized test scores are not required.
• Applicants must have frequent access to the internet.
• Applicants must complete a technology survey (sent separately to applicants).
  The program director and at least one faculty member will review all applications to determine acceptance.

All credentials may be submitted online except for the official transcript. It is suggested that you mail that directly to the Admissions office. Your application can be expedited with an unofficial transcript, faxed to Jean Wright, Admissions Processor, 202-994-7207.

You will need the following information to complete the application:

       College:       22   GSEHD

       Level:           02   Graduate

       Degree:       91   Graduate Certificate

       Major:          677   Transition Special Education

      Campus:       3   Off-Campus

For further information, contact:
Carol Kochhar-Bryant, Ed.D., Program Coordinator
kochhar@gwu.edu or (202) 994-1536 (voicemail)

Pamela Leconte, Ed.D., Program Coordinator
pleconte@gwu.edu or (202) 994-1534 (voicemail)

Mike Ward, Ph.D., Program Coordinator
mjward@gwu.edu