Course Syllabus

 

Career Development and Employment of Individuals with Disabilities

Spec Ed 532

Semester and Year [tbd]

Number of Credit Hours: 3

Prerequisite(s): Spec Ed 503

Course Details

Day and Time: [tbd]

Meeting Location: [tbd]

 

Instructor Contact Information

Instructor Name: [tbd]

Instructor Contact Information: [office location, phone, email] [tbd]

Instructor Office Hours: [click here for best practices] [tbd]

 

TA Name: [tbd]

TA Contact Information: [office location, phone, email]: [tbd]

TA Office Hours: [click here for best practices] [tbd]

 

Course Description

Spec Ed 532 focuses on advanced concepts, strategies, and evidence-based practices for promoting employment and career development for youth and young adults with disabilities. Major topics include legislative and policy foundations of competitive integrated employment (CIE); person-centered career planning; career assessment tools and interpretation; workplace readiness skills; work-based learning experiences including internships, apprenticeships, and paid employment; employer engagement and partnership development; assistive technology to support employment; job development and placement strategies; and long-term career growth and retention supports. Students will critically analyze both established approaches and innovative models that connect secondary education, postsecondary education, and the labor market, with emphasis on equity, inclusion, and collaboration across systems.
The course will primarily consist of lectures, applied activities, and case-based learning built around assigned readings and authentic examples from the field. Each topic will be introduced with a lecture, followed by guided analysis of real-world employment scenarios and reflective discussion on their application to diverse contexts. During the semester, students are expected to complete readings prior to class, engage actively in class discussions, and complete applied assignments designed to integrate course concepts with practice. Students will select a specific population, employment model, or community context and develop an in-depth applied project that connects course content to a practical, field-based employment or career development initiative (see details under Applied Project). Students are expected to build on existing knowledge, integrate research and practice, and develop the professional skills necessary to be leaders in advancing employment outcomes for individuals with disabilities.

 

Course Materials 

Books: Wehman, P., Taylor, J., Whittenburg, H., & Avellone, L. (2025). Life Beyond the Classroom: Transition Strategies from Middle School Through High School (6th ed.). Baltimore, MD: Paul H. Brookes Publishing. (Cost: $50)

Wehman, P., Avellone, L., Whittenburg, H., & Taylor, J. (2025). Life Beyond the Classroom: Going to Work (6th ed.). Baltimore, MD: Paul H. Brookes Publishing. (Cost: $50)

Other Materials: none

Fees: none 

Student Learning Outcomes (SLOs) [add more lines if necessary]

Course Learning Outcomes

(students will be able to:)

 Activities Supporting the Learning Outcomes Assessment of the Learning Outcomes

Demonstrate knowledge of key legislation (e.g., IDEA, WIOA, ADA) and their impact on employment and career development for youth and adults with disabilities.

Readings: Life Beyond the Classroom, Ch. 6; Avellone et al. (2023); Roux et al. (2019). Discussion Board: Apply legislation to current employment policy debates. Lecture + policy case analysis.

Applied Assignment 1: Policy Brief; Weekly Discussion Board participation

Apply major career development theories and frameworks to transition-age youth and adults with diverse support needs.

Readings: Life Beyond the Classroom, Ch. 12, Ch. 15; Mazzotti et al. (2021); Rowe et al. (2021); Morningstar et al. (2017); Lindstrom et al. (2022). Discussion Board: Connect theories to case study examples. Guided class activity analyzing sample cases.

Applied Assignment 2: Case Study Application; Weekly Discussion Board participation

Analyze and apply vocational, interest, and skill assessments to guide individualized career development planning.

Readings: Life Beyond the Classroom, Ch. 9; Taylor et al. (2024). Discussion Board: Compare different assessment strategies. In-class practice with mock assessment data.

Applied Assignment 3: Assessment Analysis; Weekly Discussion Board participation

Applied Assignment 4:

Evaluate and implement evidence-based practices such as internships, apprenticeships, and community-based vocational instruction.

Readings: Life Beyond the Classroom, Ch. 7; Leahy et al. (2018); Carter et al. (2012); Shogren et al. (2020). Discussion Board: Reflect on strengths/limitations of EBPs. Group design activity for school-to-work programs.

Program Design Proposal; Weekly Discussion Board participation

Design strategies for developing partnerships with businesses and fostering inclusive employment opportunities, including demand-side approaches.

Readings: Life Beyond the Classroom, Ch. 8; Brooke et al. (2024); Butterworth et al. (2017). Discussion Board: Explore challenges/opportunities in employer collaboration. Guest speaker/role play with employer perspective.

Applied Assignment 5: Employer Partnership Plan; Weekly Discussion Board participation

 

Identify and apply effective workplace supports, assistive technology, and accommodations to promote success in competitive integrated employment.

Readings: Life Beyond the Classroom, Ch. 10–11; JAN Website. Discussion Board: Strategies for inclusive workplace supports. Applied practice activity on AT/accommodation planning.

Applied Assignment 6: Workplace Support Plan; Weekly Discussion Board participation

 

Integrate family engagement and cross-agency coordination into career development planning and service delivery.

Readings: Life Beyond the Classroom, Ch. 13; Povenmire-Kirk et al. (2018); Schwartzman et al. (2025). Discussion Board: Identify barriers/facilitators in interagency collaboration. In-class small group activity: stakeholder mapping.

Applied Assignment 7: Family/Agency Collaboration Strategy; Weekly Discussion Board participation

Critically evaluate empirical research on employment outcomes and design applied projects that translate findings into practice for transition-age youth and adults with disabilities.

Readings: Life Beyond the Classroom, Ch. 14; Mazzotti et al. (2021). Discussion Board: Translate research findings into practice recommendations. Final presentation of projects with peer feedback.

Applied Assignment 8: Final Research-to-Practice Project (Paper + Presentation); Weekly Discussion Board participation

Course Schedule

[Please note that a WSU semester is 15 weeks + Thanksgiving/Spring Break. The schedule below does not include the break.]
Dates Lesson Topic Assignment Assessment

Week 1

Historical & Legislative Foundations (IDEA, ADA, WIOA)

Life Beyond the Classroom, Ch. 6; Avellone et al. (2023); Roux et al. (2019)

Discussion Board

Week 2

Policy & Employment Trends

Butterworth et al. (2024); Wehman et al. (2018)

Applied Assignment 1: Policy Brief (analyze impact of key legislation on employment) + Discussion Board

Week 3

Career Development Theories

Life Beyond the Classroom, Ch. 15; Morningstar et al. (2017); Lindstrom et al. (2022)

Discussion Board

Week 4

Transition Planning Frameworks

Life Beyond the Classroom, Ch. 12; Mazzotti et al. (2021); Rowe et al. (2021)

Applied Assignment 2: Case Study Application (apply theory to transition-age youth) + Discussion Board

Week 5

Vocational & Career Assessments

Life Beyond the Classroom, Ch. 9; Taylor et al. (2024)

Discussion Board

Week 6

Person-Centered Planning & Assessment Applications

O’Brien (2008)

Applied Assignment 3: Assessment Analysis (critique/compare assessment tools) + Discussion Board

Week 7

Evidence-Based Practices: Internships & Apprenticeships

Life Beyond the Classroom, Ch. 7; Leahy et al. (2018)

Discussion Board

Week 8

Community-Based Vocational Instruction

Carter et al. (2012); Shogren et al. (2020)

Applied Assignment 4: Program Design Proposal (design work-based learning model) + Discussion Board

Week 9

Employer Engagement

Life Beyond the Classroom, Ch. 8; Brooke et al. (2024)

Discussion Board

Week 10

Demand-Side Job Development + Workplace Supports

Butterworth et al. (2017); Life Beyond the Classroom, Ch. 10; JAN website

Applied Assignment 5: Employer Partnership Plan (business collaboration strategy) + Discussion Board

Week 11

Workplace Supports & Accommodations

Life Beyond the Classroom, Ch. 10; JAN website

Discussion Board

Week 12

Assistive Technology in the Workplace

Life Beyond the Classroom, Ch. 11

Applied Assignment 6: Workplace Support Plan (integrating AT/accommodations) + Discussion Board

Week 13

Families & Interagency Collaboration

Life Beyond the Classroom, Ch. 13; Povenmire-Kirk et al. (2018); Schwartzman et al. (2025)

Applied Assignment 7: Family/Agency Collaboration Strategy (case-based engagement plan) + Discussion Board

Week 14

Research Translation: Employment Outcomes

Life Beyond the Classroom, Ch. 14; Mazzotti et al. (2021)

Discussion Board

Week 15

Future Directions & Course Wrap-Up

No readings

Applied Assignment 8: Final Research-to-Practice Project (Paper + Presentation) + Final Discussion Board

 

 

Expectations for Student Effort 

[Describe how much time students should expect to invest in the course each week. Graduate courses should state: "For each hour of lecture equivalent, students should expect to have a minimum of two hours of work outside of class." Note that Global campus courses will automatically include credit hour equivalents in the syllabus.] [Academic credit is a measure of the total minimum time commitment required of a typical student in a specific course. For the WSU semester system, one semester credit is assigned for a minimum of 45 hours of student effort. See Academic regulation 27. 

For a 15-week course, students should expect to spend a minimum of 9 hours per week for each online 3-credit course engaged in activities including, but not limited to: reading, listening to/viewing media, completing assignments and reviewing instructor feedback, contributing to discussions, conducting research, studying for and completing assessments, etc. 

For a 6-week course, students should expect to spend a minimum of 22.5 hours per week for each online 3-credit course engaged in the activities as listed throughout this syllabus.]

 

Grading [add more lines if necessary]

Assignment Breakdown
Type of Assignment (tests, papers, etc) Points Percent of Overall Grade

Policy Brief

  • Students will write a 3–4 page policy brief analyzing the impact of a key piece of legislation (e.g., IDEA, WIOA, ADA) on employment outcomes for individuals with disabilities. The brief should summarize the policy, identify strengths and gaps, and offer at least two evidence-based recommendations for practice or policy improvement.

10

10%

Case Study Application (10%)

  • Students will analyze a case study of a transition-age youth with disabilities, applying at least one major career development theory, one transition planning framework, and 1-2 high leverage practices. The paper (4–5 pages) should connect theoretical concepts to individualized strategies for supporting the student’s career development.

10

10%

Assessment Analysis (10%)

  • Students will review and critique at least two vocational, interest, or skill assessments commonly used in transition or rehabilitation practice. The 4–5 page paper should compare strengths, limitations, cultural responsiveness, and practical application in individualized career planning.

 

10

10%

Program Design Proposal (10%)

  • Students will develop a proposal for a school- or community-based work-based learning program (e.g., internship, apprenticeship, or job shadowing model). The proposal should include goals, key stakeholders, implementation steps, and anticipated outcomes, with reference to evidence-based practices. (Approx. 5–6 pages).

 

10

10%

Employer Partnership Plan (10%)

  • Students will create a strategy for engaging local employers in hiring and supporting individuals with disabilities. This assignment may be framed as a written plan or presentation (student choice) and should include business outreach strategies, demand-side job development approaches, and partnership sustainability. Students should explicitly incorporate multiple high leverage practices into the design of supports and strategies.

 

10

10%

Workplace Support Plan (10%)

  • Students will design an individualized workplace support plan for a hypothetical employee with disabilities. The plan should include accommodations, assistive technology recommendations, natural supports, and strategies for training supervisors and co-workers. (Approx. 4–5 pages). Students should explicitly incorporate multiple high leverage practices into the design of supports and strategies.

 

10

10%

Family/Agency Collaboration Strategy (10%)

  • Students will develop a case-based strategy for integrating family engagement and cross-agency collaboration into career development planning. The 3–4 page paper should highlight communication strategies, role clarity across agencies, and culturally responsive practices for engaging families.

 

10

10%

Final Research-to-Practice Project (20%)

  • In a culminating project, students will critically evaluate empirical research related to employment outcomes for youth and adults with disabilities and translate findings into a practice-oriented product. Deliverables include:
    • Paper (8–10 pages) synthesizing 8–10 scholarly sources and making practice recommendations.
    • Presentation (10 minutes) highlighting implications for educators, rehabilitation professionals, and/or policymakers.

 

20

20%

Discussion Board Participation (20%)

  • Description: Students will engage in weekly online discussions related to course topics and readings. Participation includes posting original responses and reflections (approx. 250 words) and responding thoughtfully to at least two peers. In addition to traditional online written activities, discussion board responses will include applied activities, video responses, study group activities, connections to high leverage practices, artificial intelligence-aided exercises, and other opportunities to authentically apply course content. Quality, depth of analysis, and application of readings will be emphasized.

Table 1

 

20

20%

 

Grading Schema
Grade Percent Grade Percent
A

100.00-93.00%

 C 76.99-73.00%
A-  92.99-90.00% C- 72.99-70.00%
B+ 89.99-87.00% D+ 69.99-67.00%
B 86.99-83.00% D 66.99-60.00%
B- 82.99-80.00% F 59.99% or below
C+ 79.99-77.00%  

[Provide information about how grades will be rounded (eg, if 89% earns a B+ and 90% earns an A-, what grade is given to a student with an 89.5?]

Attendance and Make-Up Policy 

Attendance and engagement will be assessed through weekly activities and discussion board engagement as well as applied assignments. Students who are unable to attend class and complete weekly course requirements may request short-term extensions on deadlines for assignments and weekly activities in advance, but late work without a prior extension will be penalized. 

 

Academic Integrity Statement

You are responsible for reading WSU's Academic Integrity Policy, which is based on Washington State law. If you cheat in your work in this class you will:

-Fail the class

-Be reported to the Center for Community Standards

-Have the right to appeal my decision

-Not be able to drop the course of withdraw from the course until the appeals process is finished

If you have any questions about what you can and cannot do in this course, ask me.

If you want to ask for a change in my decision about academic integrity, use the form at the Center for Community Standards website. You must submit this request within 21 calendar days of the decision.