Course Syllabus
Below is a syllabus template that includes WSU's required syllabus elements. Please complete all items highlighted in yellow.
Title of Course [Self-Determination, Family Involvement and Independent Living]
Prefix and Number [SPEC ED 531]
Semester and Year [tbd]
Number of Credit Hours [3]
Prerequisites [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 Links to an external site. for best practices] [tbd]
TA Name: [tbd]
TA Contact Information: [office location, phone, email]: [tbd]
TA Office Hours: [click here Links to an external site. for best practices] [tbd]
Course Description
[Spec Ed 531 builds on foundational knowledge introduced in Spec Ed 503 to focus specifically on independent living, self-determination, and family involvement for transition-age youth with disabilities. Major topics include the theoretical and applied foundations of self-determination, the role of disability advocacy in shaping inclusive practices, evidence-based strategies for family engagement, and instructional approaches to teaching independent living skills in inclusive settings. Students will explore culturally responsive practices, transition assessment strategies, and community-based supports that promote autonomy, competence, and post-school success.]
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]
|
Course Learning Outcomes (students will be able to:) |
Activities Supporting the Learning Outcomes | Assessment of the Learning Outcomes |
|---|---|---|
|
1. Critically examine self-determination as both a theoretical framework and a lived experience. |
Module 1: Foundations of Self-Determination |
- Essay on disability advocacy and self-determination |
|
2. Analyze historical and contemporary disability rights movements. |
Module 1: Foundations of Self-Determination |
- Essay connecting advocacy movements to self-determination |
|
3. Apply self-determination principles to develop student-centered goals and instructional strategies. |
Module 2: Self-Determination in Practice |
- Draft IEP goal and rationale |
|
4. Evaluate the role of family involvement in transition planning. |
Module 5: Foundations of Family Involvement |
- Reflection essay on family involvement |
|
5. Design applied strategies for engaging families in postsecondary planning and systems navigation. |
Module 6: Family Engagement in Transition |
- Strategy outline |
|
6. Map and analyze local systems and supports that influence transition outcomes. |
Module 4: Systems and Supports for Self-Determination |
- Local resource map |
|
7. Develop and implement instructional plans that teach independent living skills. |
Module 9: Foundations of Independent Living |
- IL audit report |
|
8. Conduct transition assessments and readiness audits. |
Module 11: Independent Living Assessments and Support |
- Person-centered planning portfolio |
|
9. Create person-centered planning portfolios. |
Module 11: Independent Living Assessments and Support |
- Student portfolio with assessment summary and support plan |
|
10. Synthesize course concepts into a final applied project. |
Module 12: Applied Independent Living Project |
- Final IL support plan integrating strategies, assessments, family collaboration, and resources |
| Dates | Lesson Topic | Assignment | Assessment |
|---|---|---|---|
|
Week 1 |
Welcome and Orientation |
- Discussion board post and two responses to peers |
|
|
Week 2 |
Foundations of Self-Determination |
Sheftel et al. (Book 1, Ch. 4) Shogren (2013). Social-ecological analysis of self-determination Thoma (2006). Transition planning and self-determination |
- Discussion board post and two responses to peers 500-700 word essay |
|
Week 3 |
Self-Determination in Practice |
Alsaeed et al. (2024) - SDLMI student perspectives Alsaeed et al. (2023) - Systematic review for students with extensive support needs |
- Discussion board post and two responses to peers Draft IEP Goal and 300-500 word rationale |
|
Week 4 |
Promoting Self-Determination |
Shogren et al. (Book 1, Ch. 7) Burke et al. (2020) - Meta-analysis of interventions Migliore et al. (2012) - Predictors of employment and PSE for youth with autism |
- Discussion board post and two responses to peers - Short instructional guide for educators (e.g., slide deck, infographic, document,) |
|
Week 5 |
Systems and Supports for Self-Determination |
Claes et al. (2010) - Person-centered planning effectiveness O’Brien & Callahan (2010) - Employment support as knowledge creation Butterworth et al. (2023) - Supporting employment consultants |
- Discussion board post and two responses to peers - Five or more local resources, with annotations linking them to autonomy, competence and relatedness (visual or written format) |
|
Week 6 |
Foundations of Family Involvement |
Banks et al. (Book 1, Ch. 5) Achola & Greene (2016) - Person-family centered planning Scott et al. (2021) - Black students and families promoting self-determination |
- Discussion board post and two responses to peers - 500-700 word reflection essay |
|
Week 7 |
Family Engagement in Transition |
Schwartzman et al. (Book 1, Ch. 6) Raley et al. (2020) - Alternatives to guardianship Schutz et al. (2023) - Pathways to paid work for youth with severe disabilities |
- Discussion board post and two responses to peers - 300-500 word strategy outline |
|
Week 8 |
Mid-Semester Check In |
No readings assigned |
- Discussion board post and two responses to peers - 30minute virtual meeting with the instructor |
|
Week 9 |
Transition Planning with Families |
Shogren et al. (2016) - NLTS2 predictors of self-determination Hirano et al. (2016) - Parent involvement psychometrics |
- Discussion board post and two responses to peers - Visual or written timeline with 1 or more resources per phase |
|
Week 10 |
Navigating Systems Together |
Morningstar et al. (2017) - College and career readiness framework Kohler et al. (2016) - Taxonomy for transition programming Avellone et al. (2025) - Transforming subminimum wage agencies |
- Discussion board post and two responses to peers - Local toolkit for educators and families (3-6 pages or slides, including overview, resources, and tips) |
|
Week 11 |
Foundations of Independent Living |
Wehmeyer & Shogren (2016) - Self-determination and choice Dean et al. (2018) - Employment and health outcomes |
- Discussion board post and two responses to peers - Interview or email with a local provider and write a 500-700 word reflection essay |
|
Week 12 |
Teaching Independent Living |
Agran et al. (2008) - Promoting student participation Horn et al. (2023) - eCoaching for job interviews - Grosman et al. (2024) - Academic challenges and vocational outcomes |
- Discussion board post and two responses to peers - Lesson plan focusing on one or more independent living strategy |
|
Week 13 |
Independent Living Assessments and Support |
Shogren et al. (2021) - Self-determination assessment in adults Carter et al. (2014) - Transition assessment for youth with severe IDD |
- Discussion board post and two responses to peers - Student person centered planning portfolio that includes an assessment summary and needs |
|
Week 14 |
Applied Independent Living Project |
- Wehmeyer et al. (2012) - SDLMI impact on student outcomes Taylor et al. (2023) - Competitive vs. segregated employment Mazzotti et al. (2021) - Transition predictors of postschool success |
- Discussion board post and two responses to peers - Student IL support plan, integrating assessment data, EBP, family collaboration, and local resources |
|
Week 15 |
Closing and debrief |
- Discussion board post and two responses to peers |
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]
| Type of Assignment (tests, papers, etc) | Points | Percent of Overall Grade |
|---|---|---|
|
Discussion Board Participation (20 points; 20%). Students will complete weekly discussion board posts and respond to at least two peers. Posts should demonstrate thoughtful engagement with course readings, applied reflection, and connections to practice. Each module includes one discussion post (1.43 points × 14 opportunities = 20 points total). |
20 |
20% |
|
Self-Determination Advocacy Essay (6 points; 6%). Students will write a 500-700 word essay analyzing a historical or contemporary disability rights movement or figure. The essay should connect the advocacy work to self-determination theory and transition planning. |
6 |
6% |
|
Student-Centered IEP Goal & Rationale (6 points; 6%). Students will revise or create a student-centered IEP or transition goal that reflects autonomy, competence, and relatedness. A 300-500 word rationale will explain how the goal supports self-determination. |
6 |
6% |
|
Instructional Guide for Educators (8 points; 8%). Students will research an evidence-based practice (EBP) that promotes self-determination and create a short instructional guide (e.g., slide deck, infographic, or document) for educators. The guide should include implementation steps and local resources. |
8 |
8% |
|
Local Systems Resource Map (6 points; 6%). Students will create a visual or annotated map of five or more local systems and supports that promote self-determination. Annotations should link each resource to autonomy, competence, and relatedness. |
6 |
6% |
|
Family Engagement Reflection Essay (6 points; 6%). Students will write a 500-700 word reflective essay on the role of family involvement in transition planning. The essay should connect course readings to professional experience and include a profile of a local family-focused organization. |
6 |
6% |
|
Family Strategy Outline & Instructor Meeting (8 points; 8%). Students will submit a 300-500 word strategy outline describing how to engage a family in post-school planning. They will also participate in a 15-20 minute virtual meeting with the instructor to discuss the strategy. |
8 |
8% |
|
Transition Timeline (6 points; 6%). Students will create a personalized transition timeline for a hypothetical student, beginning in middle school and extending through graduation. The timeline should include milestones, strategies, and at least one local resource per phase. |
6 |
6% |
|
Systems Navigation Toolkit (8 points; 8%). Students will build a 3-6 page or slide toolkit for educators to help families navigate transition systems. The toolkit should include system overviews, local resources, and a tip sheet. |
8 |
8% |
|
Independent Living Skills Audit (6 points; 6%). Students will conduct a local audit of supports for 3-5 independent living skills. They will interview or email a local provider and write a 500-700 word report summarizing findings and insights. |
6 |
6% |
|
Independent Living Lesson Plan (8 points; 8%). Students will design a lesson plan to teach one independent living skill to a diverse group of students. The plan should include objectives, instructional strategies, adaptations, and assessments. |
8 |
8% |
|
Person-Centered Planning Portfolio (8 points; 8%). Students will create a portfolio for a hypothetical student that includes a person-centered assessment summary and individualized support plan. A brief reflection will address how the plan balances autonomy and support. |
8 |
8% |
|
Applied Independent Living Project (10 points; 10%). As a culminating assignment, students will design a comprehensive independent living support plan for a student preparing to transition. The plan should integrate strategies, assessments, family collaboration, and local resources. |
10 |
10% |
| 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
[Provide details on how attendance affects final course grades. Indicate whether and how missed exams, laboratory sessions, etc. can be made up. Sample attendance statement: “Students should make all reasonable efforts to attend all class meetings. However, in the event a student is unable to attend a class, it is the responsibility of the student to inform the instructor as soon as possible, explain the reason for the absence (and provide documentation, if appropriate), and make up class work missed within a reasonable amount of time, if allowed. Missing class meetings may result in reducing the overall grade in the class.” ] [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.