Department of Transition Specialists

Overview 

This 6-course, 18-credit Certificate of Advanced Graduate Study (C.A.G.S.) in Transition Specialist provides training to individuals interested in helping 14 – 22-year-old students with disabilities explore and develop career identities as well as develop the skills needed to successfully transition into post-secondary education, training, and employment after completing high school. The program focuses on the educational, functional, and social/emotional needs of students.

The CAGS students will develop knowledge of transition-related legal, assessment, collaborative planning, school, and community-based skills. Consistent with the philosophies of counseling and education programs, an emphasis is placed on the significance of self-determination and self-advocacy in the transition process.

Individuals interested in acquiring specialized skills to effectively work with transition-aged youth are eligible for the CAGS program to prepare them to work in school and non-school settings (e.g., state/federal vocational rehabilitation programs, school collaborative, adult agencies providing services to transition-aged youth).

The program offers two paths:

  • CAGS with Transition Specialist Endorsement
  • CAGS only

Candidates with an Initial or Professional license as a Teacher of Students with Moderate Disabilities (PreK-8; 5-12), Teacher of Students with Severe Disabilities (All), Teacher of the Deaf and Hard-of-Hearing (All), Teacher of the Visually Impaired (All), School Guidance Counselor, School Social Worker/School Adjustment Counselor, or candidates with a Rehabilitation Counselor certification are eligible for the Transition Specialist Endorsement upon successful completion of the program. Candidates with Initial License may advance their license to the Professional level.

The non-endorsement CAGS track provides opportunities for graduate students to deepen and refine knowledge and skills as transition specialists.

Transition Specialist Faculty

Nanho Vander Hart, Ph.D.
Director of Special Education and Transition Specialist Programs
Associate Professor of Special Education

Lecturers 

Dawn Breault, Ed.D. 
Michael Law

Programs of Study

Courses

TRS 700: Foundations of Transition Education and Services

Credits 3
This course provides an understanding of the historical and legislative foundations of the transition movement. State and federal transition-related legislation is covered including Social Security benefits, workforce laws and regulations and accommodations for individuals with disabilities. Inclusive models are covered along with evidence-based, community-based education and other post-school options. Transition planning and service delivery is addressed for students with Individualized Education Programs. Self-determination for individuals with disabilities is emphasized along with a strengths-based approach to transition planning and services. This course emphasizes culturally competent service provision for ethnically, culturally, and linguistically diverse youth with disabilities.

TRS 710: Transition Assessment

Credits 3
This course covers the process and methods of collecting data to provide appropriate, individualized and meaningful transition services to youth with disabilities. Current, student - centered assessment methods and tools are studied with an emphasis on administering, analyzing and interpreting the results of assessment instruments. Selection of individualized transition assessments leading to the inclusion of appropriate, measurable and annually updated postsecondary goals is an important focus of the course. Behavioral assessments, aptitude tests, personality or preference inventories, career maturity or readiness tests, interest inventories, intelligence tests, self - determination assessments, work temperament and transition planning inventories are covered. Assessment data that address the skills, abilities and support s necessary to address educational, employment, independent living needs, and the social, communication and functional skills that impact success for students with disabilities are emphasized.

TRS 720: Transition Systems and Supports

Credits 3
This course focuses on developing comprehensive transition systems and supports for secondary students with disabilities. A variety of related topics such as best practices in postsecondary education, competitive integrated employment including supposed employment, independent living, and community participation are discussed. In order to implement successful transition for those students, social skills training, positive behavioral supports, assistive technology as related to transition goals, and development of self - determination skills across all settings are addressed throughout the course.

TRS 730: Collaboration in Transition Planning

Credits 3
This course focuses on accessing collaborative transition services for youth with disabilities during high school years to post - secondary school years. The collaborative services include active participation of students and families in IEP development, transition education and services, and support networks. Community services consist of development of partnerships with potential employers, institutes of higher education, public agencies, and community service agencies. Provision of technical assistance and professional development to school personnel are discussed.

TRS 740: Transition: Community - Based Practicum

Credits 3
The purpose of this course is to provide a supervised field - based experience in the provision of Transition Services to transition - aged students with disabilities. The community - based practicum in Transition Services will require 100 clock hours in a community - based setting working with transition age youth to gain experience assisting youth transition from school to adult life. This course involves two types of clinical supervision: 1) supervised experience in an approved setting that provides services to transition age youth with disabilities; and 2) faculty supervision via individual and group consultation. The practicum requires students to observe and participate in the provision of multiple services to students with varying degrees and types of disabilities. The practicum is an opportunity to develop, practice and refine the range of necessary for effective transition service delivery. The practicum requires students to utilize and integrate the knowledge and skills learned in previous coursework.

TRS 750: Transition: School - Based Practicum

Credits 3
The purpose of this course is to provide a supervised field - based experience in the provision of Transition Services to transition - aged students with disabilities. The school based practicum in Transition Services will require 100 clock hours in an approved school setting working with transition age youth to gain experience assisting youth transition from school to adult life. This course involves two types of clinical supervision: 1) supervised experience in an approved setting that provides services to transition age youth with disabilities; and 2) faculty supervision via individual and group consultation. The practicum requires students to observe and participate in the provision of multiple services to students with varying degrees and types of disabilities. The practicum is an opportunity to develop, practice and refine the range of necessary for the effective transition service delivery. The practicum requires students to utilize and integrate the knowledge and skills learned in previous coursework.