Southern Utah University

Course Syllabus

Southern Utah University
Southern Utah University
Fall Semester 2025

Assistive Technology, Collaboration, and Post-Secondary Transition (Online)

SPED 4145-30I

Course: SPED 4145-30I
Credits: 3
Term: Fall Semester 2025
Department: TED
CRN: 30572

Course Description

This course reviews collaboration and communication skills necessary for special educators, with a focus on how to conduct secondary transition planning for a continuum of students with mild/moderate disabilities. 
(Fall, Spring) [Graded (Standard Letter)]
Prerequisite(s): SPED 2030 - Prerequisite Min. Grade: C

Required Texts

Friend, M. (2021). Interactions: Collaboration Skills for School Professionals, 9th Ed. Pearson.  https://plus.pearson.com/home

Textbook: Interactions 9th edition. colorful laces woven together

Utah Co-Teaching Handbook 

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Become familiar with website Utah Transition.

Learning Outcomes

By the end of this course, you will be able to:

  1. Describe the requirements for post-secondary transition under the IDEA.
  2. Analyze appropriate measures for transition assessment and how to administer these assessments.
  3. Compose an IEP post secondary transition plan using assessment data. 
  4. Discuss methods for appropriate student participation in IEP meetings.
  5. Discuss the components of effective collaboration as they relate to parents, other educators, and paraprofessionals.

Course Requirements

Practicum Hours or Student Access

This course requires access to a student between the school ages of 14- 21.  

Course Assessment Table
Course AssessmentsCourse Outcomes
Module Activities1, 2, 3, 4, 5
SPED Teacher Interview and Reflection1, 4, 5
Assessment Administration/Transition Plan2, 3
IEP Information Packet for Families1, 4, 5
Mock Transition IEP Meeting1, 3, 4, 5
Assignment Outline
Module Activities

Each module you will complete activities or IRIS Modules to expand on your knowledge of course topics. Each will be worth 10-30 points and will be submitted in the appropriate assignment by the due date assigned.

SPED Teacher Interview and Reflection

You will interview either:

  1. a middle school or high school special education teacher,
  2. the parent of a high school student or young adult with disabilities, or
  3. a young adult with disabilities.

You will craft interview questions using knowledge about post-secondary transition that you gain in class. The purpose of the interview is to understand the interviewees' unique understandings and perspectives about the process (successes, issues, IDEA compliance, etc.)

Your interview may be different from others' due to the individualized nature of the assignment. For example, if you choose to interview a parent, your questions will be different than those who interview a special education teacher. After the interview, you will write a thorough summary of the interview and a reflection of your learning in a professional format. 

Assessment Administration/Transition Plan

You will administer an instructor approved transition assessment to a student with disabilities aged 14-21. Your student will be identified as part of your practicum placement. More information can be found in the assignment link.

IEP Information Packet for Families

Create an information packet to give to family members prior to or during IEP meetings. Include in the packet a clarification of education jargon;  information about their rights; an explanation of the IEP process; contact information for school personnel; and any additional information about expectations in your program, such as a homework schedule, materials about maintaining notebooks or study schedules, and more. You may work in groups of 2 people for this project.     

Mock Transition IEP Meeting

In group or individually, you will create characters/roles and portray good transition portion of an IEP meeting. Your instructor will provide the information about whom the meeting will be for the student. You will use your knowledge gained throughout the course to show what educational professionals should and should not do in IEP meetings. Each person will also submit a reflection on the actions chosen for inclusion in the IEP meeting and why they are good.

This will count as the final exam for the course.   

Grade Scheme

The following grading standards will be used in this class:

Assignment CategoryPoints
Module Activities200
SPED Teacher Interview and Reflection100
Assessment Administration/Transition Plan200
IEP Information Packet for Families50
Mock Transition IEP Meeting100
Total650

Course Outline

Module 1: IDEA and Transition
Module 2: The Nuts and Bolts of Transition Plans
Module 3: Transition Assessment
Module 4: Interagency Collaboration
Module 5: Self-Determination
Module 6: Foundations of Collaboration and Interpersonal Communication
Module 7: Listening, Responding, and Giving Feedback
Module 8: Group Problem Solving
Module 9: Co-Teaching
Module 10: Conducting IEP Meetings
Module 11: Collaborating with Paraeducators
Module 12: Collaborating with Families
Module 13: Difficult Interactions

Instructor's policies on late assignments and/or makeup work

Instructor's Response Time & Feedback

Online classes provide unique challenges for interaction. For messages sent to me, I will do my very best to respond in the specified amount of time. Sometimes emails tend to slip off the radar, so if I do not respond to your needs within the specified time, please hound me again! I want to make sure I am responsive to you!

Feedback is an important part of learning please look for feedback on your assignments that I provided in the specified amount of time, to find feedback look at this tutorial How do I view assignment comments from my Instructor.

It is my goal to:

  • Respond to student messages within 2 business days
  • Provide grades and feedback within 3 - 7 days from the due date
Late Policy

No late work will be accepted unless there are extenuating circumstances and prior instructor approval. It is at the discretion of the instructor if the situation warrants extenuating circumstances, and the work will be accepted late.

Attendance Policy

Attendance

You are expected to work on modules each week by posting and contributing to discussions in class. There may be face-to-face Zoom optional discussion as a part of attendance.

Course Fees

Additional Course Information

Course Modality

This class will be taught Online

Statement of Risk

For this course, some activities will require travel (e.g. Practicum hours and assignments). You are assuming the risk to travel to the location you select for the interview. Southern Utah University does not assume any of the risk during your travel.

Use of Artificial Intelligence (AI) Tools

AI tools (such as ChatGPT, Grammarly, or similar programs) may be used as part of the learning process in this course. All submitted work must follow a “human in, human out” standard—this means you may use AI for brainstorming, idea refinement, or drafting support, but you must critically engage with, edit, and meaningfully transform the output into your own original work. Direct copy-paste from AI without significant human revision is not permitted and will be considered a violation of academic integrity. You are responsible for the accuracy, originality, and citation of all content you submit, regardless of the tools used in its creation.

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.