The George Washington University’s Online Master’s Transition Program

1. The George Washington University’s Online Master’s Transition Program Michael Ward, Ph. D Bridget Green

2. About the Program • 39- credit online Master’s program • Courses focus on • Development of assessment • Professional/scholarly writing • Interagency Collaboration • Instructional methods in special education • Legal Issues and Policy for Individuals with Disabilities • Internship 300 hours in the field of transition

3. Students • 20 students enrolled in the program • 11 states • 4 graduates as of Spring 13 • 6 graduates as of August 13 • 2 dropped out of the program • All are employed in one of the following roles related to transition: • Transition coordinator, special education teacher, general education teacher, Disability Supports Coordinator, school liaison for military families, administrative assistant, school administrators

4. Internships • 300 hours • 6 credits • Students collaborate with current transition personnel to create a program/activity • Cannot be within his/her job responsibilities • Internships focus on students with disabilities within the classroom, adults with disabilities, interagency collaboration, and/or professional development • Since our students are current working in transition, internships are designed enhance the practitioners performance and access to resources.

5. Internships: K-12 Focus Two students are currently focusing on K-12 transitioning youth: • One student is currently working with The Detroit Academy of Arts & Sciences to write curricula and lesson plans focusing on vocational needs, informal and formal assessments, and self-determination skills with a vocational focus • One student received a grant to design a transition program for students with disabilities in the military. • The programs focus on social skills, acquiring, securing, and maintaining special education services during relocation, and create “Connections Club” to welcome new students and parents into the transition planning process. • The program is currently being evaluated to see how students’ behaviors have changed since the beginning of the program.

6. Internship: K-12 • One student is created a Summer Youth Employment Program to create e-portfolios for his students. • He is closely working with RSA to have cases opened upon graduation. The e-portfolio will contain all updated information needed by RSA and history of the students interests, preferences, and skills pertaining to future employment interests. • A student in Philadelphia is asked to be a chair of a Transition Work Group which will focus on monthly support meetings for parents of transitioning youth with disabilities. • She is finishing her film project on “What do you want to be when you grow up?”, which is a film that focuses on employment goals of youth with and without disabilities. • Finally, she is working with special education personnel in charter schools to teach them about transition requirements, expectations if IEP, transition goals, and creating a collaborative on charter schools and transition.

7. Internships: Interagency Collaboration • One student worked with her regional transition team to create video modeling for students with disabilities assisting in learning and retaining social and job skills. • She also worked with Wright State University to assist in college readiness for students with disabilities in their first year of college • One student has created a resource website for three local transition councils in Pennsylvania • Created a database that allows councils to communicate ideas, share information with parents, and a transition-focused resource for youth in the transition process