This course is not active. Please contact Department Chair for more information.
The following global ideas guide the design and delivery of this course:
- Observation of and reflection on the self-in-action are integral to on-going practitioner development.
- Competent practitioners consider different hypotheses when interpreting their observations. Their conclusions are tentative, open to reflection, review and revision.
- Field observations and recordings form critical links between course work and practice.
- What is observed becomes substance for discussion and reflection.
- Study and observation of skilled practitioners provide insight into roles, responsibilities and contexts of practice
- Problem based learning
- Field observations
Typical means of evaluation would include:
- Mid-Point and Final Portfolio
- Self and Peer Assessments
- Site Visit Analysis
Upon successful completion of this course, the student will be able to:
- Practice self-assessment of CCS knowledge, attitudes, values and skills and supports the cooperative learning of self and others.
- Reflect on own knowledge, attitudes, values and skills and link personal learning evidence to program and course learning outcomes
- Identify resources for feedback, initiate learning objectives, plan to bridge gaps and improve abilities
- Seek out new learning resources and opportunities using a variety of sources
- Incorporate elements of critical thinking into decision making and problem solving
- Communicate in a respectful manner, share group workload and encourage others as appropriate through Co-operative Learning
- Work through group issues and seek appropriate assistance when necessary
- Describe the impact of the history of service delivery and the societal attitudes on the past, present and future of people living with a disability.
- Investigates the history of services for people who have a disability
- Describes a variety of service delivery models within the four main CCS areas of practice, i.e., early intervention, K-12 and post secondary education, community living and supported employment
- Examines the values associated with a variety of service delivery models
- Considers the possible intended and unintended outcomes of a variety of service delivery models
- Examine the implications of relevant legislation regarding adults and children who have an intellectual disability
- Considers the implications for the parent as employer and applicable legislation
- Describes the relevant protection legislation for children and adults with an intellectual disability
- Examines the relevant provincial education policy for Individualized Education Plans for children identified as special needs within the K-12 school system
- Investigates the implications of informed decision making and relevant guardianship legislation for children and adults who have an intellectual disability
- Investigates the implications of other applicable legislation, e.g., Freedom of Information, etc.
- Explore practitioner roles, responsibilities and identify criteria of exemplary practice within the four main CCS areas of practice.
- Observes practitioners at work
- Describes a selection of current practitioner roles and responsibilities in the four main CCS areas of practice, i.e., early intervention, K-12 and post-secondary education, community living and supported employment
- Investigates existing practice carriers and opportunities
- Notes the language and labels used in practice settings
- Identifies the legal and ethical expectations of a CCS practitioner
- Describes components of exemplary practice
- Explains personal possibilities of exemplary practice
- Promote the health and safety of self and others at practice sites.
- Identify general health and safety awareness practices
- Demonstrate basic principles of cleanliness and body mechanics
- Identify proper use of non-motorized wheelchairs
- Report significant health and safety observations
- Investigate the prevention, indicators and reporting of abuse
No prerequisite courses.
No corequisite courses.
No equivalent courses.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
|Institution||Transfer Details||Effective Dates|
|Camosun College (CAMO)||CAMO CSEA 110 (3)||2017/09/01 to 2020/12/31|
|Capilano University (CAPU)||CAPU SEA 100 (1.5) & CAPU SEA 101 (1.5)||2016/09/01 to 2020/12/31|
|College of New Caledonia (CNC)||CNC CASS 130 (3)||2016/09/01 to 2020/12/31|
|College of the Rockies (COTR)||COTR EAP 112 (4)||2017/09/01 to 2020/12/31|
|Kwantlen Polytechnic University (KPU)||No credit||2004/09/01 to 2016/08/31|
|Kwantlen Polytechnic University (KPU)||KPU EDAS 1101 (3)||2016/09/01 to 2020/12/31|
|Langara College (LANG)||LANG EDAS 1120 (3)||2016/09/01 to 2020/12/31|
|North Island College (NIC)||NIC HSW 190 (3)||2016/09/01 to 2020/12/31|
|Northern Lights College (NLC)||NLC EDAS 141A (3)||2016/09/01 to 2020/12/31|
|Okanagan College (OC)||OC HSW 123 (3)||2017/09/01 to 2020/12/31|
|Selkirk College (SELK)||SELK CCSW 155 (3)||2016/09/01 to 2020/12/31|
|Simon Fraser University (SFU)||No credit||2008/09/01 to 2020/12/31|
|Thompson Rivers University (TRU)||TRU EDCS 1580 (3) or TRU HUMS 1580 (3)||2017/09/01 to 2020/12/31|
|Trinity Western University (TWU)||TWU PSYC 1XX (3)||2004/09/01 to 2020/12/31|
|University of British Columbia - Okanagan (UBCO)||No credit||2005/05/01 to 2020/12/31|
|University of Northern BC (UNBC)||No credit||2008/09/01 to 2020/12/31|
|University of the Fraser Valley (UFV)||UFV HSER 190 (3)||2017/09/01 to 2020/12/31|
|University of the Fraser Valley (UFV)||UFV GE 1XX (3)||2004/09/01 to 2017/08/31|
|University of Victoria (UVIC)||No credit||2004/09/01 to 2020/12/31|
|Vancouver Island University (VIU)||VIU SCSW 110 (3)||2012/01/01 to 2016/12/31|
|Yukon University (YUKO)||YUKO EDUC 100 (3)||2016/09/01 to 2020/12/31|