This course is not active. Please contact Department Chair for more information.
The following global ideas guide the design and delivery of this course:
- Individuals are unique in how they learn. Effective practitioners match teaching methods to meet the needs of the individuals, the activity at hand and the context in which it is happening.
- Monitoring and evaluating progress are integral elements of teaching and learning because they help pinpoint areas of difficulty and successes.
- Creative problem solving, flexibility and adaptations are important skills for effective practitioners. These skills facilitate the teaching and learning process, especially for those with complex needs.
- How and when to provide and fade assistance are important elements of effective teaching and learning which promote personal autonomy and independence.
- Collaborative planning which involves the individual, team and family or support network enhances the teaching and learning process. This process provides greater opportunity for generalization of newly acquired skills.
- The principle of caring underlies practitioners’ actions and interactions. It is reflected in their language, the methods they employ, and their respect for the individuals they support and with whom they work.
- Communication skills are integral to teaching and learning interactions. They include recognizing and practicing a range of communication methods, both verbal and non-verbal, expressive and receptive.
- Individual Presentations
- Lecture/Small Group Work
- Guest Speakers
This course will conform to Douglas College policy regarding the number and weighting of evaluations.
- Individual Presentations
- Case Study Analysis
- Product Development
- Self Assessment
Upon successful completion of this course, the student will be able to:
- Use problem solving approaches and a variety of tools and methods to adapt and modify curriculum to meet individual’s needs
- Considers individual’s unique style and traits
- Matches tools and techniques to purpose and setting
- Develops adaptations and modifications, e.g., environmental, process, material, etc.
- Describes dynamic nature of adaptations and modifications
- Applies strategies for adaptations and modifications using simple and complex technologies (i.e. Picture Communication Symbols, iPad/Tablet apps, Kurzweil, BCMath.ca and Khan Academy)
- Use clear communication skills understood by individuals being supported and by colleagues
- Uses active listening skills
- Uses “plain language”
- Uses effective verbal, non-verbal and written modes
- Individualize teaching and learning by using a variety of methods
- Maximizes use of natural cues and corrections
- Gives and accepts feedback
- Incorporates feedback in own practice
- Demonstrates providing/fading assistance
- Demonstrates general and transfer teaching processes.
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|
|Capilano University (CAPU)||CAPU SEA 107 (3)||2016/09/01 to 2018/08/31|
|Kwantlen Polytechnic University (KPU)||DOUG CCSD 1150 (3) & DOUG CCSD 1250 (3) = KPU SETA 1105 (6)||2004/09/01 to 2016/08/31|
|Kwantlen Polytechnic University (KPU)||KPU EDAS 1305 (3)||2016/09/01 to 2018/08/31|
|Langara College (LANG)||LANG EDAS 1210 (3)||2016/09/01 to 2018/08/31|
|Northern Lights College (NLC)||NLC EDAS 144 (3)||2016/09/01 to 2018/08/31|
|Selkirk College (SELK)||DOUG CCSD 1150 (3) & DOUG CCSD 1250 (3) = SELK CCSW 160 (3)||2016/09/01 to 2018/08/31|
|Thompson Rivers University (TRU)||No credit||2004/09/01 to 2010/12/31|
|Trinity Western University (TWU)||No credit||2004/09/01 to 2018/08/31|
|University of British Columbia - Okanagan (UBCO)||No credit||2005/05/01 to 2018/08/31|
|University of the Fraser Valley (UFV)||UFV HSER 2XX (3)||2016/09/01 to -|
|University of Victoria (UVIC)||No credit||2004/09/01 to 2018/08/31|