This course is not active. Please contact Department Chair for more information.
The following global ideas guide the design and delivery of this course:
- Personal autonomy is a fundamental principle that must be protected if each person is to freely develop, pursue and review his/her life plan on an ongoing basis.
- Self-determination can be viewed as the outcome of autonomy. Self-determination flourishes when people are in interdependent relationships that promote and support autonomy.
- Practitioners, as facilitators of inclusion, individualize support for people with disabilities to ensure that each person’s interests, preferences and needs are recognized and met. Economic realities, environmental barriers, and societal attitudes that face many people with disabilities mean that practitioners must be creative problem solvers.
- Quality of life is a multifaceted concept with various social and psychological indicators that can be measured in terms of both process and outcome. The process most effective for achieving personal satisfaction regarding ones quality of life depends upon the nature and severity of a person’s disability. The nature and severity of a persons disability, however, does not determine the level of ones quality of life.
- Relationships are an integral aspect of everyone’s lives. An expanded network of relationships includes relationships with a variety of professionals and other community resource people. Maximizing opportunities to involve others directly with the person being supported in positive ways is important to achieving quality of life.
- Small Group Work
- Student Presentations
This course will conform to Douglas College policy regarding the number and weighting of evaluations.
- Group Presentations
Upon successful completion of this course, the student will be able to:
1. Examine how cultural influences shape our view of people who are labelled as disabled.
- Examines own values, language and perspective regarding people who are labelled as being disabled
- Describes Autistic, Disability, Deaf and Mad cultures origins, purpose & influence
- Investigate international perspectives regarding disability
- Link cultural influences to disability theory
2. Investigate disability theory from an interdisciplinary social policy point-of-view.
- Defines disability theory and trace it’s historical development
- Consider current disability theory context and influence
- Compares and contrasts several theoretical models of disability such as: moral, medical, developmental, social, affirmative.
- Contrasts and compares disability rights with other minority/civil rights movements
3. Identify opportunities and evaluate context for self-advocacy, advocacy and support
- Describes what advocacy means for people labelled as disabled, their personal support networks and practitioners
- Reviews historical examples of advocacy opportunities, e.g., right to die/live, court challenges,bio-medical ethics, etc.
- Reflects on what values, skills and resources contribute to effective self-advocacy and support
- Explains why medical advocacy is a frequent necessity
- Describes “self-determination” and appreciates that everyone has gifts and capacities
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|
|Kwantlen Polytechnic University (KPU)||No credit||2004/09/01 to 2018/08/31|
|Thompson Rivers University (TRU)||No credit||2004/09/01 to 2010/12/31|
|Trinity Western University (TWU)||TWU PSYC 2XX (1.5)||2010/05/01 to 2018/08/31|
|Trinity Western University (TWU)||TWU PSYC 2XX (3)||2004/09/01 to 2010/04/30|
|University of British Columbia - Okanagan (UBCO)||No credit||2004/09/01 to 2018/08/31|
|University of British Columbia - Vancouver (UBCV)||No credit||2004/09/01 to 2020/12/31|
|University of the Fraser Valley (UFV)||UFV CYC 2XX (1.5)||2010/05/01 to 2018/08/31|
|University of the Fraser Valley (UFV)||UFV GE 1XX (3)||2004/09/01 to 2010/04/30|
|University of Victoria (UVIC)||No credit||2004/09/01 to 2018/08/31|
|Yukon University (YUKO)||DOUG CCSD 1170 (1.5) & DOUG CCSD 1270 (1.5) = YUKO ELCC 222 (3)||2016/09/01 to 2020/12/31|