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. Practitioners enhance the learning environment to minimize learning barriers.
- Monitoring and evaluating progress are integral elements of teaching and learning because they help pinpoint areas for new learning, challenges and successes.
- Creative problem solving, flexibility and developing 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 for 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.
- Group Work
- Audio / Video Presentations
- Case Studies
- Hands-on practice
- Demonstration and use of high and low level technologies
- Recorded lecture
- Online group discussions
- Audio / video presentations
- Case studies
- Individual practice activities
This course will conform to Douglas College policy regarding the number and weighting of evaluations. Typical means of evaluation would include a combination of:
- Tests / Quizzes
- Individual Assignments
- Case Study Analysis
- Product Development and Toolkit
- Online contributions
Upon successful completion of this course, the student will be able to:
- Use problem solving approaches and a variety of tools and methods that align with Universal Design for Learning when meeting individuals' needs:
- Consider the individual’s unique style and traits
- Match tools and techniques to purpose and setting
- Develop appropriate adaptations and modifications to curriculum, e.g. environment, process, materials (including technology) that best support individual learners
- Describe dynamic nature of adaptations and modifications
- Apply strategies for adaptations and modifications using simple and complex technologies, such as Picture Communication Symbols, iPad/Tablet apps, Kurzweil, BCMath.ca and Khan Academy
- Use clear communication skills understood by individuals being supported and by colleagues
- Use active listening skills
- Use “plain language”
- Use effective verbal, non-verbal and written modes
- Individualize teaching and learning by using a variety of methods
- Maximize use of natural cues and corrections
- Give and accept feedback
- Incorporate feedback in own practice
- Demonstrate providing/fading assistance
- Demonstrate 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)||2018/09/01 to -|
|Kwantlen Polytechnic University (KPU)||KPU EDAS 1305 (3)||2018/09/01 to -|
|Langara College (LANG)||LANG EDAS 1210 (3)||2018/09/01 to -|
|Northern Lights College (NLC)||NLC EDAS 144 (3)||2018/09/01 to -|
|Selkirk College (SELK)||DOUG DACS 1150 (3) & DOUG DACS 1250 (3) = SELK CCSW 160 (3)||2018/09/01 to -|
|Trinity Western University (TWU)||No credit||2018/09/01 to -|
|University of British Columbia - Okanagan (UBCO)||No credit||2018/09/01 to -|
|University of Victoria (UVIC)||No credit||2018/09/01 to -|