The following global ideas guide the design and delivery of this course:
- The field of supporting people with disabilities has moved towards an inclusive, support-based service delivery system.
- There is now recognition of the rights of all children and youth, regardless of diverse abilities, to participate actively in natural settings within their communities.
- There are differences between natural and traditional service settings.
- There is a full array of services and supports available.
- Case Studies
- Problem-based learning
- Reading groups
- Discussion Forum / Blogs
This course will conform to Douglas College policy regarding the number and weighting of evaluations. Typical means of evaluation would include a combination of:
- On-line contributions
- Module exams
- Case studies
Upon successful completion of this course, the student will be able to:
1. Examine the strengths and limitations of service options for children and youth
- Describe current models of infant development
- Describe current models of supported child care
- Describe current models of life skill support outside of school
2. Examine the necessary components of inclusive supports in schools
- Explore the five areas of development upon which primary, intermediate and graduate curriculum is built
- Review how all children learn through active participation
- Explore the diversity of learners in schools and school district responses
- Describe how individualization is provided for all learners
- Describe how community participation is provided for all learners
- Identify the differences between elementary and secondary culture
- Clarify the role of the teacher and the classroom assistant
3. Examine the strengths and limitations of current transition planning protocols
- Identify key factors that lead to a successful transition
- Examine how different individualized planning tools can be used to plan at transition points
- Compare and contrast different transition planning strategies across three major passage points: pre-school to kindergarten; elementary school to high school; and high school to post secondary options
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)||KPU SETA 1101 (3)||2018/09/01 to 2019/08/31|
|North Island College (NIC)||NIC HSW 190 (3)||2018/09/01 to -|
|Simon Fraser University (SFU)||No credit||2018/09/01 to -|
|Thompson Rivers University (TRU)||No credit||2018/09/01 to -|
|Trinity Western University (TWU)||TWU PSYC 2XX (3)||2018/09/01 to -|
|University of British Columbia - Okanagan (UBCO)||No credit||2018/09/01 to -|
|University of the Fraser Valley (UFV)||UFV GE 1XX (3)||2018/09/01 to -|
|University of Victoria (UVIC)||No credit||2018/09/01 to -|
|Yukon University (YUKO)||YUKO EA 109 (3)||2018/09/01 to -|