Inclusive Leisure Practice
- Historical and contemporary theories and models for inclusive leisure and recreation
- Implications of historical and contemporary theories and models for practice
- Practical strategies for enhancing citizenship and belonging for persons with disabilities through personal leisure identities
- Person-centered planning and community building processes
- Engaging with community organizations
- Diverse cultural and indigenous approaches to inclusive leisure and active involvement
Course content is guided by research, empirical knowledge and best practice. The following values and principles, consistent with professional standards, inform course content.
- Examining and challenging our personal values, attitudes and beliefs influences our interactions with persons who have experienced barriers to participation.
- Respect and caring, being responsive to individual learning needs and abilities and cultural perspectives underlies practitioners' actions and interactions in supporting diverse individuals.
- Exploring historical and societal attitudes towards persons with disabilities increases critical thinking and provides context for examining current delivery models.
- Awareness of Indigenous history and the impacts of colonization enables practitioners to work respectfully and effectively with Indigenous children, youth, families, and communities who are involved with Indigenous and mainstream recreation and leisure systems.
- Communities are strengthened when individual and group diversity is embraced through leisure and recreation participation.
- Teaching and learning is a collaborative process, using strengths- based and person-centered techniques.
- Using resources within communities, issues of access and accommodation can be explored to minimize and eliminate physical and social exclusion of individuals.
- Meaningful life experiences are enhanced through interdependence, self-determination, choice, empowerment, valued social roles and lifelong learning.
- Multi media
- Group work
- Experiential Learning
Assessment will be based on course objectives and will be carried out in accordance with the Douglas College Evaluation Policy. An evaluation schedule is presented at the beginning of the course. This is a graded course.
Typical means of evaluation may include:
- Written assignments
Students in the TR program, both diploma and degree students, are required to attain a minimum of 60% (C letter grade) in all courses utilized for credit towards a diploma and/or degree in Therapeutic Recreation in order to progress in the program.
Upon successful completion of this course, the student will be able to:
- Reflect on personal knowledge, attitudes, values and skills and recognize the importance of self-reflection for professional competence.
- Analyze the history of services for people living with a disability in Canada.
- Examine current provincial and national policies regarding the rights of all Canadians.
- Describe a variety of service delivery models in community-based service, specifically person-centered planning, leisure and recreation services and inclusive approaches.
- Explain the intersectionality of poverty, gender, culture, and community in understanding the lived experience of individuals.
- Apply principles of cultural competency to build capacity for intercultural understanding, empathy and mutual respect to enhance leisure service delivery with diverse populations.
- Identify various forms of advocacy; self, individual, organizational;using formal and informal systems to support individuals leisure and well being.
Textbooks and materials are to be purchased by students. A list of required textbooks and materials is provided for students at the beginning of the semester.
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.
These are for current course guidelines only. For a full list of archived courses please see https://www.bctransferguide.ca
|Institution||Transfer Details for THRT 2306|
|Simon Fraser University (SFU)||No credit|
|Thompson Rivers University (TRU)||TRU HUEL 2XXX (3)|
|University of British Columbia - Vancouver (UBCV)||UBCV KIN 2nd (3)|
|University of Northern BC (UNBC)||UNBC ORTM 2XX (3)|
|University of the Fraser Valley (UFV)||UFV GE 1XX (3)|
|University of Victoria (UVIC)||UVIC EPHE 2XX (1.5)|
THRT 2306 is offered to Therapeutic Recreation Online diploma students only