This course builds on CCSD 1150 and provides students with opportunities to develop collaborative strategies for planning, implementing and monitoring learning opportunities based on individuals’ dynamic characteristics, needs and interests. Using caring and communication as foundations, students will develop, analyse, modify and adapt teaching strategies.
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.
Methods of Instruction
- Individual Presentations
- Lecture/Small Group Work
- Guest Speakers
Means of Assessment
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.
Below shows how this course and its credits transfer within the BC transfer system.
A course is considered university-transferable (UT) if it transfers to at least one of the five research universities in British Columbia: University of British Columbia; University of British Columbia-Okanagan; Simon Fraser University; University of Victoria; and the University of Northern British Columbia.
For more information on transfer visit the BC Transfer Guide and BCCAT websites.
If your course prerequisites indicate that you need an assessment, please see our Assessment page for more information.