In this introductory course, students explore components of exemplary practice within a number of service delivery models. Students will also investigate practitioner roles and responsibilities in the following fields of practice: Behaviour Intervention, Community Support, Education Assistance, Employment Support and Post Secondary Support. This course is required in both the Behaviour intervention (BI) Certificate and the Classroom and Community Support (CCS) Certificate and Diploma.
The following global concepts guide the content within this course:
- Observation of and reflection on the self-in-action are integral to on-going practitioner development.
- Exemplary practitioners consider different hypotheses when interpreting their observations. Their conclusions are tentative, open to reflection, review and revision.
- Study and observation of skilled practitioners provide insight into roles, responsibilities and contexts of practice
- Exemplary practitioners appreciate that models of service delivery change over time as do the values associated with those models.
- Being familiar with the history of the field in both supports and services allows us to envision a better furutre for people with disabilities and those that support them. Appreciating the disciplinary lens of other professionals and para-professionals helps us understand the systems we work in
- Ethical practice is integral to exemplary practice
- Exemplary practitioners are accountable to legislative, organizational standards to protect the safety of those we serve
Methods of Instruction
F2F: Lecture, Problem-based Learning, Video, Guest Speakers, Group activities, Readings, Field Observations
Hybrid: Lecture, Problem-based Learning, Video & video lectures, Guest Speakers, Group activities, Readings, Field Observations
Online: video lectures, online readings, case studies, discussion boards, video conferencing, guest speakers
Means of Assessment
This course will conform to Douglas College policy regarding the number and weighting of evaluations:
1. Practice self-assessment of CCS knowledge, attitudes, values, and skills and support the cooperative learning of self and others
- Reflects on own knowledge, attitudes, values and skills and links personal learning evidence to program and course learning outcomes
- Identifies resources for feedback, initiates learning objectives and plans to bridge gaps and improve abilities
- Seeks out new learning resources and opportunities using a variety of quality sources
- Incorporates elements of critical thinking into decision making and problem solving
- Communicates in a respectful manner, shares group workload and encourages others as appropriate
- Attempts to work through group issues, seeking appropriate assistance when indicated
2. Describe the impact of the history of service delivery and societal attitudes on the past, present & future of people living with a disability
- Investigates the history of services for people who have a disability
- Describes a variety of service delivery models within the 4 main areas of practice, i.e. early intervention, K-12 and post secondary education, community living and supported employment
- Examines the values associated with a variety of service delivery models
- Considers the possible intended & unintended outcomes of a variety of service delivery models
3. Examine the implications of relevant legislation regarding children and adults with an intellectual disability
- Considers the implications of the parent as employer and applicable legislation
- Describes the relevant protection legislation for children and adults with an intellectual disability
- Examines the relevant provincial education policy for Individualized Education Plans for children identified as special needs within the K-12 school system
- Investigates the implications of informed decision making and relevant guardianship legislation for children and adults who have an intellectual disability
- Investigates the legislative requirements of agencies providing residential support
- Investigates the implications of other applicable legislation, e.g. Freedom of Information, Privacy Act, Medical Assistance in Dying, etc.
4. Explore practitioner roles and responsibilities and identify criteria of exemplary CCS practice within the four main CCS areas of practice
- Observes practitioners at work
- Describes a selection of current practitioner roles and responsibilities in the five main areas of practice, i.e. early intervention, K-12 and post secondary education, community living and supported employment
- Investigates existing practice barriers and opportunities
- Notes the language and labels used in practice settings
- Identifies the legal and ethical expectations of a DACS practitioner
- Describes components of exemplary practice
- Describes personal application of exemplary practice
5. Promote the health and safety of self and others at CCS practice sites
- Identifies general health and safety awareness practices
- Demonstrates basic principles of cleanliness and body mechanics
- Recognizes opportunities to enhance the wellness of self and others
- Reports significant health and safety observation occurrences and concerns
- Investigates the prevention, indicators and reporting of abuse
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.