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Supports for Children & Youth with Disabilities

Course Code: DACS 2421
Faculty: Child, Family & Community Studies
Department: Disability & Community Studies
Credits: 3.0
Semester: 2 to 15 weeks
Learning Format: Lecture, Online, Partially Online
Typically Offered: TBD. Contact Department Chair for more info.
course overview

This course examines early intervention and inclusive school systems and evaluates current models of support for children and youth with disabilities. Students will examine different school and community supports and services using a quality of life framework.

Course Content

 The following global ideas guide the design and delivery of this course:

  1. The field of supporting people with disabilities has moved towards an inclusive, support-based service delivery system.  
  2. 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. 
  3. There are differences between natural and traditional service settings.
  4. There is a full array of services and supports available.

Methods of Instruction

  • Lecture
  • Case Studies
  • Problem-based learning
  • Reading groups
  • Discussion Forum / Blogs

Means of Assessment

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
  • Portfolio

Learning Outcomes

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 prerequisites




curriculum guidelines

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.

course schedule and availability
course transferability

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.