This course provides students with an understanding of the unique needs and issues facing adults with disabilities utilizing services. Emphasis will be placed on the policy and legislation, service options, and accountability measures related to inclusive post secondary education, employment, and supports associated with aging and end of life care.
The following global ideas guide the design and delivery of this course:
- The domains of self-determination, personal development, interpersonal relations, social inclusion rights, emotional, physical and material wellbeing are necessary for quality of life and guide policy and practice.
- Ethical practice is situated in the strengths and asset-based perspective that guides individualization and personalization of supports and services at all stages throughout adult life.
- Policy and legislation provide the framework for enhancing citizenship for adults with disability, although implementation continues to challenge our society.
- Practitioners are required to utilize various accountability measures to enhance service and alternative community based options for adults across their lifespan. The use of theoretical models and practice frameworks resulting in evidence-based outcomes are essential for innovation and sustainability where resources are scarce.
- Employment is essential for economic, social and psychological wellbeing. Practitioners must develop a conceptual and practical understanding of employment supports as a critical component of adult life.
- Aging adults present unique challenges to families and their support networks. Access to information and proactive planning strategies are critical to their changing roles and responsibilities.
Methods of Instruction
- Small and large group activities
- Problem-based learning
Hybrid & Online:
- Online readings
- Case studies
- Discussion forum / Blog
- Reading groups
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:
- Job analysis
- Research project
- Case study analysis
- Discussion forum / Blog contributions
Upon successful completion of this course, the student will be able to:
1. Explore the relevant legislation, policy and funding for adults with disabilities
- Consider service outcomes from youth transition throughout adulthood across the 8 domains of the Quality of Life Framework
- Examine accountability measures utilizing the outcomes measurement framework to inform meaningful action and change
- Explore the implications of provincial, national and international legislation on service delivery, including the UNCRPD
- Describe disability benefits and their implications for employment and housing
- Examine mechanisms for adult consent and supported decision-making
2. Examine the strengths and limitations of education and community supports service options for adults
- Explore current models of inclusive post secondary education
- Examine the variety of community inclusion programs
- Describe various models of supported housing
3. Demonstrate an understanding of practices associated with employment and citizenship.
- Examine the current models of employment, including supported employment, customized employment, and self-employment.
- Examine contemporary employment support practices including assessments, job development, on-the-job training and follow-up support
- Explore community engagement strategies to facilitate and sustain community-based employment opportunities
4. Demonstrate an awareness and understanding of the needs and issues of aging adults
- Examine key transition points and the implications for families and support networks
- Articulate an understanding of issues associated with health and wellbeing, including sexual health and relationships, and active lifestyles in community
- Describe needs and issues facing aging adults and their families, with emphasis on system navigation and end-of-life care
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.