Support Across the Lifespan

Curriculum guideline

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Course
CCSD 2230
Discontinued
No
Course code
CCSD 2230
Descriptive
Support Across the Lifespan
Department
Classroom & Community Support
Faculty
Applied Community Studies
Credits
3.00
Start date
Not Specified
End term
201420
PLAR
Yes
Semester length
Flexible delivery ranging over 2 to 15 weeks
Max class size
30
Contact hours
60 hours: Lecture/Practice
Method(s) of instruction
Lecture
Learning activities
  • Lecture
  • Guest speakers
  • Group discussion and exercise
Course description
This course examines inclusive school systems and evaluates current models of support for people with disabilities across the lifespan. Students will be asked to 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:

  • The field of supporting people with disabilities has moved towards an inclusive, support-based service delivery system.  Students will review what this looks like and why it has developed this way.
  • There is now recognition of the rights of all persons, regardless of diverse abilities, to participate actively in natural settings within their communities. 
  • Students will examine the difference between natural and traditional service settings.
  • Students will review the full array of services and supports available to individuals with developmental disabilities and their families across the life-span.
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
    • Describe current models of  infant development
    • Describe current models of  supported child care
    • Describe current models of life skill support
  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 upon
    • 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 service options for adults
    • Describes the current models of supported employment
    • Explores current models of post secondary school inclusion
    • Examines the variety of day program options for adults with disabilities
    • Describes the various models of supported housing
    • Describes the natural passage points in life-span development and their impact on people with disabilities and their families
    • Identifies the typical transition points across the life-span
    • Explains the unique challenges and opportunities faced by individuals with disabilities and their families during these periods of transition
    • Identifies key factors that lead to a successful transition
    • Examines how different individualized planning tools can be used to plan at transition points
Means of assessment

This course will conform to Douglas College policy regarding the number and weighting of evaluations.

  • Quiz
  • Interview
  • Portfolio
  • Term paper
Textbook materials

T.B.A.