Instruction will be modified to meet the needs of the individual learner and may include:
- instructor presentations
- small group workshops
- class discussions
- teacher-directed learning
- tutorials
- individual study/reading and writing assignments
- utilization of adaptive equipment and computer programs
- visits to classes at Douglas College; “sitting in” on other classes – academic, career and upgrading
- videos/films/audio tapes
- guest speakers
- use of Library and Career Resource Centre at Douglas College
- role play
- self-awareness exercises
- field trips and on-campus visits
- Learning Skills Development
- notetaking
- organizing of notes and other materials usually required in a college course
- test-taking strategies
- memory techniques
- listening skills
- reading skills for comprehension
- communication skills
- Personal Skills Development
- time management
- stress management
- communication skills
- problem-solving for classroom and college life
- management of test anxiety
- management of emotions at an acceptable level for success in a college setting
- development of personal short-term and long-term goals
- Development of Higher Order Thinking Skills
- making inferences
- comparing and contrasting
- drawing conclusions
- summarizing
- determining the main idea
- differentiating fact and opinion
- Post-Secondary Orientation Strategies
- understanding role and function of the Assessment Centre, Counsellors, Services for Students with Disabilities, Access Aides, Registrar, Library Services
- using and making maps
- understanding teacher expectations in a post-secondary institution
- To develop study skills appropriate for success at post-secondary institutions with emphasis on those skills generally needed by adults with a head injury.
- To develop self-management skills.
- To develop higher order/critical thinking skills.
- To learn how to transfer skills learned in this program to course work in other classes at Douglas College or other post-secondary institutions.
- To familiarize students with post-secondary expectations and procedures, teacher expectations, applications, registrations and other procedures.
- To set realistic educational goals and to develop an individualized learning plan for future use by the student.
A mastery model of on-going evaluation will be used. A student will have completed the course when he/she has demonstrated through satisfactory completion of exercises and assignments that the course objectives have been achieved. Where formal tests are used, mastery will be defined as a score of 80% or more.
Progress will be monitored on a regular basis by the instructor in consultation with each student. The student will be expected to maintain regular attendance, actively participate in all classroom activities, and complete assignments as directed.