Supports for Children & Youth with Disabilities
Overview
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.
- 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.
- There are differences between natural and traditional service settings.
- There is a full array of services and supports available.
- Lecture
- Case Studies
- Problem-based learning
- Reading groups
- Discussion Forum / Blogs
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
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
T.B.A.
Requisites
Course 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 Transfers
These are for current course guidelines only. For a full list of archived courses please see https://www.bctransferguide.ca
| Institution | Transfer details for DACS 2421 |
|---|---|
| North Island College (NIC) | NIC HSW 190 (3) |
| Simon Fraser University (SFU) | No credit |
| Thompson Rivers University (TRU) | No credit |
| Trinity Western University (TWU) | TWU PSYC 2XX (3) |
| University of British Columbia - Okanagan (UBCO) | No credit |
| University of the Fraser Valley (UFV) | UFV GE 1XX (3) |
| University of the Fraser Valley (UFV) | UFV CYC 2XX (3) |
| University of Victoria (UVIC) | No credit |
| Yukon University (YUKO) | YUKO EA 109 (3) |
Course Offerings
Winter 2025
| CRN | Days | Instructor | Status | More details |
|---|---|---|---|---|
|
CRN
16484
|
Instructor last name
Voroshina
Instructor first name
Alexandra
|
Course status
Open
|
DACS 2421 090 is an online courses for Classroom and Community Support FT Students. Available to CCS PT students with departmental approval All course activities will be asynchronous. Students will not be required to be online at specific scheduled time.