Supports for Children & Youth with Disabilities

Curriculum guideline

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Course
DACS 2421
Discontinued
No
Course code
DACS 2421
Descriptive
Supports for Children & Youth with Disabilities
Department
Disability & Community Studies
Faculty
Applied Community Studies
Credits
3.00
Start date
End term
Not Specified
PLAR
Yes
Semester length
2 to 15 weeks
Max class size
30
Contact hours
60 hours: F2F - 2x2, 1x3 Hybrid 2x2 Online 2x2
Method(s) of instruction
Lecture
Online
Hybrid
Learning activities
  • Lecture
  • Case Studies
  • Problem-based learning
  • Reading groups
  • Discussion Forum / Blogs
Course description
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.
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
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
Textbook materials

T.B.A.

Prerequisites

None

Corequisites

None

Equivalencies

CCSD 2230

Which prerequisite

None