| Year | Course ID | Course |
|---|---|---|
| 2024-2025 | EDUC 455 | Curriculum and Pedagogy: K-7 Language ArtsAn overview of the development of language and literacy in children and the teaching of language arts in the elementary school including topics such as: the nature of the reading and writing process; becoming members of a literature culture; and components and organization of effective reading and writing programs. The course will be guided by the assumption that literature, literacy, and faith intersect in powerful, personal ways. Course Credits: 3
Prerequisite(s): EDUC 321, and a minimum 90 semester hours
|
| 2025-2026 | EDUC 455 | Curriculum and Pedagogy: K-7 Language ArtsAn overview of the development of language and literacy in children and the teaching of language arts in the elementary school including topics such as: the nature of the reading and writing process; becoming members of a literature culture; and components and organization of effective reading and writing programs. The course will be guided by the assumption that literature, literacy, and faith intersect in powerful, personal ways. Course Credits: 3
Prerequisite(s): EDUC 321, and a minimum 90 semester hours
|
| 2024-2025 | EDUC 456 | Curriculum and Pedagogy: K-7 MathematicsThe components of an effective elementary school mathematics program: goals of mathematics teaching and learning, recent curriculum trends, function and use of instructional materials, teaching strategies and learning activities, problem solving strategies and skills, and evaluation procedures. This course is part of the PYP (Professional Year Program) Course Credits: 2
Prerequisite(s): Acceptance into the Professional Year Program.
EDUC 451, EDUC 452
|
| 2025-2026 | EDUC 456 | Curriculum and Pedagogy: K-7 MathematicsThe components of an effective elementary school mathematics program: goals of mathematics teaching and learning, recent curriculum trends, function and use of instructional materials, teaching strategies and learning activities, problem solving strategies and skills, and evaluation procedures. This course is part of the PYP (Professional Year Program) Course Credits: 2
Prerequisite(s): Acceptance into the Professional Year Program.
EDUC 451, EDUC 452
|
| 2024-2025 | EDUC 457 | Curriculum and Pedagogy: K-7 Social StudiesA survey and evaluation of recent trends, teaching strategies, learning approaches, and resources in elementary and middle social studies. Participants engage in constructing their own understanding of the rationales, goals, and strategies appropriate for social studies instruction. Additionally, course participants practice selecting and analyzing current social studies resources and instructional methods, and design and create effective and engaging teaching materials. This course is part of the PYP (Professional Year Program) Course Credits: 2
Prerequisite(s): EDUC 451 and 452; acceptance into the Professional Year Program.
|
| 2025-2026 | EDUC 457 | Curriculum and Pedagogy: K-7 Social StudiesA survey and evaluation of recent trends, teaching strategies, learning approaches, and resources in elementary and middle social studies. Participants engage in constructing their own understanding of the rationales, goals, and strategies appropriate for social studies instruction. Additionally, course participants practice selecting and analyzing current social studies resources and instructional methods, and design and create effective and engaging teaching materials. This course is part of the PYP (Professional Year Program) Course Credits: 2
Prerequisite(s): EDUC 451 and 452; acceptance into the Professional Year Program.
|
| 2024-2025 | EDUC 458 | Curriculum and Pedagogy: K-7 ScienceA survey of research in science education, goals of science education; current curricula and resources; planning an elementary-level program; children's science learning; teaching strategies for diverse learners; teaching for inquiry and critical thinking; planning and implementing hands-on activities. Course Credits: 2
Prerequisite(s): EDUC 451 and 452; acceptance into the Professional Year Program.
|
| 2025-2026 | EDUC 458 | Curriculum and Pedagogy: K-7 ScienceA survey of research in science education, goals of science education; current curricula and resources; planning an elementary-level program; children's science learning; teaching strategies for diverse learners; teaching for inquiry and critical thinking; planning and implementing hands-on activities. Course Credits: 2
Prerequisite(s): EDUC 451 and 452; acceptance into the Professional Year Program.
|
| 2024-2025 | EDUC 459 | Curriculum and Pedagogy: Strategies for Teaching Reading and Writing at the Primary LevelAn extension of EDUC 455 as applied to the primary grades (K-2), especially with respect to developing reading and writing proficiency. Theories and models of reading and writing processes. Diagnosing individual strengths and weaknesses in reading and writing development. Planning, organizing, implementing, and assessing a balanced literacy program. Evaluating and choosing resources. Developing learning activities. Course Credits: 1
Prerequisite(s): EDUC 455; acceptance into the Professional Year Program.
EDUC 451, EDUC 452
|
| 2025-2026 | EDUC 459 | Curriculum and Pedagogy: Strategies for Teaching Reading and Writing at the Primary LevelAn extension of EDUC 455 as applied to the primary grades (K-2), especially with respect to developing reading and writing proficiency. Theories and models of reading and writing processes. Diagnosing individual strengths and weaknesses in reading and writing development. Planning, organizing, implementing, and assessing a balanced literacy program. Evaluating and choosing resources. Developing learning activities. Course Credits: 1
Prerequisite(s): EDUC 455; acceptance into the Professional Year Program.
EDUC 451, EDUC 452
|
| 2024-2025 | EDUC 460 | Curriculum and Pedagogy: Strategies for Teaching Reading and Writing at the Intermediate LevelAn extension of EDUC 455 as applied to the intermediate and middle grades (3-8), especially with respect to developing reading and writing proficiency and the study of literature. Models and practices of reading and writing instruction are introduced and explored. The role of text structure and grammar are examined. Selecting and teaching a range of genres, especially works written for older children, are included. Planning, organizing, implementing, developing, and assessing a balanced language arts program that targets writing acquisition and reading/writing connections are stressed. This course is part of the PYP (Professional Year Program) Course Credits: 1
Prerequisite(s): EDUC 455; acceptance into the Professional Year Program.
EDUC 451, EDUC 452
|
| 2025-2026 | EDUC 460 | Curriculum and Pedagogy: Strategies for Teaching Reading and Writing at the Intermediate LevelAn extension of EDUC 455 as applied to the intermediate and middle grades (3-8), especially with respect to developing reading and writing proficiency and the study of literature. Models and practices of reading and writing instruction are introduced and explored. The role of text structure and grammar are examined. Selecting and teaching a range of genres, especially works written for older children, are included. Planning, organizing, implementing, developing, and assessing a balanced language arts program that targets writing acquisition and reading/writing connections are stressed. This course is part of the PYP (Professional Year Program) Course Credits: 1
Prerequisite(s): EDUC 455; acceptance into the Professional Year Program.
EDUC 451, EDUC 452
|
| 2024-2025 | EDUC 465 | Teaching and Learning in Secondary SchoolThe nature of learning and appropriate teaching strategies for students in high schools. Current trends and recent research as a basis for learning and teaching strategies, for organizing and planning curriculum, and for structuring classrooms and schools. Specific topics include characteristics of 14- to 18-year-olds and the implications for learning; curriculum integration; building student-teacher, teacher-parent, and student-student partnerships; evaluation and assessment; personal and career planning; and evidence-informed practice in the senior years. Course Credits: 3
Prerequisite(s): EDUC 321; and a minimum 90 semester hours.
|
| 2025-2026 | EDUC 465 | Teaching and Learning in Secondary SchoolThe nature of learning and appropriate teaching strategies for students in high schools. Current trends and recent research as a basis for learning and teaching strategies, for organizing and planning curriculum, and for structuring classrooms and schools. Specific topics include characteristics of 14- to 18-year-olds and the implications for learning; curriculum integration; building student-teacher, teacher-parent, and student-student partnerships; evaluation and assessment; personal and career planning; and evidence-informed practice in the senior years. Course Credits: 3
Prerequisite(s): EDUC 321; and a minimum 90 semester hours.
|
| 2024-2025 | EDUC 468 | Curriculum and Pedagogy: Teaching French as a Second LanguageThis course facilitates teachers and pre-service teachers to teach French as an additional language. It is designed to integrate theory and application in order to enhance successful additional language learning. Special attention is given to teaching French in Grades K-7, but higher class levels are also addressed. Course Credits: 2
Prerequisite(s): Teacher Certification or EDUC 321.
NB: Offered in May on Saturdays so it is available to practicing teachers.
|
| 2025-2026 | EDUC 468 | Curriculum and Pedagogy: Teaching French as a Second LanguageThis course facilitates teachers and pre-service teachers to teach French as an additional language. It is designed to integrate theory and application in order to enhance successful additional language learning. Special attention is given to teaching French in Grades K-7, but higher class levels are also addressed. Course Credits: 2
Prerequisite(s): Teacher Certification or EDUC 321.
NB: Offered in May on Saturdays so it is available to practicing teachers.
|
| 2024-2025 | EDUC 471 | Curriculum and Pedagogy: An Introduction to Teaching the Humanities Grades 8-12An overview of curriculum organization and principles of teaching and learning in Social Studies and English at the secondary level. The connection with the Humanities is understood as a key ingredient in Education, but so is the integration of the Humanities in all other subjects in the curriculum. The course is guided by the view that the areas of the Humanities and faith intersect in powerful and personal ways. All Professional Year secondary students are required to take EDUC 471. This course is part of the PYP (Professional Year Program) Course Credits: 2
Prerequisite(s): EDUC 465, acceptance into the Professional Year Program.
EDUC 451, EDUC 452
|
| 2025-2026 | EDUC 471 | Curriculum and Pedagogy: An Introduction to Teaching the Humanities Grades 8-12An overview of curriculum organization and principles of teaching and learning in Social Studies and English at the secondary level. The connection with the Humanities is understood as a key ingredient in Education, but so is the integration of the Humanities in all other subjects in the curriculum. The course is guided by the view that the areas of the Humanities and faith intersect in powerful and personal ways. All Professional Year secondary students are required to take EDUC 471. This course is part of the PYP (Professional Year Program) Course Credits: 2
Prerequisite(s): EDUC 465, acceptance into the Professional Year Program.
EDUC 451, EDUC 452
|
| 2024-2025 | EDUC 472 | Curriculum and Pedagogy: An Introduction to Teaching the Natural and Mathematical Sciences Grades 8-12Curriculum organization and principles of teaching the natural and mathematical sciences; developing a basic understanding of the aims, content and pedagogy in secondary math and science; evaluation of selected science and math resources; developing curriculum, instruction and assessment for a unit plan; promotion of science literacy and numeracy (math literacy); teaching strategies for diverse learners; teaching for inquiry, problem-based learning, critical thinking and responsible citizenship. All Professional Year secondary students are required to take EDUC 472. This course is part of the PYP (Professional Year Program) Course Credits: 2
Prerequisite(s): Acceptance into the Professional Year Program
EDUC 451, EDUC 452
|
| 2025-2026 | EDUC 472 | Curriculum and Pedagogy: An Introduction to Teaching the Natural and Mathematical Sciences Grades 8-12Curriculum organization and principles of teaching the natural and mathematical sciences; developing a basic understanding of the aims, content and pedagogy in secondary math and science; evaluation of selected science and math resources; developing curriculum, instruction and assessment for a unit plan; promotion of science literacy and numeracy (math literacy); teaching strategies for diverse learners; teaching for inquiry, problem-based learning, critical thinking and responsible citizenship. All Professional Year secondary students are required to take EDUC 472. This course is part of the PYP (Professional Year Program) Course Credits: 2
Prerequisite(s): Acceptance into the Professional Year Program
EDUC 451, EDUC 452
|
| 2024-2025 | EDUC 475 | Advanced Teaching and Learning Praxis in Major Teachable Subject Grades 8-12A mentorship by master teachers in the field in a student's main area of secondary subject specialization. Students use a guide and assignment rubrics to research effective teaching and learning strategies in their main subject area. They discuss their findings with their subject mentor and, possibly, other teachers in the school. Students also attend seminars with the course coordinator, and present an overview and evaluation of their findings in a culminating session. This course is part of the PYP (Professional Year Program) Course Credits: 3
Prerequisite(s): EDUC 451, 452 and 465; acceptance into the Professional Year Program.
|
| 2025-2026 | EDUC 475 | Advanced Teaching and Learning Praxis in Major Teachable Subject Grades 8-12A mentorship by master teachers in the field in a student's main area of secondary subject specialization. Students use a guide and assignment rubrics to research effective teaching and learning strategies in their main subject area. They discuss their findings with their subject mentor and, possibly, other teachers in the school. Students also attend seminars with the course coordinator, and present an overview and evaluation of their findings in a culminating session. This course is part of the PYP (Professional Year Program) Course Credits: 3
Prerequisite(s): EDUC 451, 452 and 465; acceptance into the Professional Year Program.
|
| 2024-2025 | EDUC 490 | Special Topics and Issues in EducationAn examination of special topics or issues in education that are not considered in depth in other education courses. Requests are processed through the Dean's office. Course Credits: 3
Prerequisite(s): Minimum 90 semester hours.
NB: Not offered every year. See the Dean of Education
|
| 2025-2026 | EDUC 490 | Special Topics and Issues in EducationAn examination of special topics or issues in education that are not considered in depth in other education courses. Requests are processed through the Dean's office. Course Credits: 3
Prerequisite(s): Minimum 90 semester hours.
NB: Not offered every year. See the Dean of Education
|
| 2024-2025 | EDUC 495 | Critical Issues, Values and Class ManagementA consideration and analysis of selected critical concerns in education that link and interact with broad issues in culture and society. The course emphasizes how Christian conceptions of justice, leadership and discipline affect approaches to educational issues, including controversial issues, the implications of legal decisions, classroom organization and technology in the classroom. This course examines leadership approaches and models appropriate to the K-12 classroom. A range of discipline approaches and models are introduced, discussed and critiqued. The nature of issues and problems confronting children and youth today are examined in order to gain an understanding of classroom life. Course Credits: 3
Prerequisite(s): EDUC 321, minimum 90 semester hours, and a minimum 2.70 GPA.
|
| 2025-2026 | EDUC 495 | Critical Issues, Values and Class ManagementA consideration and analysis of selected critical concerns in education that link and interact with broad issues in culture and society. The course emphasizes how Christian conceptions of justice, leadership and discipline affect approaches to educational issues, including controversial issues, the implications of legal decisions, classroom organization and technology in the classroom. This course examines leadership approaches and models appropriate to the K-12 classroom. A range of discipline approaches and models are introduced, discussed and critiqued. The nature of issues and problems confronting children and youth today are examined in order to gain an understanding of classroom life. Course Credits: 3
Prerequisite(s): EDUC 321, minimum 90 semester hours, and a minimum 2.70 GPA.
|
| 2024-2025 | EDUC 496 | Indigenous Perspective in EducationA study of Indigenous culture and worldview, the history of Indigenous education in Canada, current social, economic, political, and ethical issues affecting Indigenous education, and the current structure and status of Indigenous education in British Columbia, with an emphasis on indigenous language preservation and education. Understanding and integrating Indigenous learning, epistemologies and pedagogical approaches, literature and learning resources is the key focus of inquiry, supporting the consideration of teaching and learning in diverse classrooms that include Indigenous students, as well as, teaching and learning in Indigenous schools. Course Credits: 3
Prerequisite(s): EDUC 321, minimum 90 semester hours, and a minimum 2.70 GPA. (3,0)
|
| 2025-2026 | EDUC 496 | Indigenous Perspective in EducationA study of Indigenous culture and worldview, the history of Indigenous education in Canada, current social, economic, political, and ethical issues affecting Indigenous education, and the current structure and status of Indigenous education in British Columbia, with an emphasis on indigenous language preservation and education. Understanding and integrating Indigenous learning, epistemologies and pedagogical approaches, literature and learning resources is the key focus of inquiry, supporting the consideration of teaching and learning in diverse classrooms that include Indigenous students, as well as, teaching and learning in Indigenous schools. Course Credits: 3
Prerequisite(s): EDUC 321, minimum 90 semester hours, and a minimum 2.70 GPA. (3,0)
|
| 2025-2026 | EDUC 501 | Foundations in TESOL IThis course is designed to equip participants with an understanding of foundational aspects of Teaching English to Speakers of Other Languages (TESOL), including key areas of linguistics, second language acquisition, and learner differences, as well as a consideration of worldview assumptions implied by various theoretical frameworks. Attention is also given to bilingualism and multilingualism as well as contexts of learning such as English as a Second or Additional Language (ESL/EAL), English as a Foreign Language (EFL) and English for purposes of International Communication (EPIC) to develop an awareness of TESOL as a holistic and contextually embedded endeavour. Course Credits: 2
Prerequisite(s): BA degree; IELTS 7.5 with no band less than 7 if English is not first language.
|
| 2025-2026 | EDUC 502 | Essentials of Practice in TESOLThis course explores key elements of effective teaching in TESOL contexts. Topics include lesson planning, classroom interaction, task design, and strategic use of texts along with types of feedback and error correction. The course also includes attention to external standards such as the Common European Framework (CEFR) and Canadian Language Benchmarks (CLB). Students will interact with varied teaching and learning materials, develop classroom management skills, and consider the implication of worldview perspectives for classroom practices. The course aims to equip future TESOL educators with practical knowledge and skills for creating effective and engaging classroom experiences. Course Credits: 2
Prerequisite(s): EDUC 501.
|
| 2025-2026 | EDUC 503 | Cross-cultural Interaction in TESOLThis course focuses on building cross-cultural awareness, strategies, and skills to relate to others and work effectively in culturally diverse situations. As part of this process, participants complete the research-based Cultural Intelligence (CQ) assessment and engage in debriefing. Class interaction includes applications of CQ insights to professionalism in a variety of TESOL contexts such as unilingual and multilingual classes, K-12 settings, tutoring, international schools, universities, and classes in business and corporate environments. Consideration is also given to the role of personal strengths and faith/spiritual values in navigating cultural differences. This course is designed to facilitate effective cross-cultural communication and professionalism. Course Credits: 1
Prerequisite(s): EDUC 501, 502.
|
| 2024-2025 | EDUC 504 | Evaluating Statistics and ResearchThis course prepares students to evaluate and critique statistics and research methods in Education and Counselling Psychology, including learning about the use and misuse of basic quantitative and qualitative analytical techniques in research and in program evaluation. The course also introduces ethical issues in research and conducting critical reviews of the literature. Course Credits: 3
|
| 2025-2026 | EDUC 504 | Evaluating Statistics and ResearchThis course prepares students to evaluate and critique statistics and research methods in Education and Counselling Psychology, including learning about the use and misuse of basic quantitative and qualitative analytical techniques in research and in program evaluation. The course also introduces ethical issues in research and conducting critical reviews of the literature. Course Credits: 3
|
| 2025-2026 | EDUC 505 | Understanding & Teaching GrammarThis course explores grammar as a foundation for meaning and examines its role in achieving broader communication goals. It provides guidance on instructional strategies, effective pedagogy, and assessment techniques to help language teachers meet diverse learner needs. Participants will engage in micro-teaching sessions across various proficiency levels to apply their knowledge in practical ways and develop skills to teach grammar effectively in diverse classroom environments. Course Credits: 1
Prerequisite(s): EDUC 501, 502.
|
| 2025-2026 | EDUC 506 | Teaching Reading, Writing & VocabularyThis course focuses on effective strategies for selecting and presenting vocabulary as well as developing reading and writing skills. It provides an overview of beginner, fluent, and extensive reading practices, along with an overview of practices to support beginner writing, fluent writing and process writing. Students will engage in micro-teaching sessions across various proficiency levels. The course aims to equip participants with the tools and techniques necessary to develop learners' literacy skills in diverse educational settings. Course Credits: 2
Prerequisite(s): EDUC 501, 502.
|
| 2025-2026 | EDUC 507 | Teaching Listening & SpeakingThis course focuses on developing essential skills in listening comprehension, speaking, and pronunciation. It covers listening activities using various texts and tasks, addresses speaking goals and challenges, and explores basic features of effective speaking activities. It also addresses fundamental elements of pronunciation and effective instructional techniques. Participants will engage in microteaching sessions across various proficiency levels and first language backgrounds to apply their knowledge. The course aims to equip participants with the tools and strategies needed to develop learners' oral communication skills in diverse classroom settings. Course Credits: 2
Prerequisite(s): EDUC 501, 502.
|
| 2025-2026 | EDUC 508 | Methodologies in TESOLThis course provides an overview of foundational and contemporary language teaching methodologies. Along with early methods, it explores frameworks such as communicative language teaching (CLT), content-based instruction (CBI), the Sheltered Instruction Observation Protocol (SIOP), and task-based language instruction, comparing them across a set of guiding questions and principles. The course equips participants with awareness and understanding of choices available to support language learning in different ways for different purposes while also inviting participants to consider (mis)alignments with their thinking to facilitate awareness of their own beliefs about teaching and learning. Course Credits: 2
Prerequisite(s): EDUC 501, 502.
|
| 2025-2026 | EDUC 509 | Digital Literacy & Technology in TESOLThis course explores the integration of digital literacies and technologies in language learning settings. It covers the use of digital tools in the classroom, focusing on teaching various aspects of language through technology. It also addresses the unique challenges of online teaching and learning along with strategies for effectiveness. The course aims to equip participants with the skills and knowledge necessary to leverage digital technologies for enhanced teaching and learning experiences in both physical and virtual classrooms. Course Credits: 1
Prerequisite(s): EDUC 501, 502.
|
| 2025-2026 | EDUC 510 | Practicum in TESOL I: K-12This practicum option provides an immersive experience teaching English in an international K-12 setting. The course begins with an introduction to the culture of the host country and an overview of the practicum structure which includes 10 hours of classroom observation, 4 hours of teaching assistance, and 20 hours of direct teaching. Before departure, participants attend a preparation session focused on understanding and navigating the transition to their new teaching environment. Throughout the practicum, they participate in monthly online professional development seminars and coaching sessions designed to provide ongoing support and facilitate success in their practicum setting. Course Credits: 2
Prerequisite(s): EDUC 502, 503, 505, 506, 507, 508, 509.
|
| 2025-2026 | EDUC 511 | Practicum in TESOL I: AdultsThis practicum option provides an opportunity to teach adult language learners in Canada, with placements typically occurring in community-based LINC classrooms. The course begins with a 10-hour Canadian Language Benchmarks (CLB) Bootcamp and introduction to Portfolio-based Language Assessment (PBLA), laying the foundation for specialization in these key areas of LINC programs. The practicum consists of 15 hours of observations, 2 hours of teaching assistance, and 10 hours of teaching. Students will also participate in 3 hours of online professional development seminars to support their work with adult learners in TESOL settings in Canada. Course Credits: 2
Prerequisite(s): EDUC 502, 503, 505, 506, 507, 508, 509.
|
| 2024-2025 | EDUC 512 | Strategies for the Exceptional ChildThis course builds upon the information presented in introductory courses to inclusive education. It is intended for pre-professional education students, professional teachers, and those in psychology, social services, and nursing, and is designed to provide information and strategies for: assessing the needs of students, developing intervention techniques, and utilizing the resources of various professionals to meet the diverse needs of exceptional students and exceptional families. Enrolment in this class includes a practicum in a special needs setting. Course Credits: 3
|
| 2025-2026 | EDUC 512 | Strategies for the Exceptional ChildThis course builds upon the information presented in introductory courses to inclusive education. It is intended for pre-professional education students, professional teachers, and those in psychology, social services, and nursing, and is designed to provide information and strategies for: assessing the needs of students, developing intervention techniques, and utilizing the resources of various professionals to meet the diverse needs of exceptional students and exceptional families. Enrolment in this class includes a practicum in a special needs setting. Course Credits: 3
|
| 2024-2025 | EDUC 513 | Current Issues and the Exceptional ChildThis is the foundational course that covers current trends and issues which transcend any particular category of diversity. In particular, the course critically examines the current educational practice of full inclusion and lays the foundation for critically evaluating how content of subsequent courses might lead to more inclusive learning communities. This is the introductory course that brings together each new cohort in the master's program and so one important focus is the establishment of a cooperative learning community. This course also lays the groundwork for future work toward either a major project or thesis by introducing the basic elements of each as they relate to this program. Course Credits: 3
|
| 2025-2026 | EDUC 513 | Current Issues and the Exceptional ChildThis is the foundational course that covers current trends and issues which transcend any particular category of diversity. In particular, the course critically examines the current educational practice of full inclusion and lays the foundation for critically evaluating how content of subsequent courses might lead to more inclusive learning communities. This is the introductory course that brings together each new cohort in the master's program and so one important focus is the establishment of a cooperative learning community. This course also lays the groundwork for future work toward either a major project or thesis by introducing the basic elements of each as they relate to this program. Course Credits: 3
|
| 2024-2025 | EDUC 514 | Assessment of Students with Learning Needs - Level B AssessmentThe understanding, administration, scoring and interpretation of Level B (APA) tests for students with special learning needs, including tests of word reading, passage comprehension, arithmetic, spelling, and receptive vocabulary. This course covers the practical understanding and use of assessment devices and techniques. Students discuss recent litigation issues about assessment and learn to read and understand Level C reports (school psychologists, speech-language pathologists, etc.). Course Credits: 3
|
| 2025-2026 | EDUC 514 | Assessment of Students with Learning Needs - Level B AssessmentThe understanding, administration, scoring and interpretation of Level B (APA) tests for students with special learning needs, including tests of word reading, passage comprehension, arithmetic, spelling, and receptive vocabulary. This course covers the practical understanding and use of assessment devices and techniques. Students discuss recent litigation issues about assessment and learn to read and understand Level C reports (school psychologists, speech-language pathologists, etc.). Course Credits: 3
|
| 2024-2025 | EDUC 515 | Lab: Field Based Assessments and IEP DevelopmentIn the authentic ecology of their professional placements, students focus on students with exceptional learning needs and apply the principles of assessment learned in the previous course segment to gather assessment data of various forms, including basic achievement and diagnostic tests. Based on these assessments (including formal tests as appropriate) students then apply the data in developing model Individualized Education Plans (IEPs). As members of the cooperative student cohort, students vet these data and plans among peers in the course. Course Credits: 2
|
| 2025-2026 | EDUC 515 | Lab: Field Based Assessments and IEP DevelopmentIn the authentic ecology of their professional placements, students focus on students with exceptional learning needs and apply the principles of assessment learned in the previous course segment to gather assessment data of various forms, including basic achievement and diagnostic tests. Based on these assessments (including formal tests as appropriate) students then apply the data in developing model Individualized Education Plans (IEPs). As members of the cooperative student cohort, students vet these data and plans among peers in the course. Course Credits: 2
|
| 2024-2025 | EDUC 516 | Students with Diverse Cognitive NeedsThis course builds upon the information presented in introductory courses to inclusive education and, in conjunction with other courses in the program, examines in depth the unique learning characteristics and needs of persons who are on either end of the continuum of cognitive abilities, and those with at least average intellectual ability but who demonstrate learning disabilities. Also examined is the evolving discourse on neurodiversity and the challenges of students who fit the evolving description of those on the Autism Spectrum of Disorders (ASD) or Pervasive Developmental Disability Not Otherwise Specified (PDD-NOS). Given the wide range of challenges (behavioural, communication, social) they are critically examined in other courses; it is intended that there be continuity and overlap in the content of the various courses in the overall program. Course Credits: 3
|
| 2025-2026 | EDUC 516 | Students with Diverse Cognitive NeedsThis course builds upon the information presented in introductory courses to inclusive education and, in conjunction with other courses in the program, examines in depth the unique learning characteristics and needs of persons who are on either end of the continuum of cognitive abilities, and those with at least average intellectual ability but who demonstrate learning disabilities. Also examined is the evolving discourse on neurodiversity and the challenges of students who fit the evolving description of those on the Autism Spectrum of Disorders (ASD) or Pervasive Developmental Disability Not Otherwise Specified (PDD-NOS). Given the wide range of challenges (behavioural, communication, social) they are critically examined in other courses; it is intended that there be continuity and overlap in the content of the various courses in the overall program. Course Credits: 3
|
How can we help?
Frequently Searched Items
-
ADMISSIONS
-
PROGRAMS
-
RESOURCES
Return to Academic Calendar