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Year Course ID Course
2024-2025 EDUC 515

Lab: Field Based Assessments and IEP Development

In 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 Needs

This 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 Needs

This 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
2026-2027 EDUC 516

Students with Diverse Cognitive Needs

This 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 517

Diverse Emotional & Behavioural Needs

The traditional inclusive education categories of behavioural needs or mental illness are examined. Included are the concerns of students with diagnoses such as anxiety and depression according to the Diagnostic and Statistical Manual for Mental Disorder Fifth Edition (DSM-5), as well as students with behaviour disorders. Also included are the behavioural concerns of students with autism, intellectual disabilities, and attentional difficulties. The British Columbia Ministry of Education criteria for designation in the Behavioural Needs or Mental Illness categories are addressed. The course includes a critical review of literature, building on students’ extant knowledge and professional experience and an examination of current best practice in the areas addressed. Classroom intervention strategies are studied and are critically evaluated.

Course Credits: 3
2026-2027 EDUC 517

Diverse Emotional & Behavioural Needs

The traditional inclusive education categories of behavioural needs or mental illness are examined. Included are the concerns of students with diagnoses such as anxiety and depression according to the Diagnostic and Statistical Manual for Mental Disorder Fifth Edition (DSM-5), as well as students with behaviour disorders. Also included are the behavioural concerns of students with autism, intellectual disabilities, and attentional difficulties. The British Columbia Ministry of Education criteria for designation in the Behavioural Needs or Mental Illness categories are addressed. The course includes a critical review of literature, building on students’ extant knowledge and professional experience and an examination of current best practice in the areas addressed. Classroom intervention strategies are studied and are critically evaluated.

Course Credits: 3
2024-2025 EDUC 517

Diverse Emotional and Behavioural Needs

The traditional inclusive education categories of behavioural needs or mental illness are examined. Included are the concerns of students with diagnoses such as anxiety and depression according to the Diagnostic and Statistical Manual for Mental Disorder Fifth Edition (DSM-5), as well as students with behaviour disorders. Also included are the behavioural concerns of students with autism, intellectual disabilities, and attentional difficulties. The British Columbia Ministry of Education criteria for designation in the Behavioural Needs or Mental Illness categories are addressed. The course includes a critical review of literature, building on students’ extant knowledge and professional experience and an examination of current best practice in the areas addressed. Classroom intervention strategies are studied and are critically evaluated.

Course Credits: 3
2024-2025 EDUC 518

Students with Diverse Sensory Needs

This course deals with students who have visual or auditory deficits, ranging from mild to profound in regard to hearing and partially sighted to blind in regard to vision. In addition to sensory components, the course addresses students with unique physical challenges and those who may have multiple disabilities or for whom the foregoing may have a cause and effect relationship to disorders of communication. Unique characteristics and learning needs of other low- incidence exceptionalities are also addressed.

Course Credits: 3
2025-2026 EDUC 518

Students with Diverse Sensory Needs

This course deals with students who have visual or auditory deficits, ranging from mild to profound in regard to hearing and partially sighted to blind in regard to vision. In addition to sensory components, the course addresses students with unique physical challenges and those who may have multiple disabilities or for whom the foregoing may have a cause and effect relationship to disorders of communication. Unique characteristics and learning needs of other low- incidence exceptionalities are also addressed.

Course Credits: 3
2026-2027 EDUC 518

Students with Diverse Sensory Needs

This course deals with students who have visual or auditory deficits, ranging from mild to profound in regard to hearing and partially sighted to blind in regard to vision. In addition to sensory components, the course addresses students with unique physical challenges and those who may have multiple disabilities or for whom the foregoing may have a cause and effect relationship to disorders of communication. Unique characteristics and learning needs of other low- incidence exceptionalities are also addressed.

Course Credits: 3
2024-2025 EDUC 519

Special Topics in Diversity

An examination of special topics or issues in diversity in education that are not considered in depth in other courses. This course is preparatory for commencement of the Knowledge Transition Project (EDUC 697).

Course Credits: 3
2025-2026 EDUC 519

Special Topics in Diversity

An examination of special topics or issues in diversity in education that are not considered in depth in other courses. This course is preparatory for commencement of the Knowledge Transition Project (EDUC 697).

Course Credits: 3
2026-2027 EDUC 519

Special Topics in Diversity

An examination of special topics or issues in diversity in education that are not considered in depth in other courses. This course is preparatory for commencement of the Knowledge Transition Project (EDUC 697).

Course Credits: 3
2024-2025 EDUC 520

K-12 English Language Teaching Methods

This is a graduate TESL course designed specifically for students wishing to work with K-12 English Language Learners. Based in a Christian worldview perspective, the focus is on historical and contemporary understandings of language, principles, techniques, and methods for diverse K-12 populations, with particular attention to understanding and facilitating learners’ capacity to effectively appropriate the language of schooling. Specific attention is given to the intersectional and interdisciplinary nature of teaching English Language learners with concepts and frameworks from associated disciplines, such as sociology, anthropology, indigenous studies, psychology, and performance disciplines, including art, music and human kinetics.

Course Credits: 3
2025-2026 EDUC 520

K-12 English Language Teaching Methods

This is a graduate TESL course designed specifically for students wishing to work with K-12 English Language Learners. Based in a Christian worldview perspective, the focus is on historical and contemporary understandings of language, principles, techniques, and methods for diverse K-12 populations, with particular attention to understanding and facilitating learners’ capacity to effectively appropriate the language of schooling. Specific attention is given to the intersectional and interdisciplinary nature of teaching English Language learners with concepts and frameworks from associated disciplines, such as sociology, anthropology, indigenous studies, psychology, and performance disciplines, including art, music and human kinetics.

Course Credits: 3
2026-2027 EDUC 520

K-12 English Language Teaching Methods

This is a graduate TESL course designed specifically for students wishing to work with K-12 English Language Learners. Based in a Christian worldview perspective, the focus is on historical and contemporary understandings of language, principles, techniques, and methods for diverse K-12 populations, with particular attention to understanding and facilitating learners’ capacity to effectively appropriate the language of schooling. Specific attention is given to the intersectional and interdisciplinary nature of teaching English Language learners with concepts and frameworks from associated disciplines, such as sociology, anthropology, indigenous studies, psychology, and performance disciplines, including art, music and human kinetics.

Course Credits: 3
2025-2026 EDUC 524

Evaluating Educational Research

This course prepares students to evaluate and critique statistics and research methods in Education, 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: 6
2026-2027 EDUC 524

Evaluating Educational Research

This course prepares students to evaluate and critique statistics and research methods in Education, 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: 6
2025-2026 EDUC 527

Educating Students with Diverse Needs

The traditional categories of Emotional Disorders and Behaviour Disorders (ED/BD) are examined. Included are the ED/BD concerns of students with DSM 5 diagnoses such as AD/HD, anxiety, and depression, as well as the ED/BD concerns of students with autism, intellectual disabilities and those identified with behavioural concerns. The course includes a critical review of literature, building on students’ extant knowledge and professional experience and an examination of current best practice in the areas addressed. Classroom intervention strategies are studied and critically evaluated.

Course Credits: 6
2026-2027 EDUC 527

Educating Students with Diverse Needs

The traditional categories of Emotional Disorders and Behaviour Disorders (ED/BD) are examined. Included are the ED/BD concerns of students with DSM 5 diagnoses such as AD/HD, anxiety, and depression, as well as the ED/BD concerns of students with autism, intellectual disabilities and those identified with behavioural concerns. The course includes a critical review of literature, building on students’ extant knowledge and professional experience and an examination of current best practice in the areas addressed. Classroom intervention strategies are studied and critically evaluated.

Course Credits: 6
2025-2026 EDUC 529

Indigeneity & the Diverse Classroom

An examination of indigenous culture, worldview, and issues of diversity in education. The course includes a critical review of current social, economic, political, and ethical issues affecting indigenous and diverse classrooms. Understanding and integrating Indigenous epistemologies, pedagogical approaches, and learning resources, are necessary for diverse classrooms.

Course Credits: 6
2026-2027 EDUC 529

Indigeneity & the Diverse Classroom

An examination of indigenous culture, worldview, and issues of diversity in education. The course includes a critical review of current social, economic, political, and ethical issues affecting indigenous and diverse classrooms. Understanding and integrating Indigenous epistemologies, pedagogical approaches, and learning resources, are necessary for diverse classrooms.

Course Credits: 6
2025-2026 EDUC 530

Language Learning in the Classroom

An examination of K-12 English Language Learners within the diverse classroom. The course focuses on understandings of language, principles, techniques, and methods for diverse K-12 populations, with particular attention to understanding and facilitating learners’ capacity to effectively appropriate the language of schooling.

Course Credits: 6
2026-2027 EDUC 530

Language Learning in the Classroom

An examination of K-12 English Language Learners within the diverse classroom. The course focuses on understandings of language, principles, techniques, and methods for diverse K-12 populations, with particular attention to understanding and facilitating learners’ capacity to effectively appropriate the language of schooling.

Course Credits: 6
2025-2026 EDUC 534

Assessment of Diverse Students

This course covers the practical understanding and use of assessment devices and techniques for a diverse classroom. Students discuss issues about assessment and learn to read and understand assessment reports for diverse learners.

Course Credits: 6
2026-2027 EDUC 534

Assessment of Diverse Students

This course covers the practical understanding and use of assessment devices and techniques for a diverse classroom. Students discuss issues about assessment and learn to read and understand assessment reports for diverse learners.

Course Credits: 6
2024-2025 EDUC 599

Ethical Issues in Diversity

This course serves as the capstone course in the Master of Arts in Educational Studies - Inclusive Education program. It reviews the current state of the field and addresses numerous ethical and moral issues such as the inherent value of life and of euthanasia. In addition, social role valorization is explored in the context of persons with special learning needs as well as related issues of diversity in culture and gender.

Course Credits: 3
2025-2026 EDUC 599

Ethical Issues in Diversity

This course serves as the capstone course in the Master of Arts in Educational Studies - Inclusive Education program. It reviews the current state of the field and addresses numerous ethical and moral issues such as the inherent value of life and of euthanasia. In addition, social role valorization is explored in the context of persons with special learning needs as well as related issues of diversity in culture and gender.

Course Credits: 3
2026-2027 EDUC 599

Ethical Issues in Diversity

This course serves as the capstone course in the Master of Arts in Educational Studies - Inclusive Education program. It reviews the current state of the field and addresses numerous ethical and moral issues such as the inherent value of life and of euthanasia. In addition, social role valorization is explored in the context of persons with special learning needs as well as related issues of diversity in culture and gender.

Course Credits: 3
2024-2025 EDUC 601

Research Design

This seminar-style course provides training in quantitative, qualitative, and mixed-methods designs for conducting research in social sciences. It is an advanced level course that assumes competencies in statistics and social scientific research. Students are exposed to the methods and stages of basic research, applied research, and program evaluation. An emphasis is placed on educating students to critically reflect on the methods themselves - their philosophical underpinnings, promises and limitations. This course is designed to be interactive and entails a mix of lectures, discussion and classroom activity.

Course Credits: 3
2025-2026 EDUC 601

Research Design

This seminar-style course provides training in quantitative, qualitative, and mixed-methods designs for conducting research in social sciences. It is an advanced level course that assumes competencies in statistics and social scientific research. Students are exposed to the methods and stages of basic research, applied research, and program evaluation. An emphasis is placed on educating students to critically reflect on the methods themselves - their philosophical underpinnings, promises and limitations. This course is designed to be interactive and entails a mix of lectures, discussion and classroom activity.

Course Credits: 3
2026-2027 EDUC 601

Research Design

This seminar-style course provides training in quantitative, qualitative, and mixed-methods designs for conducting research in social sciences. It is an advanced level course that assumes competencies in statistics and social scientific research. Students are exposed to the methods and stages of basic research, applied research, and program evaluation. An emphasis is placed on educating students to critically reflect on the methods themselves - their philosophical underpinnings, promises and limitations. This course is designed to be interactive and entails a mix of lectures, discussion and classroom activity.

Course Credits: 3
2024-2025 EDUC 602

Advanced Statistics

This course is an examination of common parametric and non-parametric statistical techniques used in psychology education and other social sciences research, and principles of accurate application and interpretation of those techniques (e.g., effect size; power; sample size; implications of violations of test assumptions). Topics focus on multiple regression, different models of analysis of variance and covariance, and also include categorical data analysis, meta- analysis, and an introduction to interpretation of multivariate statistics. An emphasis is placed on applied data analysis and accurate conceptualization, rather than statistical theory.

Course Credits: 3
2025-2026 EDUC 602

Advanced Statistics

This course is an examination of common parametric and non-parametric statistical techniques used in psychology education and other social sciences research, and principles of accurate application and interpretation of those techniques (e.g., effect size; power; sample size; implications of violations of test assumptions). Topics focus on multiple regression, different models of analysis of variance and covariance, and also include categorical data analysis, meta- analysis, and an introduction to interpretation of multivariate statistics. An emphasis is placed on applied data analysis and accurate conceptualization, rather than statistical theory.

Course Credits: 3
2026-2027 EDUC 602

Advanced Statistics

This course is an examination of common parametric and non-parametric statistical techniques used in psychology education and other social sciences research, and principles of accurate application and interpretation of those techniques (e.g., effect size; power; sample size; implications of violations of test assumptions). Topics focus on multiple regression, different models of analysis of variance and covariance, and also include categorical data analysis, meta- analysis, and an introduction to interpretation of multivariate statistics. An emphasis is placed on applied data analysis and accurate conceptualization, rather than statistical theory.

Course Credits: 3
2024-2025 EDUC 603

Comprehensive Exam

Every non-thesis student in the MA in Educational Studies - Inclusive Education program is required to write a comprehensive examination. The comprehensive is a take-home written exam of 72 hours duration, typically scheduled from a Friday to a Monday. The exam consists of questions from the coursework integrating the professional practice of supporting diverse learners in education within case scenarios, and questions addressing the ethical and legal practice of the profession. Students co-create the exam syllabus from the beginning of the program so they can prepare for the exam as they complete the program requirements.

Course Credits: 3
Prerequisite(s): All course work must be completed before the comprehensive exam is written.
2025-2026 EDUC 603

Comprehensive Exam

Every non-thesis student in the MA in Educational Studies - Inclusive Education program is required to write a comprehensive examination. The comprehensive is a take-home written exam of 72 hours duration, typically scheduled from a Friday to a Monday. The exam consists of questions from the coursework integrating the professional practice of supporting diverse learners in education within case scenarios, and questions addressing the ethical and legal practice of the profession. Students co-create the exam syllabus from the beginning of the program so they can prepare for the exam as they complete the program requirements.

Course Credits: 3
2026-2027 EDUC 603

Comprehensive Exam

Every non-thesis student in the MA in Educational Studies - Inclusive Education program is required to write a comprehensive examination. The comprehensive is a take-home written exam of 72 hours duration, typically scheduled from a Friday to a Monday. The exam consists of questions from the coursework integrating the professional practice of supporting diverse learners in education within case scenarios, and questions addressing the ethical and legal practice of the profession. Students co-create the exam syllabus from the beginning of the program so they can prepare for the exam as they complete the program requirements.

Course Credits: 3
Prerequisite(s): All course work must be completed before the comprehensive exam is written.
2024-2025 EDUC 690

Major Project

A major project examines an applied issue from a leadership perspective and, preferably, from the participant's place of employment. The paper focuses on a combination of course content and on a quality presentation of content.

Course Credits: 4, 5
2025-2026 EDUC 690

Major Project

A major project examines an applied issue from a leadership perspective and, preferably, from the participant's place of employment. The paper focuses on a combination of course content and on a quality presentation of content.

Course Credits: 4, 5
2026-2027 EDUC 690

Major Project

A major project examines an applied issue from a leadership perspective and, preferably, from the participant's place of employment. The paper focuses on a combination of course content and on a quality presentation of content.

Course Credits: 4, 5
2024-2025 EDUC 697

Major Project

The major project is a synthesis of research, theory, and practice. Students work under the supervision of an approved supervisor to design, implement and evaluate a project related to their professional field of interest. Such projects may involve an analysis of current educational policy, development of a curriculum product, or an in- depth analysis of extant literature on a particular topic related to the course of study. The main focus of the project is the integration of research and theoretical and practice perspectives to a particular practice, focus or problem.

Course Credits: 3
Prerequisite(s): EDUC 601, 603, and 599 or permission.
2025-2026 EDUC 697

Major Project

The major project is a synthesis of research, theory, and practice. Students work under the supervision of an approved supervisor to design, implement and evaluate a project related to their professional field of interest. Such projects may involve an analysis of current educational policy, development of a curriculum product, or an in- depth analysis of extant literature on a particular topic related to the course of study. The main focus of the project is the integration of research and theoretical and practice perspectives to a particular practice, focus or problem.

Course Credits: 3
2026-2027 EDUC 697

Major Project

The major project is a synthesis of research, theory, and practice. Students work under the supervision of an approved supervisor to design, implement and evaluate a project related to their professional field of interest. Such projects may involve an analysis of current educational policy, development of a curriculum product, or an in- depth analysis of extant literature on a particular topic related to the course of study. The main focus of the project is the integration of research and theoretical and practice perspectives to a particular practice, focus or problem.

Course Credits: 3
Prerequisite(s): EDUC 601, 603, and 599 or instructor's consent
2024-2025 EDUC 698

Thesis I

Students are required to complete a thesis (6 sem. hrs.) that passes an examiner external to the University with expertise in the particular area of the thesis. The thesis must be defended orally before an examination committee. Students may choose their area of research with help from the program director and other faculty. This may occur at any time after their first semester in the program.

Course Credits: 3
Prerequisite(s): EDUC 601, (602), and permission
2025-2026 EDUC 698

Thesis I

Students are required to complete a thesis (6 sem. hrs.) that passes an examiner external to the University with expertise in the particular area of the thesis. The thesis must be defended orally before an examination committee. Students may choose their area of research with help from the program director and other faculty. This may occur at any time after their first semester in the program.

Course Credits: 3
2026-2027 EDUC 698

Thesis I

Students are required to complete a thesis (6 sem. hrs.) that passes an examiner external to the University with expertise in the particular area of the thesis. The thesis must be defended orally before an examination committee. Students may choose their area of research with help from the program director and other faculty. This may occur at any time after their first semester in the program.

Course Credits: 3
Prerequisite(s): EDUC 601, (602), and instructor's consent
2024-2025 EDUC 699

Thesis II

Students are required to complete a thesis (6 sem. hrs.) that passes an examiner external to the University with expertise in the particular area of the thesis. The thesis must be defended orally before an examination committee. This is the second phase of the thesis project. Students may choose their area of research with help from the program director and other faculty. This choice may occur at any time after their first semester in the program.

Course Credits: 3
Prerequisite(s): EDUC 601, 602, 698, and permission.
2025-2026 EDUC 699

Thesis II

Students are required to complete a thesis (6 sem. hrs.) that passes an examiner external to the University with expertise in the particular area of the thesis. The thesis must be defended orally before an examination committee. This is the second phase of the thesis project. Students may choose their area of research with help from the program director and other faculty. This choice may occur at any time after their first semester in the program.

Course Credits: 3
2026-2027 EDUC 699

Thesis II

Students are required to complete a thesis (6 sem. hrs.) that passes an examiner external to the University with expertise in the particular area of the thesis. The thesis must be defended orally before an examination committee. This is the second phase of the thesis project. Students may choose their area of research with help from the program director and other faculty. This choice may occur at any time after their first semester in the program.

Course Credits: 3
Prerequisite(s): EDUC 601, 602, 698, and instructor's consent