Courses

This 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.

This 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.

This 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.

This 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.

This 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.

The 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.).

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.

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.

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.