Courses

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.

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).

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.

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.

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.

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.

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.

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.

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.