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 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.

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.

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.

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.).

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 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 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.

A 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.

A 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.