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.

An 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.

A 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)

Curriculum 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.