Classroom and Community Support Worker

This course introduces students to the theory and philosophical perspectives necessary for working with individuals who are challenged by a disabling condition. Values regarding service delivery are explored through an historical review of the disability movement and an examination of new initiatives and trends. This course also explores the impact of specific challenging conditions on the individual, the family and the service providers’ practice. Through personal reflection and research, the roots of person centred support will be explored and students will develop their own personal and professional philosophy of support work.

This course focuses on support strategies used with individuals who have disabilities. The analysis and understanding of behaviour as a means of communication is explored. Strategies are learned and practised in context to support individuals with the development of pro-social skills, life, vocational, and academic skills. An awareness of issues related to healthy sexuality and the ethics of touch are explored. Emphasis is placed on the ethics of support work and effective implementation of strategies to support individuals with disabilities to be as independent as possible.

This course explores alternative forms of communication for people with little or no speech. Non-speech communication programming is examined through review of normal and disordered language and the strengths and weaknesses of various augmentative communication systems. Communication systems studied include sign language and other manual systems, pictogram/ideogram communication and electronic systems.

Students needing a year of Introductory English may choose to take English 110/111 or English 112/114. English 112/114 focuses on reading and interpretation of literature, and is an attractive alternative to English 110/111 for students wishing to continue in the study of Arts or Humanities.

English 110: College Composition is designed to enable the student to produce clear, coherent and fully developed essays. The course covers academic writing styles, rhetorical modes, editing techniques and research practices.

Prerequisites:

A “C” or better in ENGL 12 or equivalent or LPI level 4.

This course is available via Distance Education.

Provides the student with an opportunity to examine personal goals, values and attitudes; develop and practice listening and responding skills, and become more aware of personal strengths and limitations. Designed to help gain self-understanding in order to be more effective in working with people.

An introduction to the methods, theory and practice of psychology as a science. Among others, topics will include motivation and emotion, learning and memory, biological foundations, sensation and perception. Other topics are added at the discretion of the individual instructor. Class demonstrations and activities are used to illustrate concepts. Teaching methods and resources in the course vary with the instructor.

Prerequisites:

ENGL 12 or equivalent with a grade of "C" or better or written permission of the Instructor and School Chair.

This course is available via Distance Education.

This course is designed to provide students with a variety of theoretical perspectives to understanding families. It considers the diversity of families including exploration of cultural differences, same-sex parents, single parents and blended families. The role of marriage is examined, as well as childbearing and socialization. Issues such as middle age, empty nest, aging in the family, and special concerns such as chronic illness, disability, alcoholism, violence, and poverty are introduced.

Prerequisites:

ENGL 12 or equivalent.

This course focuses on integration of children into inclusive school situations with an emphasis on guidance approaches, teaching strategies, curriculum adaptation and the interrelationship of assessment and curriculum. Child development principles provide the basis for program planning and implementation. The importance of cultural diversity and the role of the educational assistant are stressed.

Please Note: This course is under revision, see the on-line calendar for updates.

This course focuses on the need for planning, advantages and disadvantages of planning and the key elements of the planning process. The course examines how to identify and obtain information relevant to planning, formulation of long and short-term objectives, prioritization of objectives, and translation of objectives into action. Emphasis is placed on viewing planning as a dynamic process and analysis of human interaction as part of the planning process. Models for structuring positive interaction of all planning team members are reviewed.

This course is designed to introduce the essential concepts of health and wellness with emphasis on six dimensions of wellness including: emotional, intellectual, spiritual, occupational, social and physical. Students will examine health and wellness from two perspectives: from the perspective of the students' lives and also the lives of individuals with disabilities. The course will emphasize the importance of lifestyle changes being self-directed and on understanding ways in which we can support change in others and ourselves. Topics include: stress management, diet and nutrition, aging, intimacy and relationships, immunity, safety, lifestyle, developing relationships and quality of life.

This course provides an overview of the role of the Special Education Assistant and of the Community Support Worker. Codes of ethics, standards of practice, relevant policies and their application to practice are discussed as well as the practice of working as part of a multidisciplinary team. Content focuses on integration of relevant theory from other CCSW courses into practice to enhance theoretical learning. Students will develop short- and long-term professional goals and objectives and develop a professional portfolio in preparation for employment or continuing education.

This course provides students with an opportunity to work and observe in an educational or community living setting under the direction of college instructors and on-site staff. The focus of this practicum is to provide students with an opportunity to interact with children or adults with challenging conditions, to develop objective documentation skills and to observe the techniques and procedures used by on-site staff. This is a 17-day practicum beginning with two preparation days. A seminar, CCSW 179, will allow students time for integration of their work experience and peer support.

Topics include thinking and other cognitive processes, development of the individual, personality, behaviour disorders, health and social psychology. Other topics are added at the discretion of the instructor. Class demonstrations and activities are used to illustrate concepts.

Prerequisites:

PSYC 100 with a grade of "C" or better or written permission of the Instructor and School Chair.

This course is available via Distance Education.

Social issues confront us every day in our dealings with people and governments. This course will examine some of the issues and how they have developed, how they are handled politically, what services exist to meet social problems we all encounter (e.g. gender issues, First Nation issues, poverty, child abuse, alcoholism, crime, families in conflict, etc.) and what might be done to improve the human condition.

Prerequisites:

ENGL 110 or equivalent.

Practicum is an opportunity for students to demonstrate their abilities in field settings. It provides students with opportunities to learn experientially and to apply concepts from the classroom.

Practicum offers students opportunities to self-evaluate and receive feedback about their knowledge, skills, abilities and attitudes in the field of Classroom and Community Support. This is a five-week block practicum requiring twenty five practicum days (20 on-site).