A review of typical development, and primary focus on issues of atypical development in infants and young children, including fetal alcohol syndrome, Down syndrome, cerebral palsy, autism, and vision or hearing impairments. Pass/Fail. [3-0-0]
Development of Individualized Program Plans for children with mild, moderate, and severe intellectual delays. Topics covered include the diagnostic process for determining the severity of an intellectual delay, the interpretation of diagnostic information, and how to construct appropriate educational programs for children. Credit will be granted for only one of EPSE 407 and 470J when the subject matter is of the same nature. Pass/Fail. [3-0-0]
Prerequisite: EPSE 406.
Current research and best practices on the process of assessment for students with learning difficulties. Restricted to students in the Okanagan School of Education and practicing educators. Pass/Fail. [3-0-0]
Current research and best practices in program development and planning interventions for children with learning disabilities. Restricted to students in the Okanagan School of Education and practicing educators. Pass/Fail. [3-0-0]
Prerequisite: EPSE 421.
Introduces students to the philosophy and methods of behavioural assessment and positive behavioural support with persons who engage in challenging behaviour in school and community contexts. Includes instructional and environmental strategies for preventing and responding effectively to behaviour challenges in educational contexts. Pass/Fail. [3-0-0]
Philosophy and methods of best inclusionary practices for meeting the social and emotional needs of students with complex behaviour disorders within the classroom, school context, and community. Pass/Fail. [3-0-0]
Key issues, research, and practice are examined to improve literacy achievement for primary students with a range of reading and writing difficulties. Credit will be granted for only one of EPSE 464 or LLED 464. Pass/Fail. [3-0-0]
Equivalency: LLED 464.
Key issues, research, and practice are examined to improve literacy achievement for students (intermediate and above) with a range of reading and writing difficulties. Credit will be granted for only one of EPSE 465 or LLED 465. Pass/Fail. [3-0-0]
Equivalency: LLED 465.
Research and practical issues related to numeracy will be examined with the intent of improving numeracy for diverse students with a range of difficulties in mathematics. Pass/Fail. [3-0-0]
Research and best practices will be examined with the intent of improving supportive educational programs for children within inclusive classrooms. Emphasis will be placed on developing supportive behaviour plans for children with various social and emotional needs. Pass/Fail. [3-0-0]
Focuses upon current research and practice that emphasize the inclusion of all students. Best practices in classroom management, social skill instruction, cooperative learning, and conflict resolution will be covered. Pass/Fail. [3-0-0]
The unique learning needs of children with sensory loss and motor impairments are examined. This course will cover best practices in planning individualized adaptations and modifications within an inclusive classroom setting. Pass/Fail. [3-0-0]
Course content focuses upon a single topic or competency in inclusive education (e.g., autism, gifted students, ADHD). Topics may differ in each offering to respond to new research or current needs in the field. This course may be repeated with new content. Pass/Fail. [3-0-0]
Research and practice is undertaken in classroom settings. Participants are given opportunities to work with students with diverse needs. This course may be repeated with new content. Pass/Fail. [3-0-0]
Prerequisite: All of EPSE 421, EPSE 431, EPSE 406.
Foundational literature, research, practice, and policies are examined to provide recommendations for best practice and strategies for developing inclusive classrooms. Pass/Fail. [3-0-0]
Designed to bring professionals up-to-date in recent developments in the field.