Bachelor of Education

Education

Courses

Vancouver Island University offers two teacher Education degree programs, leading to a Bachelor of Education. These programs are approved by the Teacher Regulation Branch (TRB) at the B.C. Ministry of Education.


Note: For all Seminar and Field Experience courses (EDFE courses), students will be denied access to or withdrawn from the practicum placement if their preparation for their teaching assignment is considered unsatisfactory by the Dean.

Course offerings vary from year to year. Check Generate a Timetable for available course offerings.

EDEL 500  (3)  Early Learning in BC

An examination of issues relative to teaching early learners in British Columbia with a focus on developmentally appropriate experiences and environments. It will include an overview of the foundational theories pertaining to developing early learning and primary practice. (3:0:0)

Prerequisite: BC Teaching Certificate.

EDEL 501  (3)  Full Day Kindergarten

This course will examine issues related to teaching in a Full Day Kindergarten classroom in British Columbia. It will include an overview of the foundational theories pertaining to developing the Kindergarten environment, curriculum and assessment. (3:0:0)

Prerequisite: BC Teachers Certificate.

EDEL 502  (3)  Applying Interventions for Vulnerable Children in a Play-Based Kindergarten Classroom

An examination of issues related to interventions for vulnerable children by using the Early Development Instrument recommended by Human Early Learning Partnership. Students will develop an understanding of reading challenges; an ability to assess, track, and teach literacy skills in Kindergarten; and a capacity to design an active classroom where interventions are inclusionary. (3:0:0)

Prerequisite: Bachelor of Education.

EDEL 503  (3)  Applying Interventions for Vulnerable Children In a Play-based Classroom: Level 2

This course is the second in a series which will examine issues related to applying interventions for children who enter Kindergarten and appear to be vulnerable in the five domains identified by the EDI (Early Development Instrument). Students will develop detailed plans for addressing these vulnerabilities within the Kindergarten classroom. (8:0:0 for 6 weeks)

Prerequisite: Bachelor of Education and either EDEL 502 or permission of the instructor.

EDEL 504  (3)  Emotional Learning: Self-Regulation and Motivation for Learning

The course will examine positive learning environments for kindergarten children with emphasis on social and emotional learning, including the relationships among parents, teachers, community, and children, and how these components of the learning environment lead to later academic success. Research results available in print and on-line will support these explorations. (8:0:0 for 6 weeks)

Prerequisite: Bachelor of Education.

EDFE 411  (3)  Field Experience I (Ends Jun 2017)

Field experience placement in a self-contained elementary classroom for a minimum of 25 full days. Regular seminars are a component of this course. (0:1:0 —150)

Prerequisite: Good standing (min. "C+" average) in year four of the B.Ed. program or permission of the instructor.

EDFE 411  (3)  Field Experience I (Ends Oct 2017)

Consists of up to 25 days in school. Placement is in combination with the Principles of Teaching and Learning course and provides an opportunity to reflect on observations of teaching and learning, examine issues related to lesson planning, teaching and schooling, as well as some direct teaching opportunities. (0:1:0 —150)

Prerequisite: Good standing (min. "C+" average) in year four of the B.Ed. program or permission of the instructor.

EDFE 411  (3)  Field Experience I (Effective Oct 2017)

Consists of up to 25 days in school. Placement is in combination with the Principles of Teaching and Learning course and provides an opportunity to reflect on observations of teaching and learning, examine issues related to lesson planning, teaching and schooling, as well as some direct teaching opportunities. (0:1:0 —150)

Prerequisite: Good standing (min. "C+" ) in each previous B.Ed. program course or permission of the instructor.

EDFE 421  (3)  Field Experience II (Ends Jun 2017)

Field experience placement in a self-contained elementary classroom for a minimum of 25 full days. Regular seminars are a component of this course. (0:1:0 —150)

Prerequisite: Good standing (min. "C+" average) in year four of the B.Ed. program or permission of the instructor.

EDFE 421  (3)  Field Experience II (Ends Oct 2017)

Consists of up to 40 days in schools. Placement is arranged by the Field Experience office. The April-May portion of the placement provides an opportunity to implement lesson planning, teach in self-contained classrooms and reflect on lessons taught. At least 3 consecutive weeks will be at a 90% teaching load. (0:1:0 —150)

Prerequisite: Good standing (min. "C+" average) in year four of the B.Ed. program or permission of the instructor.

EDFE 421  (3)  Field Experience II (Effective Oct 2017)

Consists of up to 40 days in schools. Placement is arranged by the Field Experience office. The April-May portion of the placement provides an opportunity to implement lesson planning, teach in self-contained classrooms and reflect on lessons taught. At least 3 consecutive weeks will be at a 90% teaching load. (0:1:0 —150)

Prerequisite: Good standing (min. "C+") in each previous B.Ed. program course or permission of the instructor.

EDFE 511  (3)  Field Experience III (Ends Oct 2017)

Field experience placement in a self-contained elementary classroom for a minimum of 25 full days. Regular seminars are a component of this course. (0:1:0 —150)

Prerequisite: Good standing (min. "C+" average) in year five of the B.Ed. program or permission of the instructor.

EDFE 511  (3)  Field Experience III (Effective Oct 2017)

Field experience placement in a self-contained elementary classroom for a minimum of 25 full days. Regular seminars are a component of this course. (0:1:0 —150)

Prerequisite: Good standing (min. "C+") in each previous B.Ed. program course or permission of the instructor.

EDFE 515  (2)  Field Experience: Post Baccalaureate Initial Practicum (Ends Jun 2017)

Consists of up to 25 days working in the schools. Field experience placement is arranged by the Field Experience office. Regular seminars provide an opportunity to examine issues related to the planning, teaching, reflection on observations and teaching of lessons. (0:1:0 —150)

Prerequisite: Good standing (min. "C+" average) in year five of the Post Bacc. program or permission of the instructor.

EDFE 515  (2)  Field Experience: Post Baccalaureate Initial Practicum (Ends Oct 2017)

Consists of up to 25 days in school. Placement is in combination with the Principles of Teaching and Learning course and provides an opportunity to reflect on observations of teaching and learning, examine issues related to lesson planning, teaching and schooling, as well as some direct teaching opportunities. (0:1:0 —150)

Prerequisite: Good standing (min. "C+" average) in year five of the Post Bacc. program or permission of the instructor.

EDFE 515  (2)  Field Experience: Post Baccalaureate Initial Practicum (Effective Oct 2017)

Consists of up to 25 days in school. Placement is in combination with the Principles of Teaching and Learning course and provides an opportunity to reflect on observations of teaching and learning, examine issues related to lesson planning, teaching and schooling, as well as some direct teaching opportunities. (0:1:0 —150)

Prerequisite: Good standing (min. "C+") in each previous Post Bacc. program course or permission of the instructor.

EDFE 520  (3)  Field Experience: Post Baccalaureate Spring Practicum (Ends Jun 2017)

Consists of up to 40 days of work in schools. Placement is arranged by the Field Experience office. The April-May practicum consists of a 1-week phase-in with a 90% teaching assignment for the final 3 weeks. (0:1:0 —120)

Prerequisite: Good standing (min. "C+" average) in year five of the Post Bacc. program or permission of the instructor.

EDFE 520  (3)  Field Experience: Post Baccalaureate Spring Practicum (Ends Oct 2017)

Consists of up to 40 days in schools. Placement is arranged by the Field Experience office. The April-May portion of the placement provides an opportunity to implement lesson planning, teach in self-contained classrooms and reflect on lessons taught. At least 3 consecutive weeks will be at a 90% teaching load. (0:1:0 —120)

Prerequisite: Good standing (min. "C+" average) in year five of the Post Bacc. program or permission of the instructor.

EDFE 520  (3)  Field Experience: Post Baccalaureate Spring Practicum (Effective Oct 2017)

Consists of up to 40 days in schools. Placement is arranged by the Field Experience office. The April-May portion of the placement provides an opportunity to implement lesson planning, teach in self-contained classrooms and reflect on lessons taught. At least 3 consecutive weeks will be at a 90% teaching load. (0:1:0 —120)

Prerequisite: Good standing (min. "C+") in each previous Post Bacc. program course or permission of the instructor.

EDFE 521  (5)  Field Experience IV (Ends Oct 2017)

A summative major practicum. EDFE 521 may be attempted only once. (0:0:0 —240 for 8 weeks)

Prerequisite: Good standing (min. "C+" average) in year five of the B.Ed. program or permission of the instructor.

EDFE 521  (5)  Field Experience IV (Effective Oct 2017)

A summative major practicum. EDFE 521 may be attempted only once. (0:0:0 —240 for 8 weeks)

Prerequisite: Good standing (min. "C+") in each previous B.Ed. program course or permission of the instructor.

EDFE 610  (5)  Field Experience: Post Baccalaureate Final Practicum (Ends Oct 2017)

A summative major practicum. EDFE 610 may be attempted only once. (0:0:0 —240 for 8 weeks)

Prerequisite: Good standing (min. "C+" average) in year six of the Post Bacc. program or permission of the instructor.

EDFE 610  (5)  Field Experience: Post Baccalaureate Final Practicum

A summative major practicum. EDFE 610 may be attempted only once. (0:0:0 —240 for 8 weeks)

Prerequisite: Good standing (min. "C+") in each previous Post Bacc. program course or permission of the instructor.

EDFE 611  (3)  Field Experience: Special Practicum

This practicum is designed for individuals previously certified as teachers. It consists of two weeks of in school pre-assessment and documented planning approved by a supervisor. The final six weeks include a one-week phase in period to 100% teaching responsibilities for the remainder of the practicum. Available only when an acceptable placement can be arranged. (0:0:0 —210 for 8 weeks)

Prerequisite: Permission of Department.

EDFE 612  (3)  Field Experience: Final Practicum Seminar

An examination of personal and professional requirements for successful teaching. Students must demonstrate an understanding of and capacity for the teaching responsibilities required for a final practicum. The seminar is designed, but not limited to, supporting a second attempt at a final practicum and includes an exit presentation. (0:7:0 for 6 weeks)

Prerequisite: Min. "C+" grade point average on all Education courses completed since admission to the Teacher Education program and permission of Department.

EDFE 613  (3)  Field Experience: Final Special Practicum II

A summative practicum representing a second attempt at the final practicum. Where possible, the level/type of placement requested by student teachers will be accommodated. There is an eight-week practicum period requiring the student teacher to assume approximately 100% teacher responsibility. EDFE 613 may be attempted once. (0:0:0 —180 for 8 weeks)

Prerequisite: Min. "C+" grade point average on all Education courses completed since admission to the Teacher Education program and permission of Department.

EDPB 501  (3)  Introduction to the Visual Arts in Education (Ends Oct 2017)

An introduction to the nature and content of the visual arts in education. Includes active participation in artistic processes and instructional strategies relating to arts education. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year five of the Post Bacc. program or permission of the instructor.

EDPB 501  (3)  Introduction to the Visual Arts in Education (Effective Oct 2017)

An introduction to the nature and content of the visual arts in education. Includes active participation in artistic processes and instructional strategies relating to arts education. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous Post Bacc. program course or permission of the instructor.

EDPB 503  (3)  Child and Youth Development: Educational Implications (Ends Oct 2017)

An exploration of theories of cognitive, social, emotional, and physical development from early childhood through to adolescence, within the context of creating healthy and productive learning environments for all students. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year five of the Post Bacc. program or permission of the instructor.

EDPB 503  (3)  Child and Youth Development: Educational Implications (Effective Oct 2017)

An exploration of theories of cognitive, social, emotional, and physical development from early childhood through to adolescence, within the context of creating healthy and productive learning environments for all students. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous Post Bacc. program course or permission of the instructor.

EDPB 505  (3)  Methods: Language Arts/English Parts I & II (Ends Oct 2017)

An introduction and study of the theory, curriculum, and methods in Language Arts/English with an emphasis on selection and application of materials and resources for the teaching of reading and oral and written expression. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year five of the Post Bacc. program or permission of the instructor.

EDPB 505  (3)  Methods: Language Arts/English Parts I & II (Effective Oct 2017)

An introduction and study of the theory, curriculum, and methods in Language Arts/English with an emphasis on selection and application of materials and resources for the teaching of reading and oral and written expression. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous Post Bacc. program course or permission of the instructor.

EDPB 506  (3)  Mathematics Methods (Ends Oct 2017)

An introduction to and overview of mathematics curriculum and instructional methodology. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year five of the Post Bacc. program or permission of the instructor.

EDPB 506  (3)  Mathematics Methods (Effective Oct 2017)

An introduction to and overview of mathematics curriculum and instructional methodology. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous Post Bacc. program course or permission of the instructor.

EDPB 507  (3)  Science Methods (Ends Oct 2017)

An introduction to science curriculum and instruction. The focus is on critical analysis of foundational issues, effective planning, experiencing methods of instruction, selection and adaptation of learning resources, and "hands-on" teaching experiences. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year five of the Post Bacc. program or permission of the instructor.

EDPB 507  (3)  Science Methods (Effective Oct 2017)

An introduction to science curriculum and instruction. The focus is on critical analysis of foundational issues, effective planning, experiencing methods of instruction, selection and adaptation of learning resources, and "hands-on" teaching experiences. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous Post Bacc. program course or permission of the instructor.

EDPB 508  (3)  Social Studies Methods (Ends Oct 2017)

An introduction to social studies curriculum and instruction. The focus is on dealing with issues related to equity in our society (e.g. multiculturalism, racism, gender) developing a global perspective and incorporating skills of critical thinking and cooperative learning in planning for social studies instruction. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year five of the Post Bacc. program or permission of the instructor.

EDPB 508  (3)  Social Studies Methods (Effective Oct 2017)

An introduction to social studies curriculum and instruction. The focus is on dealing with issues related to equity in our society (e.g. multiculturalism, racism, gender) developing a global perspective and incorporating skills of critical thinking and cooperative learning in planning for social studies instruction. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous Post Bacc. program course or permission of the instructor.

EDPB 509  (3)  Physical Education Methods (Ends Oct 2017)

Introduction to methodology for teaching developmentally appropriate physical activities. Organization and management of physical education and principles of motor learning, growth and development as a basis for program/activity planning are investigated. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year five of the Post Bacc. program or permission of the instructor.

EDPB 509  (3)  Physical Education Methods (Effective Oct 2017)

Introduction to methodology for teaching developmentally appropriate physical activities. Organization and management of physical education and principles of motor learning, growth and development as a basis for program/activity planning are investigated. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous Post Bacc. program course or permission of the instructor.

EDPB 512  (3)  Secondary Teaching Specialties (Ends Oct 2017)

Students will inquire into "promising practices" in their specialty area and explore pedagogical tensions and possibilities related to their teaching practice. Students will engage in research, collaboration, discussion, and critical reflection with the aim of further developing their expertise about teaching, learning, and literacy at the secondary level. EDPB 512 was formerly called EDTE 523; credit will not be granted for both courses. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year five of the Post Bacc. program or permission of the instructor.

EDPB 512  (3)  Secondary Teaching Specialties (Effective Oct 2017)

Students will inquire into "promising practices" in their specialty area and explore pedagogical tensions and possibilities related to their teaching practice. Students will engage in research, collaboration, discussion, and critical reflection with the aim of further developing their expertise about teaching, learning, and literacy at the secondary level. EDPB 512 was formerly called EDTE 523; credit will not be granted for both courses. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous Post Bacc. program course or permission of the instructor.

EDPB 513  (3)  Principles of Teaching & Learning I (Ends Oct 2017)

Introduction to principles and instructional strategies related to planning for and managing an effective learning environment. EDPB 513 was formerly called EDPB 511; credit will not be granted for both courses. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year five of the Post Bacc. program or permission of the instructor.

EDPB 513  (3)  Principles of Teaching & Learning I (Effective Oct 2017)

Introduction to principles and instructional strategies related to planning for and managing an effective learning environment. EDPB 513 was formerly called EDPB 511; credit will not be granted for both courses. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous Post Bacc. program course or permission of the instructor.

EDPB 514  (3)  Principles of Teaching & Learning II (Ends Oct 2017)

A continuation of Principles of Teaching & Learning I, with further investigation of principles and instructional strategies related to planning for and managing an effective learning environment. EDPB 514 was formerly called EDPB 511; credit will not be granted for both courses. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year five of the Post Bacc. program or permission of the instructor.

EDPB 514  (3)  Principles of Teaching & Learning II (Effective Oct 2017)

A continuation of Principles of Teaching & Learning I, with further investigation of principles and instructional strategies related to planning for and managing an effective learning environment. EDPB 514 was formerly called EDPB 511; credit will not be granted for both courses. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous Post Bacc. program course or permission of the instructor.

EDPB 530  (2)  Instructional Design: Application of Educational Technology, Part I (Ends Oct 2017)

Introduction to pedagogical perspectives for integrating technology into teaching and learning. A technology-rich course modeling intensive technology integration; may include use of gamification principles, social media, blended learning, online learning, BYOD, and other up-to-date pedagogical strategies. Student ePortfolio will be created. A laptop with a current operating system is highly recommended. EDPB 530 was formerly called EDTE 611; credit will not be granted for both courses. (0:0:2)

Prerequisite: Good standing (min. "C+" average) in year five of the Post Bacc. program or permission of the instructor.

EDPB 530  (2)  Instructional Design: Application of Educational Technology, Part I (Effective Oct 2017)

Introduction to pedagogical perspectives for integrating technology into teaching and learning. A technology-rich course modeling intensive technology integration; may include use of gamification principles, social media, blended learning, online learning, BYOD, and other up-to-date pedagogical strategies. Student ePortfolio will be created. A laptop with a current operating system is highly recommended. EDPB 530 was formerly called EDTE 611; credit will not be granted for both courses. (0:0:2)

Prerequisite: Good standing (min. "C+") in each previous Post Bacc. program course or permission of the instructor.

EDPB 531  (2)  Instructional Design: Application of Educational Technology, Part II (Ends Oct 2017)

This course continues the process begun in EDPB 531. EDPB 531 was formerly called EDTE 611; credit will not be granted for both courses. (0:0:2)

Prerequisite: Good standing (min. "C+" average) in year five of the Post Bacc. program or permission of the instructor.

EDPB 531  (2)  Instructional Design: Application of Educational Technology, Part II (Effective Oct 2017)

This course continues the process begun in EDPB 531. EDPB 531 was formerly called EDTE 611; credit will not be granted for both courses. (0:0:2)

Prerequisite: Good standing (min. "C+") in each previous Post Bacc. program course or permission of the instructor.

EDPB 600  (3)  Planning and Professional Development: E-Portfolio (Ends Oct 2017)

Reflection on planning issues relevant to the final practicum placement. Links theory and course work with the practical consideration of planning for the specific teaching/learning situation. As well, students present their self-directed personal and professional development via electronic portfolio upon successful completion of the final practicum. EDPB 600 was formerly called EDTE 610; credit will not be granted for both courses. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year six of the Post Bacc. program or permission of the instructor.

EDPB 600  (3)  Planning and Professional Development: E-Portfolio (Effective Oct 2017)

Reflection on planning issues relevant to the final practicum placement. Links theory and course work with the practical consideration of planning for the specific teaching/learning situation. As well, students present their self-directed personal and professional development via electronic portfolio upon successful completion of the final practicum. EDPB 600 was formerly called EDTE 610; credit will not be granted for both courses. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous Post Bacc. program course or permission of the instructor.

EDPB 614  (3)  The Inclusive Classroom: Social Justice Issues in the Classroom (Ends Oct 2017)

An exposé of social justice issues in an educational context. Students will acquire initial understanding of the complex nature of discrimination, including its different manifestations in recent and contemporary society. Students are required to develop appropriate anti-oppression teaching strategies and material. EDPB 614 was formerly called EDTE 614; credit will not be granted for both courses. (6:0:0 for 6 weeks)

Prerequisite: Good standing (min. "C+" average) in year six of the Post Bacc. program or permission of the instructor.

EDPB 614  (3)  The Inclusive Classroom: Social Justice Issues in the Classroom (Effective Oct 2017)

An exposé of social justice issues in an educational context. Students will acquire initial understanding of the complex nature of discrimination, including its different manifestations in recent and contemporary society. Students are required to develop appropriate anti-oppression teaching strategies and material. EDPB 614 was formerly called EDTE 614; credit will not be granted for both courses. (6:0:0 for 6 weeks)

Prerequisite: Good standing (min. "C+") in each previous Post Bacc. program course or permission of the instructor.

EDPD 582  (3)  Special Topics: Investigation of Practice

An overview of the principles, processes, strategies and resources for differentiating instruction to support the diverse student needs in today's classrooms. The course will provide an opportunity for students to explore a variety of strategies and to develop practical plans for implementation. (45:0:0 for 1 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 583  (3)  Social, Emotional and Behavioural Needs: Foundations and Exemplary Practices

Exploration of issues regarding students with behavioural challenges. This course will include an investigation of critical issues related to supporting students with social, emotional and behavioural needs, as well as a survey of best practice models. EDPD 583 was formerly called EDPD 581; credit will not be granted for both courses. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty Post Degree Diploma program and/or permission of the instructor.

EDPD 584  (3)  Assistive Technology: Foundations & Exemplary Practices

New pedagogical perspectives for engaging teaching and learning of students with exceptionalities using assistive technology will be explored. The students will develop strategies for the application of educational and assistive technologies, as well as the technical skills required to be confident in the design and application of custom, technology-enhanced curriculum. EDPD 584 was formerly called EDPD 581; credit will not be granted for both courses. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty Post Degree Diploma program and/or permission of the instructor.

EDPD 585  (3)  Collaborative Planning for Student Success

Students will engage in an exploration of communication and interpersonal skills needed to positively interact in emotional situations. These skills support problem solving, conflict resolution, and collaborative planning required to support teams working with special needs students. Roles and responsibilities of team members will also be explored. EDPD 585 was formerly called EDPD 582; credit will not be granted for both courses. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 586  (3)  Gifted Learners: Investigation of Practice

An overview of the characteristics and needs of gifted learners. Best practices are discussed within a model for planning an effective educational program. Teaching strategies encompassing the essential components of a supportive program are explored. Participants will develop a student plan and practice strategies beneficial for gifted learners. EDPD 586 was formerly called EDPD 582; credit will not be granted for both courses. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 587  (6)  Developing Functional Curricula: Investigation of Practice

An overview of the characteristics and needs of low incidence learners. Best practices and a range of teaching strategies that encompass the essential components of a supportive program are presented. Participants will develop a student plan and practice strategies known to be beneficial for those requiring a modified curriculum. (18:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 588  (3)  Fetal Alcohol Spectrum Disorders: Investigation of Practice

An overview of the characteristics and needs of students with FASD. Best practices and a range of teaching strategies that encompass the essential components of a supportive program are presented. Participants will develop a student plan and practice strategies known to be beneficial for students with FASD. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 589  (3)  Autism Spectrum Disorders: Investigation of Practice

An overview of the characteristics and needs of students with ASDs. Best practices and a range of teaching strategies that encompass the essential components of a supportive program are presented. Participants will develop a student plan and practice strategies known to be beneficial for students with ASD. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 590  (3)  Conference Related Special Project

A variable content course focusing on the design, implementation and analysis of an application in the curricular area or specialty under study. Full attendance of a workshop/conference or presentation on a topic related to special education is required and must be pre-approved by faculty supervisor prior to attending. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 591  (3)  Literacy/Numeracy: Foundations & Exemplary Practices

A survey of foundations and exemplary practices in literacy and numeracy development for students with learning exceptionalities. An exploration of best practice in the areas of math and reading in special education, as well as learning theories and strategies that best match the needs of students with exceptional learning profiles. EDPD 591 was formerly called EDPD 581; credit will not be granted for both courses. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 592  (6)  Norm and Criterion Referenced Assessment and Intervention

An overview of principles of norm and criterion referenced assesment, including the administration and interpretation of Level B testing and planning for interventions. EDPD 592 was formerly called EDTE 619; credit will not be granted for both courses. (7:2:0 for 20 weeks)

Prerequisite: Second year standing in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 593  (3)  Differentiating Curriculum in the Inclusive Classroom: Investigation of Practice

An overview of the principles, processes, strategies and resources for differentiating instruction to support the diverse student needs in today's classrooms. The course will provide an opportunity for students to explore a variety of strategies and to develop practical plans for implementation. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 594  (3)  Learning Disabilities: Investigation of Practice

An overview of the characteristics and needs of LD learners. Best practices are discussed within a model for planning effective educational programs. Teaching strategies encompassing the essential components of a supportive program are explored. Participants will develop a student plan and practice strategies beneficial for students with learning disabilities. (40:0:0 for 5 weeks)

Prerequisite: Admission to SETS and/or permission of the instructor.

EDTE 300  (3)  Principles of Teaching and Learning I (Ends Oct 2017)

An investigation of the foundational aspects of teaching practice. Students will examine professional qualities of an educator; the need for personal/professional growth; the importance of understanding learners and elements of classroom management, planning, and teaching; and assessment of student learning. Observation in classroom settings is a component of this course. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year three of the B.Ed. program or permission of the instructor.

EDTE 300  (3)  Principles of Teaching and Learning I (Effective Oct 2017)

An investigation of the foundational aspects of teaching practice. Students will examine professional qualities of an educator; the need for personal/professional growth; the importance of understanding learners and elements of classroom management, planning, and teaching; and assessment of student learning. Observation in classroom settings is a component of this course. (3:0:0)

Prerequisite: Min. "C+" in EDUC 202 and EDUC 203 or permission of the instructor.

EDTE 301  (3)  Principles of Teaching and Learning II (Ends Oct 2017)

A continuation of EDTE 300. Students will examine professional qualities of an educator; the need for personal/professional growth; the importance of understanding learners and elements of classroom management, planning, and teaching; and assessment of student learning. Observation in classroom settings is a component of this course. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year three of the B.Ed. program or permission of the instructor.

EDTE 301  (3)  Principles of Teaching and Learning II (Effective Oct 2017)

A continuation of EDTE 300. Students will examine professional qualities of an educator; the need for personal/professional growth; the importance of understanding learners and elements of classroom management, planning, and teaching; and assessment of student learning. Observation in classroom settings is a component of this course. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous B.Ed. program course or permission of the instructor.

EDTE 311  (3)  Human Development: Child Development and Education (Ends Oct 2017)

A study of theories of child development with a focus on understanding relationships between child development from early childhood to adolescence and principles of teaching and learning. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year three of the B.Ed. program or permission of the instructor.

EDTE 311  (3)  Principles of Teaching and Learning II (Ends Nov 2017)

A continuation of EDTE 300. Students will examine professional qualities of an educator; the need for personal/professional growth; the importance of understanding learners and elements of classroom management, planning, and teaching; and assessment of student learning. Observation in classroom settings is a component of this course. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous B.Ed. program course or permission of the instructor.

EDTE 311  (3)  Human Development: Child Development and Education (Effective Nov 2017)

A continuation of EDTE 300. Students will examine professional qualities of an educator; the need for personal/professional growth; the importance of understanding learners and elements of classroom management, planning, and teaching; and assessment of student learning. Observation in classroom settings is a component of this course. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous B.Ed. program course or permission of the instructor.

EDTE 400  (6)  Principles of Teaching and Learning III (Ends Oct 2017)

A continued investigation of the foundational aspects of teaching practice and teacher professionalism. Students will develop professional qualities; investigate educational issues; explore curriculum methodologies including classroom management; and examine and practice effective planning, teaching, and assessment of student learning. This course will be taught collaboratively from a Language Arts and Math perspective. (6:0:0)

Prerequisite: Good standing (min. "C+" average) in year four of the B.Ed. program or permission of the instructor.

EDTE 400  (6)  Principles of Teaching and Learning III (Effective Oct 2017)

A continued investigation of the foundational aspects of teaching practice and teacher professionalism. Students will develop professional qualities; investigate educational issues; explore curriculum methodologies including classroom management; and examine and practice effective planning, teaching, and assessment of student learning. This course will be taught collaboratively from a Language Arts and Math perspective. (6:0:0)

Prerequisite: Good standing (min. "C+" ) in each previous B.Ed. program course or permission of the instructor.

EDTE 401  (6)  Principles of Teaching and Learning IV (Ends Oct 2017)

A continuation of EDTE 400. Students will develop professional qualities; investigate educational issues; explore curriculum methodologies including classroom management; and examine and practice effective planning, teaching, and assessment of student learning. This course will be taught collaboratively from a Language Arts and Math perspective. (6:0:0)

Prerequisite: Good standing (min. "C+" average) in year four of the B.Ed. program or permission of the instructor.

EDTE 401  (6)  Principles of Teaching and Learning IV (Effective Oct 2017)

A continuation of EDTE 400. Students will develop professional qualities; investigate educational issues; explore curriculum methodologies including classroom management; and examine and practice effective planning, teaching, and assessment of student learning. This course will be taught collaboratively from a Language Arts and Math perspective. (6:0:0)

Prerequisite: Good standing (min. "C+") in each previous B.Ed. program course or permission of the instructor.

EDTE 417  (3)  Curriculum and Instruction: Visual Arts (Ends Oct 2017)

A study of curriculum and strategies for teaching art at the elementary level. (0:0:3)

Prerequisite: Good standing (min. "C+" average) in year four of the B.Ed. program or permission of the instructor.

EDTE 417  (3)  Curriculum and Instruction: Visual Arts (Effective Oct 2017)

A study of curriculum and strategies for teaching art at the elementary level. (0:0:3)

Prerequisite: Good standing (min. "C+") in each previous B.Ed. program course or permission of the instructor.

EDTE 419  (3)  Curriculum and Instruction: Social Studies (Ends Oct 2017)

A study of the Social Studies curriculum and instruction at the elementary level. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year five of the B.Ed. program or permission of the instructor.

EDTE 419  (3)  Curriculum and Instruction: Social Studies (Effective Oct 2017)

A study of the Social Studies curriculum and instruction at the elementary level. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous B.Ed. program course or permission of the instructor.

EDTE 425  (3)  Curriculum and Instruction: Physical Education in the Elementary School (Ends Oct 2017)

An introduction to elementary school physical education curriculum and instruction. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year four of the B.Ed. program or permission of the instructor.

EDTE 425  (3)  Curriculum and Instruction: Physical Education in the Elementary School (Effective Oct 2017)

An introduction to elementary school physical education curriculum and instruction. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous B.Ed. program course or permission of the instructor.

EDTE 427  (3)  Curriculum and Instruction: Science (Ends Oct 2017)

A study of Science curriculum and instruction at the elementary level. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year five of the B.Ed. program or permission of the instructor.

EDTE 427  (3)  Curriculum and Instruction: Science (Effective Oct 2017)

A study of Science curriculum and instruction at the elementary level. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous B.Ed. program course or permission of the instructor.

EDTE 429  (3)  Curriculum and Instruction: Performing Arts (Ends Oct 2017)

A study of curriculum and strategies for teaching drama, dance, and music at the elementary level. Credit will only be granted for one of EDPB 501 or EDTE 429. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year four of the B.Ed. program or permission of the instructor.

EDTE 429  (3)  Curriculum and Instruction: Performing Arts

A study of curriculum and strategies for teaching drama, dance, and music at the elementary level. Credit will only be granted for one of EDPB 501 or EDTE 429. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous B.Ed. program course or permission of the instructor.

EDTE 430  (3)  Issues in Aboriginal Education (Ends Oct 2017)

An exploration of the role of aboriginal education in society and the experiences of aboriginal learners at the elementary level. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year three of the B.Ed. program or permission of the instructor.

EDTE 430  (3)  Issues in Aboriginal Education

An exploration of the role of aboriginal education in society and the experiences of aboriginal learners at the elementary level. (3:0:0)

Prerequisite: Min. "C+" in EDUC 202 and EDUC 203 or permission of the instructor.

EDTE 431  (3)  Instructional Design: Application of Educational Technology (Ends Oct 2017)

An introduction to the pedagogical perspectives for teaching and learning using technology. Technical skills required for the design and use of custom, technology-enhanced curriculum are developed and applied. Topics include various strategies for the integration of educational technologies. Credit will only be granted for one of EDTE 611 or EDTE 431. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year four of the B.Ed. program or permission of the instructor.

EDTE 431  (3)  Instructional Design: Application of Educational Technology

An introduction to the pedagogical perspectives for teaching and learning using technology. Technical skills required for the design and use of custom, technology-enhanced curriculum are developed and applied. Topics include various strategies for the integration of educational technologies. Credit will only be granted for one of EDTE 611 or EDTE 431. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous B.Ed. program course or permission of the instructor.

EDTE 500  (6)  Principles of Teaching and Learning V (Ends Oct 2017)

An investigation of the foundational aspects of teaching and professionalism with a focus on connecting theory and practice. Students will exercise discernment as they make decisions about best practice in particular teaching contexts. This course will be taught collaboratively from a Science and Social Studies perspective. (6:0:0)

Prerequisite: Good standing (min. "C+" average) in year five of the B.Ed. program or permission of the instructor.

EDTE 500  (6)  Principles of Teaching and Learning V

An investigation of the foundational aspects of teaching and professionalism with a focus on connecting theory and practice. Students will exercise discernment as they make decisions about best practice in particular teaching contexts. This course will be taught collaboratively from a Science and Social Studies perspective. (6:0:0)

Prerequisite: Good standing (min. "C+") in each previous B.Ed. program course or permission of the instructor.

EDTE 501  (6)  Principles of Teaching and Learning VI (Ends Oct 2017)

A continued investigation of the foundational aspects of teaching and professionalism with a focus on connecting theory and practice. Students will exercise discernment as they make decisions about best practice in particular teaching contexts. This course will be taught collaboratively from a Science and Social Studies perspective. (6:0:0)

Prerequisite: Good standing (min. "C+" average) in year five of the B.Ed. program or permission of the instructor.

EDTE 501  (6)  Principles of Teaching and Learning VI

A continued investigation of the foundational aspects of teaching and professionalism with a focus on connecting theory and practice. Students will exercise discernment as they make decisions about best practice in particular teaching contexts. This course will be taught collaboratively from a Science and Social Studies perspective. (6:0:0)

Prerequisite: Good standing (min. "C+") in each previous B.Ed. program course or permission of the instructor.

EDTE 519  (3)  Foundations of Education in British Columbia (Ends Oct 2017)

An introduction to structure and process of the BC School System; teacher-administration relationships; emerging trends and controversial issues in school organization and practice; value problems in the profession; school law/policy and legal requirements; public and professional relationships; professional ethics. EDTE 519 was formerly called ED-B 430; credit will not be granted for both courses. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year five of the B.Ed. program or year six of the Post Bacc. program or permission of the instructor.

EDTE 519  (3)  Foundations of Education in British Columbia

An introduction to structure and process of the BC School System; teacher-administration relationships; emerging trends and controversial issues in school organization and practice; value problems in the profession; school law/policy and legal requirements; public and professional relationships; professional ethics. EDTE 519 was formerly called ED-B 430; credit will not be granted for both courses. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous B.Ed. or Post Bacc. program course or permission of the instructor.

EDTE 520  (3)  Curriculum and Instruction: Language Arts (Ends Oct 2017)

A study of Language Arts curriculum and instruction at the elementary level. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year four of the B.Ed. program or permission of the instructor.

EDTE 520  (3)  Curriculum and Instruction: Language Arts

A study of Language Arts curriculum and instruction at the elementary level. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous B.Ed. program course or permission of the instructor.

EDTE 522  (3)  Introduction to the Performing Arts in Education (Ends Oct 2017)

An introduction to the performing arts in Education. Includes an emphasis on integration of the performing arts with other curricular areas. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year five of the Post Bacc. program or permission of the instructor.

EDTE 522  (3)  Introduction to the Performing Arts in Education

An introduction to the performing arts in Education. Includes an emphasis on integration of the performing arts with other curricular areas. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous Post Bacc. program course or permission of the instructor.

EDTE 523  (3)  Methods: Language Acquisition (Ends Oct 2017)

A study of the various theories of language acquisition and their application to teaching a second language or to teaching second language learners in the classroom setting. Students are required to demonstrate competence in a language other than English to the level of a beginning (conversational) language learner. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year five of the Post Bacc. program or permission of the instructor.

EDTE 523  (3)  Methods: Language Acquisition

A study of the various theories of language acquisition and their application to teaching a second language or to teaching second language learners in the classroom setting. Students are required to demonstrate competence in a language other than English to the level of a beginning (conversational) language learner. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous Post Bacc. program course or permission of the instructor.

EDTE 530  (3)  Curriculum and Instruction: Mathematics (Ends Oct 2017)

A study of Mathematics curriculum and instruction at the elementary level. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year four of the B.Ed. program or permission of the instructor.

EDTE 530  (3)  Curriculum and Instruction: Mathematics

A study of Mathematics curriculum and instruction at the elementary level. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous B.Ed. program course or permission of the instructor.

EDTE 531  (3)  Social Justice Issues in Education (Ends Oct 2017)

An exposé of social justice issues in an educational context. Students will acquire initial understanding of the complex nature of discrimination, including its different manifestations in recent and contemporary society. Students are required to develop appropriate anti-oppression teaching strategies and material. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year five of the B.Ed. program or permission of the instructor.

EDTE 531  (3)  Social Justice Issues in Education

An exposé of social justice issues in an educational context. Students will acquire initial understanding of the complex nature of discrimination, including its different manifestations in recent and contemporary society. Students are required to develop appropriate anti-oppression teaching strategies and material. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous B.Ed. program course or permission of the instructor.

EDTE 532  (3)  Special Educational Needs in the Classroom (Ends Oct 2017)

A study of low- and high-incidence special needs in the integrated classroom at the elementary level. The course content will outline current research in the field of exceptionalities and its relationship to the goals and methods of education in BC. (0:3:0)

Prerequisite: Good standing (min. "C+" average) in year five of the B.Ed. program or permission of the instructor.

EDTE 532  (3)  Special Educational Needs in the Classroom

A study of low- and high-incidence special needs in the integrated classroom at the elementary level. The course content will outline current research in the field of exceptionalities and its relationship to the goals and methods of education in BC. (0:3:0)

Prerequisite: Good standing (min. "C+") in each previous B.Ed. program course or permission of the instructor.

EDTE 533  (3)  Curriculum and Instruction: Second Language Acquisition (Ends Oct 2017)

A study of theories of second language acquisition (SLA) and their applications to teaching a second language or to teaching second language learners at the elementary level. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year five of the B.Ed. program or permission of the instructor.

EDTE 533  (3)  Curriculum and Instruction: Second Language Acquisition

A study of theories of second language acquisition (SLA) and their applications to teaching a second language or to teaching second language learners at the elementary level. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous B.Ed. program course or permission of the instructor.

EDTE 613  (3)  Methods: Language Acquisition (Ends Jun 2017)

A study of the various theories of language acquisition and their application to teaching a second language or to teaching second language learners in the classroom setting. Students are required to demonstrate competence in a language other than English to the level of a beginning (conversational) language learner. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year five of the Post Bacc. program or permission of the instructor.

EDTE 613  (3)  Instructional Design: Evaluating and Reporting (Ends Oct 2017)

An examination of formative assessment strategies leading to summative evaluation and formal reporting. (3:0:0)

Prerequisite: Good standing (min. "C+" average) in year five of the Post Bacc. program or permission of the instructor.

EDTE 613  (3)  Instructional Design: Evaluating and Reporting

An examination of formative assessment strategies leading to summative evaluation and formal reporting. (3:0:0)

Prerequisite: Good standing (min. "C+") in each previous Post Bacc. program course or permission of the instructor.

EDTE 615  (3)  The Inclusive Classroom: The Special Needs Learner (Ends Oct 2017)

A study of low- to high-incidence special needs presented in integrated primary to secondary classrooms with an inclusive philosophy. This course includes an exploration of theories of cognitive, social and emotional development, and assessment and intervention methods that support exceptional learners. (6:0:0 for 6 weeks)

Prerequisite: Good standing (min. "C+" average) in year six of the Post Bacc. program or permission of the instructor.

EDTE 615  (3)  The Inclusive Classroom: The Special Needs Learner

A study of low- to high-incidence special needs presented in integrated primary to secondary classrooms with an inclusive philosophy. This course includes an exploration of theories of cognitive, social and emotional development, and assessment and intervention methods that support exceptional learners. (6:0:0 for 6 weeks)

Prerequisite: Good standing (min. "C+") in each previous Post Bacc. program course or permission of the instructor.

EDTE 620  (3)  An Introduction to Special Education

An exploration of issues related to teaching students with diverse needs. Topics include the learning needs of students in the low- and high- incidence ranges, the roles and responsibilities of the special education teacher, provincial policies and procedures and models to support students in inclusive classrooms. Credit will only be granted for one of EDTE 532,EDTE 615,EDTE 618 or EDTE 620. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDUC 101  (3)  Teaching: The Human Interaction (Ends Feb 2018)

An introduction to the communication and interpersonal skills necessary to positively interact in one-on-one and group settings. These skills support personal exploration, problem solving, and developing the competencies to work effectively work with children, youth, and adults. (3:0:0)

Prerequisite: None.

EDUC 101  (3)  Teaching: The Human Interaction (Effective Mar 2018)

An introduction to the communication and interpersonal skills necessary to positively interact in one-on-one and group settings. These skills support personal exploration, problem solving, and developing the competencies to work effectively with children, youth, and adults. (3:0:0)

Prerequisite: Min. "C" in English 12 or equivalent.

EDUC 113T  (3)  Pathways to Learning

Support for Aboriginal learners in their transition to academic learning. The course addresses strategic, academic, cultural, and personal challenges students may face as they begin post-secondary learning through a two-week summer institute and monthly seminars during the academic terms. (0:2:0 for 32 weeks)

Prerequisite: Grade 10 and permission of coordinator.

EDUC 201  (3)  Intro to Visual & Performing Arts for Non-Specialists (Ends Feb 2018)

An introduction to the nature and content of the arts in education. An opportunity to participate in artistic processes, to demonstrate the commonalities integral to the fine arts (art, dance, drama, music). An exploratory course for students with little or no background in the fine arts. Includes an introduction to strategies and methods relating to arts education within the classroom and to forms of artistic presentation and performance within the school setting. (0:1.5:1.5)

Prerequisite: None.

EDUC 201  (3)  Intro to Visual & Performing Arts for Non-Specialists (Effective Mar 2018)

An introduction to the nature and content of the arts in education. An opportunity to participate in artistic processes, to demonstrate the commonalities integral to the fine arts (art, dance, drama, music). An exploratory course for students with little or no background in the fine arts. Includes an introduction to strategies and methods relating to arts education within the classroom and to forms of artistic presentation and performance within the school setting. (0:1.5:1.5)

Prerequisite: Min. "C" in English 12 or equivalent.

EDUC 202  (3)  Becoming a Teacher: Understanding Professional and Educational Issues. (Ends Feb 2018)

An exploration of education and its relationship to society examining current and relevant questions such as cultural diversity, mass media, technology, societal changes, and ethical decision making. (3:0:0)

Prerequisite: None.

EDUC 202  (3)  Becoming a Teacher: Understanding Professional and Educational Issues. (Effective Mar 2018)

An exploration of education and its relationship to society examining current and relevant questions such as cultural diversity, mass media, technology, societal changes, and ethical decision making. (3:0:0)

Prerequisite: Min. "C" in English 12 or equivalent.

EDUC 203  (3)  Sustainability & Teacher Identity

This course provides a comprehensive exploration of sustainability. A holistic, experiential, and place-based approach will be applied using diverse perspectives related to sustainability, including the International Earth Charter, Traditional Ecological Knowledge(s), Western Scientific discipline(s), and other applicable theories and practices. The goal is building more just, sustainable, compassionate school communities. (3:0:0)

Prerequisite: Min. "C+" in EDUC 101 or permission of the instructor.

EDPD 582  (3)  Special Topics: Investigation of Practice

An overview of the principles, processes, strategies and resources for differentiating instruction to support the diverse student needs in today's classrooms. The course will provide an opportunity for students to explore a variety of strategies and to develop practical plans for implementation. (45:0:0 for 1 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 583  (3)  Social, Emotional and Behavioural Needs: Foundations and Exemplary Practices

Exploration of issues regarding students with behavioural challenges. This course will include an investigation of critical issues related to supporting students with social, emotional and behavioural needs, as well as a survey of best practice models. EDPD 583 was formerly called EDPD 581; credit will not be granted for both courses. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty Post Degree Diploma program and/or permission of the instructor.

EDPD 584  (3)  Assistive Technology: Foundations & Exemplary Practices

New pedagogical perspectives for engaging teaching and learning of students with exceptionalities using assistive technology will be explored. The students will develop strategies for the application of educational and assistive technologies, as well as the technical skills required to be confident in the design and application of custom, technology-enhanced curriculum. EDPD 584 was formerly called EDPD 581; credit will not be granted for both courses. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty Post Degree Diploma program and/or permission of the instructor.

EDPD 585  (3)  Collaborative Planning for Student Success

Students will engage in an exploration of communication and interpersonal skills needed to positively interact in emotional situations. These skills support problem solving, conflict resolution, and collaborative planning required to support teams working with special needs students. Roles and responsibilities of team members will also be explored. EDPD 585 was formerly called EDPD 582; credit will not be granted for both courses. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 586  (3)  Gifted Learners: Investigation of Practice

An overview of the characteristics and needs of gifted learners. Best practices are discussed within a model for planning an effective educational program. Teaching strategies encompassing the essential components of a supportive program are explored. Participants will develop a student plan and practice strategies beneficial for gifted learners. EDPD 586 was formerly called EDPD 582; credit will not be granted for both courses. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 587  (6)  Developing Functional Curricula: Investigation of Practice

An overview of the characteristics and needs of low incidence learners. Best practices and a range of teaching strategies that encompass the essential components of a supportive program are presented. Participants will develop a student plan and practice strategies known to be beneficial for those requiring a modified curriculum. (18:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 588  (3)  Fetal Alcohol Spectrum Disorders: Investigation of Practice

An overview of the characteristics and needs of students with FASD. Best practices and a range of teaching strategies that encompass the essential components of a supportive program are presented. Participants will develop a student plan and practice strategies known to be beneficial for students with FASD. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 589  (3)  Autism Spectrum Disorders: Investigation of Practice

An overview of the characteristics and needs of students with ASDs. Best practices and a range of teaching strategies that encompass the essential components of a supportive program are presented. Participants will develop a student plan and practice strategies known to be beneficial for students with ASD. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 590  (3)  Conference Related Special Project

A variable content course focusing on the design, implementation and analysis of an application in the curricular area or specialty under study. Full attendance of a workshop/conference or presentation on a topic related to special education is required and must be pre-approved by faculty supervisor prior to attending. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 591  (3)  Literacy/Numeracy: Foundations & Exemplary Practices

A survey of foundations and exemplary practices in literacy and numeracy development for students with learning exceptionalities. An exploration of best practice in the areas of math and reading in special education, as well as learning theories and strategies that best match the needs of students with exceptional learning profiles. EDPD 591 was formerly called EDPD 581; credit will not be granted for both courses. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 592  (6)  Norm and Criterion Referenced Assessment and Intervention

An overview of principles of norm and criterion referenced assesment, including the administration and interpretation of Level B testing and planning for interventions. EDPD 592 was formerly called EDTE 619; credit will not be granted for both courses. (7:2:0 for 20 weeks)

Prerequisite: Second year standing in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 593  (3)  Differentiating Curriculum in the Inclusive Classroom: Investigation of Practice

An overview of the principles, processes, strategies and resources for differentiating instruction to support the diverse student needs in today's classrooms. The course will provide an opportunity for students to explore a variety of strategies and to develop practical plans for implementation. (9:0:0 for 5 weeks)

Prerequisite: Enrolment in the Special Education Teacher Specialty (SETS) Post Degree Diploma program and/or permission of the instructor.

EDPD 594  (3)  Learning Disabilities: Investigation of Practice

An overview of the characteristics and needs of LD learners. Best practices are discussed within a model for planning effective educational programs. Teaching strategies encompassing the essential components of a supportive program are explored. Participants will develop a student plan and practice strategies beneficial for students with learning disabilities. (40:0:0 for 5 weeks)

Prerequisite: Admission to SETS and/or permission of the instructor.

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