Special EducationThe Special Education program at UBC issues the education of students with exceptionalities, such as students with visual impairments, developmental disabilities, emotional or behavioural issues, learning disabilities, gifts and talents, and these who are deaf or challenging of hearing. The special education program is designed to reflect the present expertise base, including existing and envisioned practices in educational institutions, and clearly delineated models. Curricular coherence is strengthened through faculty study and dialogue on purpose, course content material, and intended student-understanding outcomes. The program also utilizes procedures and dilemma-solving tactics indicative of the reflective educator model.

The particular option in therapist coaching was introduced in 1992. Therapists trained at the Faculty are prepared for carrying out educational responsibilities also outside the college technique in social and health care services (e.g. with persons with numerous disabilities and with adults). In this section of instruction there is far more emphasis on distinct techniques and approaches in remedial therapy and on general and specific counselling.

If you are not seeking an initial license or added endorsement, you can pursue an individually-designed system top toward a Master of Education (.) in Special Education suited to your career goals and personal interests. This option is meant for licensed teachers and unique educators in search of to extend their expertise and expertise, or other specialists planning to work with students who have disabilities in roles other than as a specific educator (e.g., recreation, community living, employment).

Intellectual giftedness is a difference in learning and can also benefit from specialised teaching strategies or diverse educational programs, but the term “special education” is generally employed to specifically indicate instruction of students with disabilities. Gifted education is handled separately.

The Special Education Program focuses its sources on the preparation of specialist practitioners who are knowledgeable in the fields of child and adolescent improvement as well as the cognitive, educational, and behavioral demands of students with disabilities. We also incorporate intensive instruction on teacher-directed instruction, active academic responding, contingent reinforcement, adapted instruction and strategy education. We firmly think the demands of students with disabilities are ideal understood from the life span perspective on their development. Professionals need to also be conscious and knowledgeable with regards to the impact of the actions of social and political institutions on the development of students with disabilities.

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