Professional Learning Series

Learning Modules

The goal of the Learning Series is to provide both introductory and ongoing professional development for new and nearly new resource teachers. The Learning Modules offer teachers an opportunity to explore relevant Special Education topics in more depth than possible at a workshop. Educators can select modules according to their interests and individual professional learning needs. The modular format allows for guided discussion of ideas between colleagues and for assignment feedback from an experienced, skilled special educator.

As with the Cornerstone Workshops, the Learning Modules do not replace post-secondary coursework in Special Education. Instead, they offer on-the-job support to guide the development of key knowledge, skills and attitudes aimed at enhancing the confidence and competence of new resource teachers in meeting the requirements of their school assignments.

Each module provides a wealth of background and current information on the selected topic. Resources include readings, audio/video webcasts, summaries of best practice strategies, resource forms, checklists, assessment, and inventory tools along with relevant website links and recommended reading lists.

Module 1 is an independent study module and participants are encouraged to engage in discourse with colleagues. Modules 2 – 7 require registration within BC school districts; approved participants will be connected with a peer cohort and facilitator for a specified period of time. Each module is planned to be completed in 3-5 hours of individual participant time. Participants will work toward topical learning outcomes through readings, audio/videocasts, reviews of resources, reflection questions for online discussion, and main activity practice assignments that are submitted to the facilitator for feedback. This feedback is not evaluative, but is intended to provide constructive comments for participants to reflect on the quality of their work and build deeper understanding of the topic.

The Learning Modules are accessed through BC school districts. Module 1 is available in the public domain (see link below) and requires no registration. Modules 2 through 7 are offered within districts as part of staff development or professional development opportunities. Contact the Special Education department for module offerings and registration information. The Learning Module lessons and resource materials can be viewed in several ways. All of the materials are housed on the BC CASE – For Members only Wiki. As well, the materials are web-based on the BC CASE website. Access to the URL addresses is through school district Special Education Administrators.

The Learning Module topics include:

Module 1: Special Education in BC

Module 1 is provided in open, public domain access to give educators a sampling of the content in the 7 Modules of the BC CASE Professional Learning Series..

Module 1 examines the shift from segregated education toward inclusionary practices in education in BC. Participants will explore key policy and legislation regarding special education services in BC, recognize the importance of the role of parents as partners in education, identify professional organizations and programs that serve as resources to educators, and reflect on their own beliefs and attitudes towards inclusion and integration.

Go to Module 1. This module is open to the public.

Module 2: Special Education Services for Students

This module focuses on an examination of support service options for students with special needs, from the provincial, to district, and then school-based levels. Participants will use the information provided to examine their own school service delivery models.

Module 3: Getting to Know the Special Needs Student

In this module, participants will be given an overview of assessment as a process for getting to know their student to determine current performance. Participants will gather relevant information for a student, create a good understanding of that student’s strengths and special learning needs, and plan the major elements of the student’s program.

Ultimately this information will be used to create and / or update the IEP for the student in Module 4.

Module 4: Individual Education Plan Development for Students with Special Needs

In module 4, the main activity will be the creation of a SHORT IEP for a focus student in the low incidence category.

Participants will review the components of the IEP process, develop IEP goals and objectives related to a student’s designation and identified strengths/needs and choose strategies and methods of measurement to determine student progress.

Module 5: Understanding and Responding to Challenging Behaviour

The Behaviour Module is divided into three sections. It follows a three-tiered model of intervention supports for teachers to respond appropriately to different levels of challenging behaviour magnitude and intensity. Each section of this module represents one TIER of behavioural needs and strategies for interventions.

5.1: Tier 1 – School-wide Behaviour Support
5.2: Tier 2 – Targeted Support
5.3: Tier 3 – Individualized Support

Module 6: Differentiating Instruction and Universal Design for Learning

In Module 6, the elements of Differentiating Instruction, Retrofitting, and Universal Design for Learning will be explored. Within these topics, the importance of learner profiles and collaborative planning are discussed. Differentiating Instruction, Retrofitting, and Universal Design for Learning overlap in both theory and in practice. All share important and essential components that contribute to the development of a comprehensive understanding of how to plan for access, participation, and progress for all learners in the diverse classroom.

Module 7: Consultation and Collaboration

In Module 7, the processes of consultation and collaboration are discussed and key skills and practices that can make them work effectively are examined. Consultation and collaboration are important processes for individuals who are working together toward a common purpose or goal. The special education resource teacher depends upon this teamwork in order to plan, develop, implement, and evaluate appropriate educational programs for students with special learning needs.

For further information contact the Special Education Department within BC school districts or any BC CASE member.