Learning Series

Online 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 Online Learning Modules offer the teachers an opportunity to explore relevant Special Education topics in more depth and with more personal relevance 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 Online 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 our 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.

The modules will require registration, and approved participants will be connected with a peer cohort and facilitator for a specified time period.  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 Online 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 that the BC CASE Project has developed for the Learning Series – Online Learning Modules.

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.

Register for courses here

For further information contact:

Ms. Saima Fewster
2008 - June 2010 BC CASE Resource Teacher Learning Series Project Manager
Email: saima.fewster@gmail.com
Phone: 250-964-6539