Course Schedule
Session |
Course Dates |
Registration Deadline |
Status |
Summer 2022 |
Jun 27, 2022 – Aug 12, 2022 |
Jun 26, 2022 |
Open |
Late Summer 2022 |
Aug 08, 2022 – Sep 30, 2022 |
Aug 07, 2022 |
Open |
Fall 2022 |
Sep 26, 2022 – Dec 02, 2022 |
Sep 25, 2022 |
Open |
Fall/Winter 2022 |
Nov 07, 2022 – Feb 10, 2023 |
Nov 06, 2022 |
Open |
Winter 2023 |
Jan 23, 2023 – Apr 07, 2023 |
Jan 22, 2023 |
Open |
Late Winter 2023 |
Feb 20, 2023 – Apr 21, 2023 |
Feb 19, 2023 |
Open |
Summer 2022
- Dates: Jun 27, 2022 – Aug 12, 2022
- Deadline: Jun 26, 2022
- Status: Open
Late Summer 2022
- Dates: Aug 08, 2022 – Sep 30, 2022
- Deadline: Aug 07, 2022
- Status: Open
Fall 2022
- Dates: Sep 26, 2022 – Dec 02, 2022
- Deadline: Sep 25, 2022
- Status: Open
Fall/Winter 2022
- Dates: Nov 07, 2022 – Feb 10, 2023
- Deadline: Nov 06, 2022
- Status: Open
Winter 2023
- Dates: Jan 23, 2023 – Apr 07, 2023
- Deadline: Jan 22, 2023
- Status: Open
Late Winter 2023
- Dates: Feb 20, 2023 – Apr 21, 2023
- Deadline: Feb 19, 2023
- Status: Open
Registration will remain open until 4pm EST on the posted registration deadline date.
Course Description
The Additional Qualification course Special Education – Behaviour focuses on the theory and practice to support students with behavioural needs. This course is for those with an interest or background in special education and a desire to extend their knowledge. Candidates will explore program design, implementation, and assessment. You will develop strategies to promote positive learning experiences for students with behavioural exceptionalities. You will be provided with resources to help you guide and support prosocial skills.
The following tenets underpin the course content:
- behaviour is purposeful and fulfills a function
- behaviour and environment affect each other
- behaviour is predictable and manageable based on principles of applied behaviour analysis
- understanding the theories of human behaviour promotes self-management
- This course looks at the social, emotional, and environmental factors contributing to student behaviour and growth, with an emphasis on:
- exploring the instructional strategies and curriculum adaptations that promote self-esteem, autonomy, and self-regulation
- creating conditions that promote a positive, safe, inclusive, and healthy school culture and climate
- understanding how to incorporate community-building strategies and effective classroom management into practice
- designing positive behaviour support plans for whole-school, classroom, or individual students Candidates will be exposed to a variety of theoretical models that account for human behaviour.
Candidates will have the opportunity to:
- learn to manage students’ behaviour using proactive, preventative, and positive approaches
- based on analyses of circumstances, manipulate environmental factors to encourage appropriate behaviour
- use functional assessment as a tool for behaviour modification
- determine desired outcomes, inappropriate behaviours, and appropriate replacement behaviours
- analyze and extend the application of fair practices
- discover ways to advocate for students, parents, and teachers
- explore the broader role of the teacher working with students with behavioural challenges
In this course you will:
- analyze, interpret, and put into place Ministry of Education curriculum and district school board policies and guidelines
- apply the theoretical understanding necessary to design, implement, and assess programs and/or practices for students with behavioural exceptionalities
- model and adapt expectations, strategies, and assessment practices in response to the individual needs of students
- create learning environments conducive to the intellectual, social, emotional, physical, linguistic, cultural, spiritual, and moral development of the student
- collaborate with in-school personnel, parents/guardians, and the community
- examine a variety of resources, including technological resources, within and beyond the educational system to enhance professional knowledge in support of students learning
- refine professional practice through ongoing inquiry, dialogue, and reflection
- support and model ethical practices
- understand the need to respect and conserve resources in the environment
- understand how to create and sustain professional learning communities
You will complete activities that will:
- engage your peers in collaborative discussions about critical issues and trends related to working effectively with students with behavioural exceptionalities
- identify theoretical assumptions, both historic and current, about the learner with a behavioural exceptionality
- recognize and understand behaviour related to disturbances in mental health, and difficulties in forming and maintaining relationships
- enhance your knowledge about the legal challenges associated with students with a behavioural exceptionality
- have opportunities to share strategies for adapting curriculum, assessment, and evaluation, including conducting eco-behavioural assessments and instructional strategies for working with students with a behavioural exceptionality
- develop your skills in designing behaviour management plans, student safety plans, and conducting threat-risk assessments
- plan actions for increasing parent support of student learning and behaviour
- show knowledge of resiliency and risk factors in providing appropriate prevention and intervention strategies
- integrate the teaching of social skills and character education into curriculum and instruction
- describe the relationship between cooperation and conflict
- explore components of creating a positive, safe, inclusive school culture and climate including issues related to bullying, diversity, discrimination, equity, harassment, and multiculturalism
Application Requirements
We will use the OCT number you provide during online registration to confirm that you are an OCT member.
Course Materials
N/A
Accommodations
Applicants who require accommodations for a specific learning need (e.g., learning disability) within their AQ/ABQ course, should click here for further information and support.
Have a question? Contact us!
Refund Schedule
If you drop a course:
- by the midpoint of the course, you will receive 100% of your course fee.
- after the midpoint, before the end of the course, you will receive 50% of your course fee.
Session |
100% Refund Deadline |
50% Refund Deadline |
Spring 2022 | May 06, 2022 | Jun 10, 2022 |
Late Spring 2022 | Jun 03, 2022 | Jul 01, 2022 |
Summer 2022 | Jul 15, 2022 | Aug 12, 2022 |
Late Summer 2022 | Sep 02, 2022 | Sep 30, 2022 |
Fall 2022 | Oct 28, 2022 | Dec 02, 2022 |
Fall/Winter 2022 | Dec 23, 2022 | Feb 10, 2023 |
Winter 2023 | Feb 24, 2023 | Apr 07, 2023 |
Late Winter 2023 | Mar 17, 2023 | Apr 21, 2023 |
Spring 2022
- 100% Refund Deadline: May 06, 2022
- 50% Refund Deadline: Jun 10, 2022
Late Spring 2022
- 100% Refund Deadline: Jun 03, 2022
- 50% Refund Deadline: Jul 01, 2022
Summer 2022
- 100% Refund Deadline: Jul 15, 2022
- 50% Refund Deadline: Aug 12, 2022
Late Summer 2022
- 100% Refund Deadline: Sep 02, 2022
- 50% Refund Deadline: Sep 30, 2022
Fall 2022
- 100% Refund Deadline: Oct 28, 2022
- 50% Refund Deadline: Dec 02, 2022
Fall/Winter 2022
- 100% Refund Deadline: Dec 23, 2022
- 50% Refund Deadline: Feb 10, 2023
Winter 2023
- 100% Refund Deadline: Feb 24, 2023
- 50% Refund Deadline: Apr 07, 2023
Late Winter 2023
- 100% Refund Deadline: Mar 17, 2023
- 50% Refund Deadline: Apr 21, 2023
For more about our refund policies, visit our Fees & Refunds page.