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Continuing Teacher Education

Faculty of Education

Teaching Students with Behavioural Needs

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All of our courses are fully online.

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Course Schedule
Session Dates Deadline Status
Fall/Winter 2020 Nov 09, 2020 - Feb 12, 2021 Oct 23, 2020 Open
Winter 2021 Jan 25, 2021 - Apr 09, 2021 Jan 08, 2021 Open
Late Winter 2021 Feb 22, 2021 - Apr 23, 2021 Feb 05, 2021 Open
Spring 2021 Apr 12, 2021 - Jun 11, 2021 Apr 02, 2021 Open
Late Spring 2021 May 10, 2021 - Jul 02, 2021 Apr 30, 2021 Open
Summer 2021 Jun 28, 2021 - Aug 13, 2021 Jun 18, 2021 Open
Late Summer 2021 Aug 09, 2021 - Oct 01, 2021 Jul 30, 2021 Open
*Registration will remain open until 4:00 p.m. Eastern Time on the posted registration deadline date.
Select a course for its schedule. Not all courses are offered every session.
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Course Description

  • CONT910
  • CAN 735.00
  • 6 credits
  • 100 hours
  • EN
  • Online

The Additional Qualification course, Teaching Students with Behavioural Needs in B.C, focuses on theory and practice to support the needs of students who have challenging behaviours. Candidates come to the course with an interest or background in this area and a desire to extend their knowledge in program design, implementation, and assessment. For students with a behavioural exceptionality, a teacher's ability to ensure positive learning experiences is critical.

This course focuses on providing current and future teachers with the knowledge and skills to manage and promote pro-social skills in students who present challenging behaviours. The course is structured on several theoretical underpinnings: (1) behaviour is purposeful and fulfills a function; (2) behaviour and environment affect each other reciprocally; (3) behaviour can be predicted and prevented through proactive behavior supports, (4) and behavior is often an indication of environmental, social, learning or language deficits.

This course looks at the social, cultural, emotional, motivational and environmental factors that influence student behaviour and development, and at the instructional strategies and curriculum adaptations that reduce problem behaviours and that promote social skills, autonomy and self-regulation. Creating conditions that promote a positive, safe, inclusive and healthy school culture and climate are addressed. Moving from a traditional punitive approach, to one that highlights the relationship between behaviour and learning, is crucial. Developing an understanding of community-building strategies, effective classroom management, and positive behaviour support planning from a whole-school, classroom and individual student focus are explored.

The course presents candidates with various theoretical principles that account for human behaviour and suggests how they may use this information to manage students’ behaviour through proactive, preventative, and positive approaches. Candidates will learn how to analyze and manipulate environmental factors to encourage the performance of appropriate behaviour. Candidates will become familiar with BC Ministry of Education Guidelines, Policies and Procedures as well as behavioural IEPs and Integrated Case Management. They will also learn how to conduct a functional assessment, which is the process of determining what desired outcomes are served by inappropriate behaviour and replacing it with an appropriate behaviour that serves the same purpose. By evaluating and extending the application of equitable practices and advocating for the needs of students, parents and teachers, an understanding of the broader role of the teacher working effectively with students with behavioural challenges, as well as those with and without disabilities, will be acquired.

Learning Objectives

By the end of this course, you will have had the opportunity to:

• analyze, interpret and implement 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 a behavioural exceptionality
• model and adapt expectations, strategies and assessment practices in response to the individual needs of students
• facilitate the creation of 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
• access and explore 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

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Application Requirements

B.C. Teaching certification

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Course Materials

This course has no required resources.
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Applicants who require accommodations for a specific learning need (e.g., learning disability) within their course, should click here for further information and support.

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