Special Education Techniques

This course introduces students to the field of Special Education. In this course, students will examine the characteristics of the profession as well as the role and responsibilities of the Special Education Technician. Elements such as the laws and regulations, the structure of the services and resources offered to the clientele, as well as the ethics relating to the profession will be addressed. Students will be introduced to the intervention process and tools used by the SET.

This is the first of two courses that examine observation skills crucial to the role of the SET.  In this course, students will learn how to gather and report direct and indirect information pertinent to their understanding of their clients from a biopsychosocial perspective. They will familiarize themselves with information-gathering tools and develop the ability to choose appropriate tools to conduct targeted observations. The analysis will then be explored to determine the client’s strengths, challenges, and needs, on which students will base their recommendations. Initiation to the clinical writing skills necessary to produce professional documents such as progress notes in client files will be covered throughout the course.

This course provides students with an understanding of the stages of human development and transitions throughout the lifespan. Students will learn about various factors that impact one’s development such as physical, sexual, cognitive, socio-affective, and personality aspects. They will also examine the adaptation process of the individual and/or their family, and how it is impacted by their environment and needs. The knowledge will be acquired while considering the social and cultural elements that influence the person’s development. Ethical considerations will be discussed from the perspective of the role of the SET.

In this course, students will be introduced to the practice and principles of effective and ethical communication with clients, their families as well as colleagues. Students are taught to recognize and analyze elements that help or hinder the communication process. Concepts such as listening, assertiveness, collaboration, and conflict management will be explored.  At the end of this course, students will be equipped to communicate in a professional context, while considering the social and cultural influences involved. They will also learn how to communicate within various working contexts, through appropriate verbal and written means.

In this course, students will examine the manifestations of Intellectual Disabilities. More specifically, they will explore how development and functioning may be affected by this condition. Concepts such as conceptual, social, and communication skills, along with motor and sensory abilities will be explored. At the end of this course, students will be equipped to determine interventions relating to Intellectual Disabilities (individual or group context), as well as for family members. They will also learn how to work ethically and collaboratively with other professionals within various working contexts. Focus is placed on the importance of working with their level of autonomy through the development of adaptive skills and behaviors.

This is the first of two courses that examine the core of the role of the SET.  In this course, students will learn about different approaches, techniques, and intervention tools used by the Special Education Technician. Students will recognize the characteristics, limits, and appropriateness of these intervention means as well as their complementarity. Students will be introduced to the intervention process as well as the development of an intervention plan under an ethical framework. Students will explore clinical terminology and the importance of objectivity and professionalism.

In this course, students will examine the manifestations of Language Difficulties and Communication Disorders as well as their impacts on a person’s development and functioning. They will gain knowledge about indicators of typical language development and explore manifestations of atypical language acquisition. Concepts such as language expression, comprehension, and stimulation will be covered.  At the end of this course, students will be equipped to determine interventions that are adapted to this clientele’s specific needs (individual or group context), as well as for their family members. They will learn how to work ethically and collaboratively with other professionals within various working contexts.

In this course, students will learn how to welcome the person through active listening skills under a professional and ethical framework. They will learn how to explore the different dimensions and the emotional background of their clients, and to define the needs to be addressed while determining the appropriate intervention strategies. Students will acquire skills on how to support the person through specific techniques and adapted communication that favors empowerment, within various working contexts leading to possible referrals to other pertinent resources.

Prerequisite: Interpersonal Communication

In this course, students will learn how to welcome the person through active listening skills under a professional and ethical framework. They will learn how to explore the different dimensions and the emotional background of their clients, and to define the needs to be addressed while determining the appropriate intervention strategies. Students will acquire skills on how to support the person through specific techniques and adapted communication that favors empowerment, within various working contexts leading to possible referrals to other pertinent resources.

Prerequisite: Interpersonal Communication

This course examines the complexity of social interactions as well as phenomena of inequalities, and the impact of social context on social participation. Students will explore social influences on the person, family and/or group in a context of diversity and will recognize how one’s life trajectory is influenced by power and privilege within society. They will also learn how Special Education Technicians’ professional code of ethics is informed, individually and collectively, by an understanding of clients’ social position.

In this course, students will examine various issues relating to Autism Spectrum Disorder. More specifically, they will examine manifestations of the condition as well as Autistic development and functioning. Concepts such as social and communication differences, along with sensory processing and cognitive flexibility will be explored.  At the end of this course, students will be equipped to determine interventions to support and work ethically with Autistic clients (individual or group context), as well as with their family members. They will also learn how to work collaboratively with other professionals within various working contexts.

Students will explore a minimum of two different settings and/or clientele throughout their fieldwork/internship experiences. This will ensure that students are exposed to a greater variety of working contexts and will ensure versatility.

In this course, students spend two full days per week working in a setting with a client group relating to Special Education. They are expected to apply the knowledge and skills learned in their first year of the Special Education Techniques program in an ethical and professional manner. Assignments and small group supervision meetings will be geared towards the animation of clinical activities: choosing, adapting, or creating a clinical activity, animating, and evaluating its outcome. Students will acquire skills on how to support the person, family and/or group through specific techniques and adapted communication that favors empowerment, within various working contexts.

Prerequisites: All first and second-semester courses.

In this course, students will examine the impacts of Learning Difficulties and Disorders on the clients’ functioning. From a neurodiversity perspective, they will gain knowledge about manifestations of Attention Deficit and Hyperactivity Disorder, Developmental Coordination Disorder, Giftedness, and various Learning Disorders. Interventions relating to attention, impulsivity, organizational abilities, cognitive flexibility, and motivation will be explored. At the end of this course, students will be equipped to determine interventions relating to these clientele’s specific learning needs (individual or group context), as well as their family members’ needs. Throughout the course, they will learn how to work ethically and collaboratively with other professionals within various working contexts.

This course will address safe working practices and risk reduction within one’s working environment. Students will learn how to apply preventive measures regarding infection and hygiene, rules of ergonomics, and prevention of accidents and injuries. They will be introduced to the safe handling of medication, first aid, and safe transfer techniques relating to the role of the SET. To help protect their own psychological integrity and that of the client, students will be taught to recognize risk factors and signs of psychological distress, as well as preventive strategies. These elements will be taught by considering the person, family and/ or group within an ethical framework in various working environments relating to the SET.

(Prerequisite: 351-104-LE)

In this course, students will examine the impacts of various elements relating to aging such as physical and neurocognitive disorders. Students will also evaluate the person’s adaptation potential and learn to select strategies that empower the client. Concepts such as maintaining the person’s abilities and social isolation will be explored.  At the end of this course, students will be equipped to determine interventions relating to the aging population (individual or group context), as well as their family members. They will also learn how to work ethically and collaboratively with other professionals within various working contexts.

Students will explore a minimum of two different settings and/or clientele throughout their fieldwork/internship experiences. This will ensure that students are exposed to a greater variety of working contexts and will ensure versatility.

In this course, students spend three full days per week working in a setting with a client group relating to Special Education. They are expected to apply the knowledge and skills learned in their first three semesters of the Special Education Techniques program in an ethical and professional manner. Assignments and small group supervision meetings will be geared towards the animation of clinical activities and interventions based on prevention: determining and implementing intervention strategies tailored to the needs assessed, animating, and evaluating the outcome. Students will apply appropriate means of promoting a healthy lifestyle, and prosocial and safe behaviors throughout all their interactions with clients. Students will acquire skills on how to support the person, family and/or group through specific techniques and adapted communication that favors empowerment, within various working contexts.

Prerequisites: All third-semester courses

This is the second of two courses that examine observation skills that are crucial to the role of the SET.  This course pursues the competencies related to all aspects of the intervention process that were introduced in Observation: An Introduction. Students will further their analytical skills stemming from a rigorous assessment of the client’s profile from a biopsychosocial perspective. Clinical writing skills will be refined to include clinical hypotheses and pertinent recommendations that will result from a supported analysis under an ethical framework.

Prerequisite: Observation: An Introduction

In this course, students will examine the impacts of various difficulties and disorders faced by youth such as attachment, oppositional and behavioral disorders. Students will also evaluate the person’s adaptation potential and learn to select intervention strategies that empower the client. Concepts such as helping clients express emotions, and develop social skills, self-esteem, and a sense of responsibility will be explored. At the end of this course, students will be equipped to determine interventions relating to youth with adjustment difficulties (individual or group context), as well as their family members. They will also learn how to work ethically and collaboratively with other professionals within various working contexts, in consideration of the youth’s living environment.

In this course, students will learn how to intervene in the context of crisis through evaluation, de-escalation, and follow-up. Elements such as pertinent information gathering, and evaluation of suicidal risk, injury, and aggression will be addressed. This will be further refined as students explore interventions with clients in the context of volatile, unpredictable, and potentially explosive situations. Students will learn how to apply appropriate protective measures that lead to appeasement while also ensuring appropriate follow-up measures after crisis. Students will acquire skills on how to support the person through specific techniques and adapted communication that favors empowerment, within various working contexts leading to possible referrals to other pertinent resources.

In this course, students will examine the impacts of various physical disorders such as motor, visual and neurological impairments. Students will also evaluate the person’s adaptation potential and learn to select intervention strategies that empower the client. Concepts such as functional abilities and impairment compensation will be explored.  At the end of this course, students will be equipped to determine interventions relating to physical impairments (individual or group context), as well as their family members. They will also learn how to work ethically and collaboratively with other professionals within various working contexts.

In this course, students will examine the impacts of various elements relating to mental health challenges and disorders such as the manifestations, the impact on the person’s development and functioning, and the legal consequences. Students will also learn how to evaluate suicidal risks as well as how to analyze the person’s adaptation capacities. Concepts such as cognitive distortions and social isolation will be explored.  At the end of this course, students will be equipped to determine interventions relating to Mental Health challenges and disorders (individual or group context), as well as how it impacts their family members. They will also learn how to work ethically and collaboratively with other professionals within various working contexts.

In this course, students will examine the impacts of various elements relating to Addictions such as the manifestations, the impact on the person’s development and functioning, as well as the legal consequences. Students will also learn how to evaluate the client’s strengths and challenges as well as how to analyze the person’s adaptation capacities. Concepts such as awareness of addiction and its consequences, health promotion, along with the person’s sense of responsibility will be explored.  At the end of this course, students will be equipped to determine interventions relating to addictions (individual or group context), as well as how it impacts their family members. They will also learn how to work ethically and collaboratively with other professionals within various working contexts.

In this course, students will examine the impacts of social exclusion and violence. Students will recognize the different forms of exclusion and violence, as well as the impact on the person’s development, functioning, and integrity. Concepts such as assertiveness, the person’s needs, and the potential for danger will be explored.  At the end of this course, students will be equipped to determine interventions relating to Social Exclusion and Violence (individual or group context), as well as their family members. They will also learn how to work ethically and collaboratively with other professionals within various working contexts, in consideration of the person’s vulnerabilities.

This course includes the Comprehensive Program Assessment (Pass / Fail)

Students will explore a minimum of two different settings and/or clientele throughout their fieldwork/internship experiences. This will ensure that students are exposed to a greater variety of working contexts and will ensure versatility.

In this course, students spend four full days per week working in a setting with a client group relating to Special Education. They are expected to apply the knowledge and skills learned throughout the Special Education Techniques program in an ethical and professional manner. Assignments and small group supervision meetings will be geared towards the animation of clinical activities and interventions based on prevention, adaptation, and rehabilitation. They will determine and implement intervention strategies tailored to the needs assessed, animate, and evaluate their outcome. Students will support their clients in maintaining and/or developing their abilities, applying coping strategies, and supporting social and/or professional integration. They will also demonstrate how to intervene in the context of a crisis through evaluation, de-escalation, and follow-up techniques learned in Crisis Intervention. Students will support the person through specific techniques and adapted communication that favors empowerment.

Prerequisites: All fourth and fifth-semester courses

This is the second of two courses that examine the core of the role of the SET.  This course pursues the competencies related to all aspects of the intervention that were introduced in the course Intervention: An Introduction. At this stage in the program, students have studied several different client populations and have been exposed in fieldwork to different paradigms and practices.  They are now expected to demonstrate that they are able to think critically and independently about what approaches, techniques, and tools are better suited to particular clients and needs. Students who can now think with flexibility about both the art and the science components of intervention will display creativity and ingenuity in devising suitable intervention strategies and tools.