Note: This program is available in the Fall semester only.
Many fieldwork settings require students to undergo a police background check. A criminal record might bar a student from completing their fieldwork in certain services.
The Special Education Techniques program is not available to International Students.
First Year
All combined, the first-year courses share two main commonalities:
– To provide students with an understanding of the field, the role of the S.C.C. and the meaning and significance of professional behaviors and attitudes.
– To initiate explicit training in the fundamental skills essential to the field.
Students are informed that if they fail more than one core course in their first semester, they will be encouraged to take only general courses in the subsequent winter semester. They can resume in the following fall semester. The first semester lays a foundation and expectations and requirements increase incrementally with each semester. A student entering the second semester with a partial foundation will likely struggle and risk becoming frustrated and discouraged. This policy is designed to enhance student success.
Second Year
Within the classroom, students develop their theoretical and practical understanding of seven different client groups. In the fourth semester, a 225-hour fieldwork affords real-life experience with a clientele of their choice (where possible). The ability to generalize and apply the knowledge and skills learned in the classroom to the field is a crucial milestone in the training process. In most cases, only students who have completed all their first, second, and third-semester program-specific courses will be permitted to enter Fieldwork III. This is because all the skills learned in these courses are essential to succeed in fieldwork.
Third Year
The third year begins with an Internship where students are working in the field full-time for an entire semester. Throughout this final phase of training, students are expected to demonstrate competence in all areas and to show that they have integrated their theoretical and practical skills from the previous two years. In most cases, only students who have completed all their first and second-year program-specific courses will be allowed to continue into the third year.
The Integrative Project course encompasses the Comprehensive Assessment and evaluates the degree to which students can apply skills developed both in program-specific and general education courses. They must work collaboratively with a community partner to develop a project that will address an unmet psycho-social need. Accomplishing this task requires proficiency in all areas of the Graduate Student Profile.
Special Education Technicians are trained to work with people of all ages and diverse needs. The essence of their role is to develop relationships that provide support and guidance to enhance clients’ development, adaptation, and quality of life.
CLIENT-GROUPS
Students develop competencies to work with a variety of client-groups such as individuals with physical, neurological, or intellectual impairments, mental health issues, substance abuse problems, behavior, language, and/or learning difficulties, seniors in loss of autonomy, and victims of violence.
WORK SETTINGS
The main places of employment are rehabilitation centres, short and long-term care facilities, psychiatric hospitals, adapted work centres, schools, CLSC’s, community organizations, group homes, day centres, and halfway houses.
Graduates of the Special Education Techniques Program at Champlain-Lennoxville have developed the conceptual, technical, and human skills required to exercise effectively the role of the special care counselor.
Conceptual Skills (Savoir)
Graduates will possess:
Graduates will know how to:
Graduates are people who:
The Comprehensive Assessment (CA) is a requirement designed to demonstrate that a student has integrated all the knowledge, skills and attitudes developed throughout the program, including general education courses. At Champlain-Lennoxville, this is evaluated in the context of Internship. Students must demonstrate competency in all conceptual skills, technical skills, and human skills learned throughout the program. All skills required are found in the Graduate Student Profile and serve as the foundation for the CA.
The Comprehensive Assessment is evaluated through the student’s ability to demonstrate that they master the intervention process throughout all its phases. The practical component is evaluated through internship whereas the written and oral components are evaluated through an oral presentation to a panel of SCC teachers at the end of the semester. Consolidating questions by the panel regarding the students’ integration of essential skills and their ability to transfer knowledge concludes the CA. A pass in Internship is required in order to access the Comprehensive Assessment.
Many Quebec universities offer credit for courses (passerelle) in related baccalaureate programs to Special Education Techniques graduates. Consult specific universities for details. The University of Calgary offers a Block transfer, giving SET graduates direct access to a two-year university diploma.
Physical Education | 109-101-MQ |
Introduction to College English | 603-101-MQ |
French – General | 602-10?-MQ |
Lifespan | 350-1S1-LE |
Intellectual Disabilities | 351-117-LE |
Introduction to Special Education Techniques | 351-114-LE |
Interpersonal Communication | 351-116-LE |
Observation: An Introduction | 351-115-LE |
Humanities – Knowledge | 345-101-MQ |
English for SET | 603-B??-LE |
French – Specific | 602-BE?-MQ |
Language Challenges & Communication Disabilities | 351-206-LE |
Intervention: An Introduction | 351-205-LE |
Social Dynamics and Inequalities | 387-2S1-LE |
Helping Relationship | 351-207-LE |
The Autism Spectrum | 351-208-LE |
Physical Education 102 or 103 | 109-10?-MQ |
English 102 or 103 | 603-10?-MQ |
Complementary course | |
Fieldwork I | 351-391-LE |
Atypical Learning | 351-307-LE |
Safe Working Practices | 180-3S1-LE |
Aging | 351-308-LE |
Humanities – World Views | 345-102-LE |
Physical Education 102 or 103 | 109-102/103-MQ |
Fieldwork ll | 351-491-LE |
Analysis & Reporting | 351-405-LE |
Navigating Youth | 351-406-LE |
English 102 or 103 | 603-10?-LE |
Humanities – Ethics | 345-BEK-MQ |
Complementary Course | |
Crisis Intervention | 351-502-LE |
Physical Impairments | 351-503-LE |
Mental Health Challenges | 351-504-LE |
Addictions & Substance Use | 351-505-LE |
Social Exclusion & Violence | 351-506-LE |
Internship | 351-691-LE |
Current Trends & Innovative Practices | 351-606-LE |
Physical Education | 109-101-MQ |
Introduction to College English | 603-101-MQ |
Oeuvres narratives et écriture | 602-UF0-MQ |
Lifespan | 350-1S1-LE |
Intellectual Disabilities | 351-117-LE |
Introduction to Special Education Techniques | 351-114-LE |
Interpersonal Communication | 351-116-LE |
Observation: An Introduction | 351-115-LE |
Humanities – Knowledge | 345-101-MQ |
English for SET | 603-B??-LE |
Poésie, théâtre et écriture | 602-UF1-MQ |
Language Challenges & Communication Disabilities | 351-206-LE |
Intervention: An Introduction | 351-205-LE |
Social Dynamics and Inequalities | 387-2S1-LE |
Helping Relationship | 351-207-LE |
The Autism Spectrum | 351-208-LE |
Physical Education 102 or 103 | 109-10?-MQ |
English 102 or 103 | 603-10?-MQ |
Comparaison d’oeuvres littéraires | 602-UF2-MQ |
Fieldwork I | 351-391-LE |
Atypical Learning | 351-307-LE |
Safe Working Practices | 180-3S1-LE |
Aging | 351-308-LE |
Humanities – World Views | 345-102-LE |
Physical Education 102 or 103 | 109-102/103-MQ |
Fieldwork ll | 351-491-LE |
Analysis & Reporting | 351-405-LE |
Navigating Youth | 351-406-LE |
English 102 or 103 | 603-10?-LE |
Humanities – Ethics | 345-BEK-MQ |
Complementary Course | |
Crisis Intervention | 351-502-LE |
Physical Impairments | 351-503-LE |
Mental Health Challenges | 351-504-LE |
Addictions & Substance Use | 351-505-LE |
Social Exclusion & Violence | 351-506-LE |
Internship | 351-691-LE |
Current Trends & Innovative Practices | 351-606-LE |
351-114-LE | Introduction to Special Education Techniques | (2-2-2) 60 HRS / 2 CR |
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.
351-115-LE | Observation: An Introduction | (1-2-3) 45 hrs / 2 CR) |
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.
350-1S1-LE | Lifespan | (3-1-2) 60 HRS / 2 CR |
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.
351-116-LE | Interpersonal Communication | (2-2-2) 60 HRS / 2 CR. |
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.
351-117-LE | Intellectual Disabilities | (2-1-2) 45 HRS / 1 2/3 CR |
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.
351-205-LE | Intervention: An Introduction | (1-2-3) 45 HRS / 2 CR |
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.
351-206-LE | Language Challenges & Communication Disabilities | (2-1-3) 45 HRS / 2 CR |
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.
351-207-LE | Helping Relationship | (2-2-2) 60 HRS / 2 CR |
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
351-207-LE | Helping Relationship | (2-2-2) 60 HRS / 2 CR |
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
387-2S1-LE | Social Dynamics & Inequalities | (2-1-2) 45 HRS / 1 2/3 CR |
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.
351-208-LE | The Autism Spectrum | (2-1-2) 45 HRS / 1 2/3 CR |
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.
351-391-LE | Fieldwork I | (2-14-3) 210 + 30 HRS / 6 2/3 CR |
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.
351-307-LE | Atypical Learning | (2-1-3) 45 HRS / 2 CR |
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.
180-3S1-LE | Safe Working Practices | (2-1-2) 45 HRS / 1 2/3 CR |
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)
351-308-LE | Aging | (2-1-3) 45 HRS / 2 CR |
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.
351-491-LE | Fieldwork II | (2-21-3) 315 + 30 HRS / 8 2/3 CR |
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
351-405-LE | Analysis & Reporting | (2-2-2) 60 HRS / 2 CR |
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
351-406-LE | Navigating Youth | (2-1-2) 45 HRS / 1 2/3 CR |
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.
351-502-LE | Crisis Intervention | (2-2-2) 60 HRS / 2 CR |
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.
351-503-LE | Physical Impairments | (2-1-2) 45 HRS / 1 2/3 CR |
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.
351-504-LE | Mental Health Challenges | (2-1-2) 45 HRS / 1 2/3 CR |
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.
351-505-LE | Addictions & Substance Use | (2-1-2) 45HRS / 1 2/3 CR |
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.
351-506-LE | Social Exclusion & Violence | (2-1-2) 45 HRS / 1 2/3 CR |
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.
351-691-LE | Internship | (2-28-3) 420 + 30 HRS / 11 CR |
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
351-606-LE | Current Trends & Innovative Practices | (2-2-2) 60 HRS / 2 CR |
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.
NOTE: SOME COURSE TITLES MAY DIFFER SLIGHTLY ON STUDENTS' TRANSCRIPTS; PLEASE REFER TO COURSE NUMBERS.
This training is covered by the Perspective Québec scholarship program. For more information or to find out which institutions are eligible, see https://www.quebec.ca/education/aide-financiere-aux-etudes/bourses-perspective
This Technique can also lead to Undergraduate studies in Psychoéducation (DEC-BAC Agreement).
Student support services will continue to be available to students in person and online. Appointments will be required to see members of the Student Services team. Please contact staff members by MIO or email. Contact information can be found here.
The first floor of the Champlain Building sustained significant water damage during the flash flood on Friday and will be closed for the foreseeable future. No administrative services will be available at the College on Monday, Nov 4 or Tuesday, Nov 5. The College is working hard to maintain core operations and to minimize disruptions for students and faculty.