EACS 155 Foundations of Practice introduces students to the theory and philosophical perspectives necessary for working with individuals who are challenged by a disabling condition. Values regarding service delivery are explored through an historical review of the disability movement and an examination of new initiatives and trends. This course also examines the role of unions, advocacy and policy and procedures in support services and introduces students to professionals from various professional infrastructure sectors including licensing and ministry personnel. Through personal reflection and research, the roots of person centered support will be explored and students will develop their own personal and professional philosophy of support work.
Accessibility Services Notice
Students who would like an academic accommodation and who have a documented disability should contact Accessibility Services, if they have not already done so.Course Details| Total number of weeks | 15 |
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| Total Credits | |
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| Total Hours | 45 |
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Typical hours per week breakdown| Lecture | 3 |
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Learning Outcomes
Upon successful completion of this course, the learner will be able to:
- Clearly define and describe their personal philosophy of support work.
Identify the benefits and challenges of union involvement in support work from diverse perspectives
- Model humility and respect by using respectful language when working with individuals with disabilities and their families
- Identify practices and language in the fields of support work that reflects a philosophy of person centered support
- Define and differentiate between philosophy, policy, principles and protocols
- Identify and act on opportunities to advocate for change and improvement to the social safety net in Canada today
- Demonstrate understanding of the Infrastructures of support services including licensing, schools and community living
Teaching and Learning Approach
This class requires active participation. Lectures, videos, and teaching of skills are combined with interactive
exercises, group discussion, and guest speakers. Studied concepts will be practiced through assignments which
are designed to take the learning outside the classroom, allowing the student to apply newly constructed
concepts, skills, and understandings in digital and personal contexts in their homes and communities. Students
will be expected to use language-assistance tools (such as Grammarly or language translation applications) but
are also expected to complete their course assignments without Generative AI tools. Students found to submit
Generative AI products for assessment will be subject to Policy 8618, Cheating and Plagiarism.
As your instructor, I want to hear what YOU have to say, what YOU are learning. Generative AI can not tell me
anything about you or your growth during this course.
If at any time you are having difficulties, please let me know so that we can work together to support your
success.
Learning Resources
Required:
Van Der Klift, E., & Kunc, N. (2019). Being Realistic Isn’t Realistic. Tellwell.
"Conversations That Matter" subscription (conversationsthatmatter.org)
Additional readings as provided by Instructor.
Detailed Course Content, Topics, and Sequence Covered
1. 1. Ableism, Inclusion and the Credo for support
2. 2. Social Model of Disability, Critical Reflection, Learning Paradigm
3. 3. Values and Character, Use of Critical Thinking
4. 4. Understanding Social Position - use of self in support work
5. 5. Roles: Schools and Community Settings. Union influences in the work environment.
6. 6. History: Institutions through to Person Centred Support and Community Living
7. 7. Philosophy, Policy, Protocol, and Procedure
8. 8. Advocacy and Self-Advocacy
9. 9. Infrastructures: CLBC, CLBC regional sub-contractors Overview of the Adult Guardianship Act (ADA)
10. 10. Introduction to the Community Care Act
11. 11. Community Care and Assisted Living Act: Adult Care Licensing and Regulation
12. 12. CLBC Quality of Life Index
13. 13. Review - in class and online review of all work to date
14. 14. Celebration of Learning
15. 15. Course wrap up
Assessment
| Title | Learning Outcomes | Value |
|---|
| Conversations That Matter | 2, 3, 5, 6 | 15% |
| Being Realistic isn't Realistic Team Project | 2, 3, 6 | 20% |
| Social Policy Mini Teaching Session | 2, 4, 5, 6 | 25% |
| Philosophy, Policy, Procedure, Protocol Project It Starts With Me: Personal Declaration of | 1, 3, 4 | 20% |
| Philosophy Portfolio | 1, 2, 3, 5 | 20% |
| Total | 100% |
Grading Table
Standard Academic and Career Programs Grading Table
| Percentage |
Letter Grade |
GPA |
| 90-100 |
A+ |
4.33 |
| 85-89 |
A |
4.00 |
| 80-84 |
A- |
3.67 |
| 76-79 |
B+ |
3.33 |
| 72-75 |
B |
3.00 |
| 68-71 |
B- |
2.67 |
| 64-67 |
C+ |
2.33 |
| 60-63 |
C |
2.00 |
| 55-59 |
C- |
1.67 |
| 50-54 |
P |
1.00 |
| 0-49 |
F |
0.00 |
| |
DNW |
0.00 |
See the Academic Calendar for General Information including how to withdraw from course(s) and other regulations.
Disclaimer
Information contained in this course outline is correct at the time of publication. Content of the course is revised on an ongoing basis to ensure relevance to changing educational, employment and market needs. The instructor will endeavor to provide notice of changes to students as soon as possible. The instructor reserves the right to add or delete material from courses.