EACS 156 Support Strategies focuses on support strategies used with individuals who have disabilities. The analysis and understanding of behaviour as a means of communication is explored. Strategies are learned and practiced in context to support individuals with the development of pro-social skills, life, vocational, and academic skills. An awareness of issues related to healthy sexuality and the ethics of touch are explored. Emphasis is placed on the ethics of support work and effective implementation of strategies to support individuals with disabilities to be as independent as possible.
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 |
|---|
| Total Credits | |
|---|
| Total Hours | 45 |
|---|
Typical hours per week breakdown| Lecture | 3 |
|---|
Learning Outcomes
Upon successful completion of this course, the learner will be able to:
- Effectively interpret behaviour as communication
- Choose from a repertoire of strategies to effectively and respectfully support adults with disabilities to learn and live in diverse community contexts
- Provide personal support to adults with disabilities in a safe and respectful manner
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.Learning Resources
Required:
Conversations That Matter, subscription (conversationsthatmatter.org)
Additional readings linked in the Course Schedule and/or provided by the Instructor.
Detailed Course Content, Topics, and Sequence Covered
1. 1. Orientation to course, and to support work with adults Language use Behaviour as Communication
2. 2. The importance of community - supporting authentic relationships
3. 3. Objective Documentation: the what, why and how.
4.
4. Functional Analysis - the terminology of behaviour.
5.
5. Customized Employment
6. 6. Ethics of Support, Power, and Control
7. 7. Understanding Boundaries Life experience - living with disability and supporting individuals with disability, first voices.
8. 8. Task Analysis - chunking and sequencing for teaching, forwards and backwards chaining
9. 9. Ethics of Touch - supporting safe individuals in safe spaces
10. 10. Dual Diagnosis - understanding intersections of multiple diagnoses in the context of support work
11. 11. Equity for all families - understanding the intersection between disability and indigeneity Local and Regional Services available - the Diverse Family Roots Society
12. 12. Objective documentation - final class time (mandatory) Abuse Prevention
13. 13. Personal Care Knowledge and Skills Assessment
14. 14. Personal Care Knowledge and Skills Assessment
15. 15. Personal Care Knowledge and Skills Assessment
Assessment
| Title | Learning Outcomes | Value |
|---|
| Behaviour as Communication Conversations that Matter: viewing and | 1, 2 | 30% |
| reflections | 1, 3 | 10% |
| Building Networks forum Objective Documentation Critical Incident | 2, 3 | 15% |
| Reports | 2, 3 | 20% |
| Personal Care Knowledge and Judgment Simulation | 2, 3 | 25% |
| 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.