1
SIMON FRASER UNIVERSITY
PAPER S-15
MOAUM
3
1D/7/7
To
.......................
.
From........
Robert
J.c
..Harper.Head
..
..........................Sc.ence Foundations
Subject........................................................................................................................Date.
.
..)2.67
The Senate of Simon Fraser University has now
approved extension of the Professional Development Program to cover
needs of future teachers in the area of special education.( 1967/68
calendar, page 140) The Department of Behavioral Science Foundations
is now presenting for the approval of Senate, the two attached statements
concerning the implementation of a Professional Development Program
for teachers in special education. Both statements were approved
by the Faculty of Education at a meeting held on Tuesday, July 4, 1967.
Attach. - 2
&
ro
5AI
10/747
PA PER
frl
Behavioral Science Foundations - Special Seminars
The established practice for all students in the Professional
Development Program is that they take Education 401-8 - Introduction
Period. This period is designed to permit direct observation and
experience in a B.C. school under the supervision of an Associate in
Education. On their return, thesestudents then take Education 402,
the function of which is to help the students consolidate the learning
that occurred in Education 401 and to extend their knowledge of the
theory of education. With respect to Special Education, this period
is organized in three parts.
a) A general seminar in which students are exposed to
knowledge required by all teachers.
b); The special seminar will deal with the development of
themes.raised in the general session. In conformity
with the established practice, these themes will be
developed to meet the particular needs of students in
special education. In addition, special attention will
be paid to sensory-motor perception and emotional dis-
turbance in childhood. The total time spent in special
seminars will be four hours per week.
c) In addition to the special seminar there will be a
workshop of approximately four hours. This workshop will
attempt to integrate the seminar discussions and provide
opportunities for the further study of particular approaches
and analyses given-in the lectures, films, audio or video
tapes. Specific perceptual training techniques, visits
to schools and classes, evaluation and testing procedures,
diagnostic procedures will be arranged for the four hour
workshop.
For the Fall Semester, the faculty of the Behavioral Science
Foundation will co-ordinate the seminars and workshop. (S. Rogow
will co-ordinate the seminars and V. Houghton will co-ordinate the
workshop)
In addition to the seminars and workshops, a series of panel
discussions is being arranged for the students.
1.
The total therapeutic milieu in Ehe classroom.
2.
The management of behaviour difficulties in the classroom.
3.
Approaches to Sensory- Perceptual Disabilities.
Special Education teachers who have successfully completed 402 will
enrol in 403 for their four months teaching experienbe in a special class
or school setting.
Education 404 will follow the same procedures as apply to all PDP
students, with the exception of a special section of PF 450. In 450
(cont...).
S
.
I
M
PAPER #1 (cont.)
these students will have the opportunity to pursue a particular interest
in specialized techniques (speech reading, teaching language to the
deaf, etc.).
Supportive teacher-student relationships, a library of films,
tapes, books, correspondence and contacts with professional field
perso1rnel provide the broad, structure on which an experimental but
"solid" program can be built.
'5M 1f r7/e,7
PAPER #2
It was the intention of the Department of Behavioral Science
.
Foundations to develop the area of special education within the established
rubric of the ProfessiOnal Development Program. The accompanying paper
illustrated the articulation of our contribution in Education 401, 402
•
and 404. This paper is concerned with the feasibility of implementing
Education 403.(teaching semester) for future teachers of special
•
education. On the basis of an exhaustive study carried out by Mrs. Rogow
and Professor Houghton of existing services in special education in
this province,
it was concluded that the objectives of the Professional
Development Program, with respect to Education 403, could not be made
without the establishment, off-campus, of a Centre for Handicapped
Children. At a meeting of the Faculty of Education this proposal was
unanimously approved and took the form of the following motion:
"that the Faculty of Education endorse the proposal of the
Department of Behavioral Science Foundations to establish
off-campus a Centre for Handicapped Children. The purposes
of this
Centre would be three-fold:"
1.
The
training of .
new teachers within the Professional Development
Program.
2.
The provision of education for children not normally accommodated
by school districts.
3.
The re-training of existing teachers."
The basis
of support for this Centre is as follows:
Evidence adduced by Mrs. Rogow and Professor Houghton revealed that
the provisions for education of handicapped children do not spring from
a common philosophy, curriculum or instructional techniques. Furthermore,
the professional qualifications of teachers in special education in this,
as in
other provinces, do not match those held by teachers of so-called
normal
children.
A brighter note is struck by the following findings.
1.
There are a number of extremely competent people scattered
through the public school system and medically-oriented
rehabilitation centres who have expressed great willingness
to contribute to a well-organized program of teacher
education that is focussed on practical experience with
•
handicapped children.
2.
A number of agencies including the CNIB and the Childrens'
Aid Society are prepared to work very closely with the
University in the establishment of the proposed Centre. The
•
Department of Education has expressed great concern for the
welfare of the handicapped child and would welcome leadership
V
•
from the university.
V
(cont...)
SPI
I W7 16 7
PA
PE
__-&-
R 1(cont
^ "
The proposed centre. is not simply a school for handicapped bhildren,
nor is it simply a research establishment, nor is
.
it envisaged that it
is simply a training establishment. It will be an envranment in which
an attempt will be made to attack the problems of learning handicaps
from an interdisciplinary standpoint with the object of rehabilitating
children who are not normally accommodated within existing programs
and advancing the professional development of students who wish to
specialize in this field of education. Eventually we hope to provide
an opportunity for teachers who are presently in the field to upgrade
their qualifications. It is taken for granted that these objectives
cannot be implemented without ongoing research programs, the fundamental
objective of which will be to raise professioai competence through knowledge.
The creation of this Centre will be a precedent for Simon Fraser
University. U.B.C., however, already has in operation a pre-school
program and special class, with children attending on a continuing basis.
.
S
/7I'7
2 -
PHASE IV:
Enrichment
It is
assu3d
that the ztudcnts
1
prior cperIenco in
•
Education 401,
OZ and
40 3.
will provide a"Special" crnphsIs student
H
tith a basic understanding and competence to teach elementary school
physical education.
During Education 404, these students will he
•
required to complete P.D.S. 440 and
1,1 11.
The lzittor courses will
•
provide an opportunity to study in greeter depth such areas as Human
Growth and
Development, Concept Development through
Physic& A ctivtticz,
Curricula Activities in Physical
Education and related aspects of
evaluations.
-
SUi14RY STA FirNf
••
At the present time the Centre has no intention of developing
a special certificate of achievement
for
completion of tills progrt1.
A
letter from this deorUrent 1ndlcatng the student's
cnorol area of
F
competence
uIfl be
IflCILdGd in the
student's flic
for use
n
securing
future teaching positions.
.
•
•
GK:p
•
• •
-
•.- -
t.
