EDUC 373
    ?
    EPSE 390A
    T5.00 ?
    96W
    15304 ?
    36889
    UBC
    *UVjc
    Course Number:
    ED-D 487
    Section Number:
    P51
    TT
    or
    Cat
    Number:
    78832
    . ?
    S
    ?
    15
    D-5:
    Educational Change: Meeting the Challenge of Inclusion
    Instructor:
    Dr. Barbara Hoskins
    Location:
    Prince Rupert
    Date:
    July 18-27, 1994
    Days: Monday—Saturday
    Time: 8:30 a.m.—l2:30 p.m.
    COURSE DESCRIPTION
    The specific focus area for this course is inclusion of learners with special needs. The purpose of the course is to offer
    educators and school administrators the background and skills they need to meet the challenge of inclusion. The course
    will provide a framework for understanding inclusion in the context of current changes in educational systems in British
    Columbia and will assist educators in clarifying their roles in inclusive/collaborative schools. Participants will learn how
    to develop collaborative support systems within their schools and school districts and implement effective classroom
    strategies for learners with special needs.
    INSTRUCTOR PROFILE
    Dr. Barbara Hoskins is an educational consultant who has devoted the past several years of her career to being a catalyst
    in the change process that is happening in education across the U.S. and Canada.
    She received her Ph.D. from Northwestern University in Learning Disabilities. She is a Speech-Language Pathologist and
    worked with students with language, learning, and behaviour disorders in public and private schools, juvenile detention
    facilities, and psychiatric hospitals. She has been a visiting professor and serves as an editorial consultant for the
    CEC
    Journal
    of
    Communication Disorders
    and for
    Language, Speech and Hearing Services in Schools.
    She is also the author
    of a curriculum program,
    Conversations: Language Intervention for Adolescents.
    Dr. Hoskins is currently based in Pasadena, California. She presents over 50 workshops a year and consults with schools,
    hospitals, businesses, and other organizations as they redesign their services. She has published in the areas of Language
    and Learning Disabilities, Collaboration, Inclusion, and Organizational Change.
    COURSE REQUIREMENTS
    Class participants will keep ajournalllearning log. Class participants will be expected to complete all pre-reading and
    readings assigned for each class and be prepared to discuss these during class sessions. Each person in the class will make
    a presentation to the class on a selected topic and a brief final presentation. Each participant will hand in a final paper and
    action plan on the last day of class. The action plan should target goals for the coming year.
    READINGS
    Stainbach, S. and Stainbach, W.
    Curriculum Considerations in Inclusive Classrooms.
    Baltimore: Paul H. Brooks
    Publishing, Co.
    Bicklin, D.
    Schooling Without Labels.
    Philadelphia: Temple University Press, 1992.
    A Way With Words: Guidelines and Appropriate Terminology for the Portrayal of Persons with Disabilities.
    Produced by
    Status of Disabled Persons Secretariat, Department of the Secretary of Canada. Ottawa, Ontario, 1991.
    Bracewell, D.
    Learning Together: Stories About Children, Regardless of Ability, Learning Side-by-Side.
    Vancouver,
    B.C.: B.C. Association for Community Living.
    Additional current readings.

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