Course content is guided by research, empirical knowledge and best practice. The following values and principles, consistent with professional standards, inform course content.
- Examining and challenging our personal values, attitudes and beliefs influences our interactions with persons who have experienced barriers to participation.
- All individuals possess inherent capacity for growth.
- Respect and caring, being responsive to individual learning needs and abilities and cultural perspectives underlies practitioners' actions and interactions in supporting diverse individuals.
- Investigating historical and societal attitudes towards persons with disabiilties increases critical thinking and provides context for examining current delivery models.
- The construct of 'disability' continues to evolve. Knowledge of current concepts, trends and issues informs and equips our ability to facilitate inclusion.
- Leisure and recreation participation significantly contributes to overall health and well-being of individuals.
- Communities are strengthened when individual and group diversity is embraced through leisure and recreation participation.
- Teaching and learning is a collaborative process, using strengths- based and person-centered techniques.
- Using resources within communities, issues of access and accommodation can be explored to minimize and eliminate phyiscal and social exclusion of individuals
- Meaningful life experiences are enhanced through interdependence, self-determination, choice, empowerment, valued social roles and lifelong learning.
- Multi media
- Group work
- Experiential Learning
This course will conform to Douglas College policy regarding the number and weighting of evaluations. Typical means of evaluation may include some or all of the following:
- Written assignments
- Presentations (individual or group)
This is a graded course.
Upon successful completion of this course, the student will be able to:
- Reflect on personal knowledge, attitudes, values and skills and recognize the importance of self-reflection for professional competence.
- Analyze the history of services for people living with a disability in Canada.
- Examine current provincial and national policies regarding the rights of all Canadians.
- Describe a variety of service delivery models in community-based service, specifically person-centered planning, leisure and recreation services and inclusive approaches.
- Explain the intersectionality of poverty, gender, culture, and community in understanding the lived experience of individuals.
- Apply principles of cultural competency to build capacity for intercultural understanding, empathy and mutual respect to enhance leisure service delivery with diverse populations.
- Assess abilities, interestes, needs and aspirations of participants with differing abilities while supporting each person's unique leisure lifestyle.
- Adapt and modify facilitation practices by applying inclusive principles in leisure, recreation and sport settings.
- Identify various forms of advocacy; self, individual, organizational;using formal and informal systems to support individuals leisure and well being.
A list of textbooks and materials is provided for students at the beginning of each semester.
- Selected readings from a variety of textbooks
- Selected audio-visual and on line resources
- Selected readings from books and journals
Students in the TR program, both diploma and degree students, are required to attain a minimum of 60% (C letter grade) in all courses utilized for credit towards a diploma and/or degree in Therapeutic Recreation in order to progress in the program.
Courses listed here must be completed either prior to or simultaneously with this course:
- No corequisite courses
Courses listed here are equivalent to this course and cannot be taken for further credit:
- No equivalency courses
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
|Institution||Transfer Details||Effective Dates|
|Simon Fraser University (SFU)||No credit||2006/09/01 to -|
|Thompson Rivers University (TRU)||TRU HUEL 2XX (3)||2007/09/01 to 2010/08/31|
|Thompson Rivers University (TRU)||TRU HUEL 2XXX (3)||2010/09/01 to -|
|University of British Columbia - Vancouver (UBCV)||UBCV KIN 2nd (3)||2020/09/01 to -|
|University of British Columbia - Vancouver (UBCV)||UBCV KIN 2nd (3)||2007/09/01 to 2020/08/31|
|University of British Columbia - Vancouver (UBCV)||UBCV KIN 2nd (3)||2006/09/01 to 2007/08/31|
|University of Northern BC (UNBC)||UNBC ORTM 2XX (3)||2007/09/01 to -|
|University of Northern BC (UNBC)||UNBC RRT 2XX (3)||2006/09/01 to 2007/08/31|
|University of the Fraser Valley (UFV)||UFV GE 1XX (3)||2006/09/01 to -|
|University of Victoria (UVIC)||UVIC PE 2XX (1.5)||2006/09/01 to 2008/04/30|
|University of Victoria (UVIC)||UVIC EPHE 2XX (1.5)||2008/05/01 to -|