Fleming College

Human development across the lifespan will be studied by exploring the interrelationship between biological, psychological and sociocultural influences from conception to end of life. Upon completion of the course, learners will have an understanding of individual development, in addition to the impact of lifespan development on families and communities. Learners will have the opportunity to follow an individual's development throughout the lifespan, using a variety of biopsychosocial factors.

Communications I for Community Development Professionals is an introductory course that provides a foundation in college-level communications. In this course, students learn to read critically, write appropriately for a variety of audiences, conduct research, cite references, revise for clarity and correctness, and present those results in various formats. In seminars, labs, and modules students will engage in both independent and collaborative activities, including the development and presentation of a research assignment to help them become more effective communicators in academic and professional contexts in Community Development.

In this course, students will learn the roles and responsibilities of an Educational Support Worker as a part of the multi-disciplinary team. Topics discussed will include professionalism, confidentiality and communication as well as an overview of legislation, regulations, school board procedures and policies. In addition, students will gain an understanding of current trends and issues within the field of education.

This course prepares students to use technology efficiently and effectively in college and workplace environments. Topics include Windows 10, Microsoft Office 365 (Word, PowerPoint, Excel, and Outlook), myCampus Portal, D2L, Internet, file management, collaboration tools, LinkedIn, and various social media platforms as they relate to professionalism in the field of Human Services. Course content is delivered through in-class labs using lecture, guided instruction, discussions, and hands-on activities, and through online self-directed learning (SDL) tutorials, articles and activities. Students will improve their technology skills and build a professional online image.

This course is an introduction to the study of Indigenous (First Nations, Metis, and Inuit) peoples in Canada. Students will explore the complex historical and contemporary relationships between Indigenous and non-Indigenous peoples. The course will also guide students to begin to understand the diversity and depth of Indigenous societies, worldviews, and knowledge through a multi-disciplinary lens.

This course offers a systematic approach to exploring human behaviour. The concepts and empirical findings are examined using a variety of theoretical approaches. Major topics include perception, motivation, learning, memory, intelligence, and personality.

Examine Literacy, Numeracy, and other subject areas of the Ontario Curriculum, including Special Education policy and the Individual Education Plan. Investigate strategies and skills Educational Support staff use to assist students' achievement of curriculum expectations and learning goals of the IEP. Demonstrate the use of concrete materials and technology that support universal design, equity, and student success.

The two main goals of this course are to provide the students with an initial exposure to the field in their program speciality area and to prepare them to plan and negotiate future field practice experiences with a school or agency related to their field.

This course will introduce students to the major areas of exceptionality as they are found in children. Knowledge and skills related to individual program planning will also be included.

This course will explore various assistive technologies and devices used within the school setting. Assistive technology (AT) refers to equipment that improves the functional capabilities of individuals with exceptionalities. Students will discuss the roles of AT and its ability to promote independent participation of learners in the learning process. Students will have the opportunity to become familiar with a variety of assistive technologies, both hardware and software, and how they can be implemented in a classroom.

All graduates of diploma programs require general education credits. These courses allow you to explore issues of societal concern by looking at the history, theory and contemporary applications of those issues.

Your program has designated some required general education courses. In addition, you have the opportunity to choose from a list of electives each semester.

Many of these courses and some other general education courses are also available through evening classes, by distance education, or on-line. See our Part-Time Studies Calendar for these opportunities.

You may already possess general education equivalencies from other colleges or universities. Please see the General Education Co-ordinators at the Peterborough and Lindsay locations for possible exemptions.

Communications II, building on the foundation of Communications I, is a blended course that teaches students to write and communicate for a variety of professional situations. In seminars, labs and online modules, students will develop a professional portfolio that demonstrates their abilities to meet the challenges of a changing workplace.

Pre-Requisites

• Communications I for Health Professionals (COMM 252) OR Communications I for Environmental & Natural Resource Professionals (COMM 253) OR Communications I for Trades and Technology Professionals (COMM 254) OR Communications I for Law and Justice Professionals (COMM 255) OR Communications I for Community Development Professionals (COMM 256) OR Communications I for Business and IT Professionals (COMM 257) OR Communications I (COMM 201)

Two days a week, over a 15 week semester, students in the Educational Assistant Program work directly with students with special needs under the direction of the classroom teacher. Students use this opportunity to develop the skills they are acquiring concurrently in college classes.

Co-Requisites

• Field Preparation II (FLPL 67)

This course is the in-class portion of the student's first field placement.

Pre-Requisites

• Field Preparation I (FLPL 63)

Co-Requisites

• Field Practice (FLPL 47)

This course will provide the opportunity for students to develop the knowledge, skills and attitudes required to effectively support individuals with Neurodevelopmental Disabilities in a school setting. Neurodevelopmental Disabilities are exceptionalities that are associated primarily with the functioning of the neurological system and brain, and can produce challenges in personal, social, academic, or occupational functioning.

This course studies the educational implications that may accompany physical disabilities resulting from a variety of disorders such as neurological defects, orthopaedic conditions, birth defects, infection or disease. The student will acquire knowledge of methods, materials and equipment that will assist in meeting the pupils' special needs at school.

This course builds on a foundation of behavioural theory, paradigms, and perspectives and investigates a wide variety of approaches in managing, modelling, encouraging and supporting positive student behaviour in schools. Pro-active and re-active strategies, culturally-sensitive approaches, connections to safe and healthy school policies and procedures, and current issues in behaviour management will be addressed.

Normally, students will have completed all other courses in this program before beginning this course. They must have the written permission of the program co-ordinator to enroll in this course if they have not completed all other courses.

Pre-Requisites

• Field Preparation II (FLPL 67)
• Field Practice (FLPL 47)