The first year of the SET program focuses on developing an awareness of and initial skills in the SET field. You'll focus on understanding normal human development, the Biopsychosocial model, building client relationships, and more.
In second year, you'll further develop your knowledge, skills, and interpersonal capacities. You'll begin designing, implementing, and evaluating needs-based intervention plans for client groups, while continuing to improve your communication and counselling skills.
During the third and last year of the SET program, you will focus on integrating and applying your knowledge, skills, and interpersonal capacities in the SET field. Your autonomy and independence as a cousellor will grow as you demonstrate ethical and professional behaviour while advocating for your client's needs.
Physical activity and health is an introductory course that combines a variety of physical activities in order to promote an active and healthy lifestyle. Stress management, motivational factors, designing an exercise program, healthy eating habits and nutrition are some of the topics that complement the weekly activities. Students are expected to participate to the best of their ability in a fun-filled environment. The following activities may be offered: Soccer, Ultimate, Volleyball, Hockey, Ringette, Basketball, Snowshoeing, Hiking, Cross country running, Weight training, Circuit training, Yoga, Badminton, Flexibility, and Relaxation, and others.
This course’s emphasis is on how knowledge is defined, acquired, transmitted and applied. Students examine both messages and media to identify the strengths and limitations of each. Students learn to situate knowledge in a social, historical and personal context, a skill they will need in order to become lifelong learners.
This course is directed toward improving English language skills by extensive written work based on literary texts. It uses the same textbooks as the Introduction to College English: Literature, but because of the emphasis on writing skills has a reduced list of readings.
Students will be introduced to the career of the Graduates in Special Education Techniques. The scope of practice of the Graduates in Special Education Techniques will be contextualized within the Quebec educational, health, and social services settings.
Students will be introduced to concepts that will help prepare them for their first fieldwork placement. Students will be introduced to basic skills required as a Special Care Counsellor in establishing a therapeutic relationship with their client.
Students will learn of the biopsychosocial factors of normal human development from infancy through adolescence. Students will examine the age-related changes that occur in the physical, cognitive, and psychosocial domains of a person’s development and the impact on their behavior.
Students will be introduced to professional communication practices to communicate with clients, caregivers, and family. Additionally, the dynamics of teamwork and how these can be beneficial to the client, the team, and themselves as Special Care Counsellors will be explored.
The course focuses on how individuals, groups, societies or nations organize ideas, perceptions and values into explanatory patterns. Students explore major ideas and value systems by which diverse individuals, groups, societies or nations seek to explain the world and their place in it.
(Pre-requisite: 351-A41-HR)
Students will learn of the biopsychosocial factors of normal human development from young adulthood to old age. Students will examine the age-related changes that occur in the physical, cognitive, and psychosocial domains of a person’s development and their impact on behavior.
Students will begin to objectively observe and document human behaviours in their surroundings. Emphasis will be placed on using a variety of different tools to measure behaviour, assess needs, analyze observed behaviours, and synthesize their findings. There will be additional focus on analyzing problems that are related to social participation.
Students will learn to develop and animate clinical activities for different clientele guided by therapeutic approaches used in Special Care Counselling.
Students will learn preventative clinical activities and interventions to promote well-being and healthy living for their clients and themselves.
Students will learn about the impact of specific mental health disorders on a client’s well-being, their potential for rehabilitation and intervention techniques to empower their clients.
Pre-requisites: Role of the Special Care Counsellor + Fieldwork Skills + Communication & Teamwork + Observation & Documentation
(Pre-requisite: 351-B51-HR)
Students will build off their experience from Mental Health I and continue to learn about the impact of specific mental health disorders on a client’s well-being, their potential for rehabilitation and intervention techniques to empower their clients.
Students will examine how ADHD, learning disorders and motor disorders impact their clients and will determine interventions focused on empowering their clients to succeed.
This course will focus on the working with client’s diagnosed with autism spectrum disorder (ASD). Students will learn the behavioral, cognitive, communication, social, and sensory skills typically seen in ASD as well as intervention activities for individuals with ASD and their caregivers across the lifespan.
This course will introduce students to disabilities which can affect the individual in the aging adult with a particular focus on the loss of autonomy.
This English course is designed for students in Nursing and Early Childhood Education, in other words for students who care for others. Since communication is essential in the caring milieu, the course emphasizes clear, precise, and concise written and oral communication. Through fiction and non-fiction, students examine both the message and the medium in terms of their programs.
(Pre-requisites: All SCC courses semester 1 + 2+ 3)
Students in Fieldwork 2 will spend two full days a week working in a Special Care Counselling setting. During this fieldwork, students will participate in clinical activity animation and development, be responsible for clinical documentation and begin to explore intervention plans in their setting.
Additionally, students will participate in small learning seminars, two hours a week.
Pre-requisites: Mental Health II, Neurodevelopment Disorders I & II.
Students will explore communication disorders across the lifespan with a focus on developing and implementing clinical interventions.
Students will explore intellectual, developmental, and genetic disorders across the lifespan with a focus on developing and implementing clinical interventions for their clients and working with their families.
This course aims to apply different ethical theories, principles, and values to the areas of health and early child care. The focus is on understanding and evaluating certain practices in these fields from a moral point of view and having students clarify their own values in terms of their various societal roles. Particular attention will be paid to issues in bioethics and family ethics as well as applying an ethical decision-making model to relevant case studies.
The third physical education course is aimed at integrating physical activity into the student’s daily lifestyle through more effective application of related personal factors (i.e. time management, motivation, nutrition needs, designing an exercise program) that contribute to continued participation. During scheduled course hours, the student will be introduced to new skills and concepts related to the specific activity chosen. The student is also expected to maintain regular physical activity outside class hours within a personal activity program under the professor’s supervision by applying the knowledge gained while integrating new course material.
The group activity portion of this course will consist of a three day canoe camping trip on local waterways providing a quintessential Canadian experience.. Students will be involved with various organizational aspects of the trip such as purchasing food, planning and preparing meals over fires/camp stoves, preparing and maintaining fires and other responsibilities associated with building camp. The rest of the semester is completed independently, with the guidance of the teacher, focusing on the student’s personal activity program that they have designed for themselves.
No matter where you are, cycling is a great way to travel and at the same time, benefit from some fresh air and exercise. In this course we will start off with a couple preliminary outings that will take us into the Gatineau Park with a focus on bike selection, proper positioning and gear use. In addition, we will select, plan, and divide up some of the responsibilities for an overnight cycle tour in the region. Also, students will have planned and managed a personal activity of their choice in a health enhancing approach over the entire semester.
Fitness and Strength Training will allow students to develop and use personalized resistance training and cardiovascular training programs throughout the course. Classes are in two blocks that are broken down betweenworkout/application and lecture.
This course will allow students to discover the Gatineau Park through many of its hiking trails. Three to four weekend outings will take them to different areas of the park to explore the diversity that the park has to offer. Topics covered during the hikes will include ‘leave no trace’ principles, local flora and fauna, risk management, appropriate clothing and footwear, local history, and basic hiking techniques. The rest of the semester is completed independently, with the guidance of the teacher, focusing on the student’s personal activity program that they have designed for themselves.
This course will encourage students to assume more responsibility for directing and managing their own sport experience. Students will develop sport-specific techniques and fitness; appreciate and be able to execute sport-specific strategic play; share planning and administration of sport experiences; provide responsible leadership; and develop and apply knowledge about officiating, scorekeeping and training. Classes are in two hour weekly blocks.
This weekend course will emphasize the importance of mind and body awareness through a broad range of activities which include yoga, meditation, Qi Gong and relaxation techniques. In addition, the outings may include hiking, orienteering and ziplining in the fall or snowshoeing, cross-country skiing, indoor climbing in the winter among other adventures depending on the year. The rest of the semester is completed independently, with the guidance of the teacher, focusing on the student’s personal activity program that they have designed for themselves.
Snowshoeing is an excellent low impact, cardiovascular winter workout. Students will explore different types of terrain and visit different areas in the Gatineau Park over three weekend outings at the beginning of the winter semester. The rest of the semester is completed independently, with the guidance of the teacher, focusing on the student’s personal activity program that they have designed for themselves..
This course will encourage students to assume more responsibility for directing and managing their own fitness & health. Students will develop programs related to cardiovascular health, flexibility, muscular strength, stress management, nutrition and other lifestyle habits. Students will work in groups to prepare and present a specific component of fitness or health to the class and will participate weekly in group fitness activities or workouts. They will independently create and execute their own fitness and health program addressing all components of fitness.
This course explores a variety of outdoor paddling sports that will introduce and refine paddling skills during three weekend day outings on local rivers and lakes. The students will be introduced to Stand up Paddling, Dragon boating and Canoeing with a focus on flat water skills, equipment knowledge, and safety. The rest of the semester is completed independently, with the guidance of the teacher, focusing on the student’s personal activity program that they have designed for themselves.
(Pre-requisite: All SCC classes from semester 1 to 4)
Continuing to build off Mental Health II, students will learn about the impact of specific mental health disorders on a client’s well-being, their potential for rehabilitation and intervention techniques to empower their clients in trauma-informed care, crisis intervention and suicide prevention.
Pre-requisites: All program specific courses from Semester 1 to 4.
(Pre-requisite: All SCC classes from semester 1 to 4)
Students will learn what factors promote, contribute to, and sustain violence while developing their clinical intervention skills in working with perpetrators of violence, victims of violence and populations subject to social exclusion.
(Pre-requisite: All SCC classes from semester 1 to 4)
Students will learn strategies and techniques to evaluate and facilitate their clients’ abilities to enter or re-enter society. Students will learn of many government agencies, community organizations, resources, laws, and policies that exist to ensure and facilitate integration.
Students will learn of the causes and characteristics of prevalent physical and neurological impairments. Students will refine their analysis skills of their client’s autonomy, the impact of the impairment on their cognitive, emotional, and social processes and design clinical activities appropriate to the client’s needs.
(Pre-requisite: All program courses (specific and general))
Students in internship will spend 450 hours over 15 weeks working in a Special Care Counselling setting. During this internship, students are expected to engage in all job functions of a special care counsellor including: information gathering, analysis, documentation, planning clinical activities, creating intervention plans, and evaluating their interventions.
In addition to fieldwork, students will attend seminars at school for 30 hours a semester.
(Pre-requisite: All program courses (specific and general))
This course will focus on integrating all aspects of the Graduates in Special Education Techniques as the student prepares to graduate and enter the workforce.
The Program Exit Assessment (PEA) will be evaluated in this course.
◉ For Certificate of Eligibility Holders who are at French level 100 or 101
◈ For Certificate of Eligibility Holders who are at French level 102 or 103
▣ For Non-certificate of Eligibility Holders
A key feature of the program is the co-op component, where qualified students have the opportunity to experience summer work terms after completing their first and second year of study. During your placement, you'll have the chance to improve and expand your core skillset. Access to a professional position will provide you with real-life work experience, greatly improving your ability to secure employment in your field after graduation. In some cases, your co-op position can lead to full-time employment after graduation. Your co-op eligibility will be assessed once you've been admitted to the program.
In the Special Education Techniques program, we have adopted a Universal Design for Learning framework, trying to respond to all types of learners in the classroom by offering different seating arrangements and individualized approaches to learning. We have designed our learning environment to promote teamwork, collaboration, and engagment in the classroom.
In order to graduate, you must pass a Ministerial Examination of Language. If you are an English rights holder then you must pass a Ministerial Examination of College English, otherwise you must pass a Ministerial Examination of College French.
The Program Exit Assessment (PEA) is a final evaluation activity that shows a student’s achievement throughout the program. It requires students to integrate and synthesize the knowledge and skills gained from their Diploma of College Studies (DEC), as indicated in our College’s policy on student evaluation.
As an Accounting and Management Technology student, you will be required to present a proposed Business Plan, during which you summarize the necessary activities to be performed in launching, modifying, or expanding the products and services offered by an organization.
The PEA serves as a summary of the your experience in the program, including reflection on both program-specific and general-education courses.
Admission requirements for the Special Education Techniques program vary depending on if you are a Quebec-resident, out-of-province applicant, or international applicant. Please review all general and program-specfic requirements before applying.
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