La première année du programme TES se concentre sur le développement d’une prise de conscience et de compétences initiales dans le domaine des TES. Vous vous concentrerez sur la compréhension du développement humain normal, le modèle biopsychosocial, l’établissement de relations avec les clients, etc.
En deuxième année, vous développerez davantage vos connaissances, vos compétences et vos capacités interpersonnelles. Vous commencerez à concevoir, mettre en œuvre et évaluer des plans d’intervention basés sur les besoins de groupes de clients, tout en continuant à améliorer vos compétences en matière de communication et de conseil.
Au cours de la troisième et dernière année du programme TES, vous vous concentrerez sur l’intégration et l’application de vos connaissances, compétences et capacités interpersonnelles dans le domaine TES. Votre autonomie et votre indépendance en tant que conseiller.ère s’accroîtront à mesure que vous ferez preuve d’un comportement éthique et professionnel tout en défendant les besoins de vos clients.
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 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.
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.
(Prerequisite: 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.
Prerequisites: Role of the Special Care Counsellor + Fieldwork Skills + Communication & Teamwork + Observation & Documentation
(Prerequisite: 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.
(Prerequisites: 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.
Prerequisites: 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.
(Prerequisites: 109-101-MQ, 109-102-MQ)
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.
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.
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 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 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 between workout/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. 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.
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.
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 is a 15 week introductory course on the benefits and application of meditation. Classes will consist of various techniques to help with sharpening the mind for reflection and introspection. We will review various yoga postures to help with sitting for longer periods of time and students will be given tools to make improvements to their overall health and well being by selecting micro health habits. The overall objective of this course will be to give students the tools to live a long and happy life.
(Prerequisite: 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.
Prerequisites: All program specific courses from Semester 1 to 4.
(Prerequisite: 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.
(Exigences préalables : Tous les cours TES des sessions 1 à 4)
Les étudiant.e.s apprendront quels sont les facteurs qui favorisent, contribuent et entretiennent la violence, tout en développant leurs compétences en matière d’intervention clinique auprès des auteurs et des victimes de violence et des populations sujettes à l’exclusion sociale.
(Prerequisite: 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.
(Prerequisite: 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.
(Prerequisite: 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.
L’une des principales caractéristiques du programme est la composante coopérative, qui permet aux étudiant.e.s qualifié.e.s d’effectuer des stages d’été rémunérés après avoir terminé leur première et leur deuxième année d’études. Pendant votre stage, vous aurez l’occasion d’améliorer et d’élargir vos compétences de base. L’accès à un poste professionnel vous permettra d’acquérir une expérience professionnelle concrète, ce qui améliorera considérablement votre capacité à trouver un emploi dans votre domaine après l’obtention de votre diplôme. Dans certains cas, votre stage peut déboucher sur un emploi à temps plein après l’obtention de votre diplôme. Votre admissibilité au programme Alternance travail-études sera évaluée une fois que vous aurez été admis au programme.
Dans le programme de Techniques d’éducation spécialisée, nous avons adopté un cadre de conception universelle de l’apprentissage, en essayant de répondre à tous les types d’apprenants dans la salle de classe en offrant différentes dispositions de sièges et des approches individualisées de l’apprentissage. Nous avons conçu notre environnement d’apprentissage pour promouvoir le travail d’équipe, la collaboration et l’engagement dans la classe.
Pour obtenir votre diplôme, vous devez réussir un examen ministériel de langue. Si vous êtes titulaire d’un certificat d’éligibilité pour l’enseignement en anglais, vous devez passer l’épreuve uniforme d’anglais, sinon vous devez passer l’épreuve uniforme de français.
L’épreuve synthèse de programme (ESP) est une activité d’évaluation finale qui démontre les réalisations d’un étudiant.e tout au long du programme. Elle exige des étudiant.e.s qu’ils intègrent et synthétisent les connaissances et les compétences acquises dans le cadre de leur Diplôme d’études collégiales (DEC), comme l’indique la Politique n° 5 de notre établissement concernant le soutien à la réussite des étudiants.
Les conditions d’admission au programme Techniques d’éducation spécialisée varient selon que vous êtes un.e résident.e du Québec, un.e candidat.e. hors province, ou un.e candidat.e international.e. Veuillez prendre connaissance de toutes les exigences générales et spécifiques au programme avant de poser votre candidature.