Classroom and Community Support Program
Note: for the Fall 2010 intake, the application deadline has been extended to April 30, 2010. This deadline may be extended.
The Classroom and Community Support Program prepares students for employment in settings which promote the development, education, well-being and citizenship of children and adults with disabilities. Students will acquire the knowledge, skills and values necessary to assist our communities to include everyone, regardless of ability.
Department Website
For an overview of this program, including faculty listings and frequently asked questions plus other resources, visit the departmental website.
Credentials
The Classroom and Community Support (CCS) Department offers five credentials:
- Behavioural Interventionist Citation
- Certificate, CCS
- Diploma, CCS
- Diploma with Behavioural Interventionist Specialty, CCS
- Disability and Applied Behaviour Analysis
The latter three will be discussed here. Please see the Behavioural Interventionist, Disability and Applied Behaviour Analysis and Autism Stream Specialty pages for further information.
Career/Further Educational Opportunities
Employment rates are extremely high in all Classroom and Community Support Department (CCSD) fields of practice. Graduates from CCS programs can choose from a variety of employment opportunities. School districts employ graduates of the certificate/diploma program as special education assistants; community living agencies and microboards offer employment in respite support, life skills, day programs, residential settings, family homes and supported employment programs; post-secondary institutions employ graduates as education facilitators.
Students who earn the Behavioural Interventionist Specialty within their diploma can also work as Behavioural Interventionists in all these settings (students who earn the Behavioural Interventionist Citation are only prepared to work in family homes).
Graduates from the diploma program receive two years block transfer credit to the following bachelor degree programs: the schools of Child and Youth Care at the University of Victoria, University of the Fraser Valley, Vancouver Island University and the Child and Youth Care Degree Program at Douglas College; Adult Education Program University of the Fraser Valley; Community Rehabilitation at the University of Calgary (courses are online or held at Douglas College); Professional Arts in Human Services at Athabasca University; Bachelor of Disability Studies, Ryerson University.
The Classroom and Community Support Program encourages applications from graduates of other Community Support Worker and Special Education Teacher's Assistant certificate programs into our diploma semester. Graduates of the Behavioural Interventionist Citation program, once accepted into the CCS diploma program, will receive 15 transfer credits.
Location
CCSD courses are offered at the New Westminster Campus of Douglas College with the exception of CCSD 2370 which is offered at the David Lam Campus in Coquitlam.
Intake Dates/Application Deadline
Note: for the Fall 2010 intake, the application deadline has been extended to April 30, 2010. This deadline may be extended.
30 full-time students are admitted each September. Applications must be submitted by April 1 of each year. A small number of part-time students are also admitted in both Fall and Winter Semesters. Application deadline for part-time is April 1 for September and November 1 for January. Early application is recommended.
EARLY ADMISSION
Although application and document deadlines may be identified for this program, we encourage all
applicants to apply early and to submit all supporting documentation as early as possible. Those
applicants who apply early and submit all documents early may be offered early admission before the application deadline.
Admission Requirements
Admission to the Classroom and Community Support program is contingent upon availability of seats and applicant ranking as determined by a process of selective admission evaluation. To be considered for a seat in the program, applicants must meet all admission criteria. The selective admission process uses a structured format to evaluate all applicants in relation to the admission criteria established for the program. Additionally, applicants for the full-time and part-time programs will be invited for a pre-selection interview. Following this review applicants are ranked according to the degree to which they have met the admission criteria and their demonstration of communication skills, motivation to enter the program and knowledge of the demands of the profession. Applicants may be offered early admission.
NOTE: Applicants are advised to meet all admission criteria as early as possible to demonstrate preparedness and motivation for obtaining a seat in the program.
In addition to Douglas College General Admission Requirements, applicants must:
- Meet the admission requirements for the Faculty of Child, Family and Community Studies other than the 19-year-old-age requirement (graduating grade 12 students are welcome to apply anytime after College entry acceptance begins in mid-October).
- Provide evidence of completion of at least 60 hours of supervised work (paid or volunteer) in a department-related setting by completing a verification of volunteer/work experience form. Two verification of volunteer/work experience forms, completed by your direct supervisor at your volunteer/work experience sites are required. Volunteer/work experience forms will be mailed to you once you have applied to the program.
Note: There is no minimum age requirement for this program.
Exit Requirements
Please refer to the section on the Faculty of Child, Family and Community Studies regarding an English Competency exit requirement for more information.
A current Standard First Aid certificate (minimum of eight hours) is required at graduation.
The "Flex-Track Option" - Prior Learning Assessment and Recognition (PLAR) and transfer credit
The CCSD program prides itself on its ability to recognize the skills and qualifications of experienced practitioners. If you:
- have at least two years of experience working with children or adults with an intellectual disability, and/or
- are an experienced practitioner in a related field, and/or
- have applicable public post-secondary credits
then the flex-track option (our transfer credit and prior learning assessment process) may be for you. Experienced practitioners may earn up to 75 percent of a credential (up to 45 academic credits) based on assessment of their previous work/life learning. Transfer credit from approved university transfer and non-university transfer courses can also be used towards a credential.
Individuals interested in the flex-track option should contact 604-527-5612 to inquire about the date and time of the next PLAR orientation session.
Other Information
This department offers a free Information Session. For more details about dates, times and locations, please check online.
Credentials
The department offers a 45-credit, three-semester Classroom and Community Support Certificate and a 60-credit, four-semester Classroom and Community Support Diploma. A Behavioural Interventionist specialty is available in the diploma program. There are opportunities for field-related work between semesters two and three, and/or elective and exit English course work.
Program Content
The following courses follow a full-time student schedule.
Please note that department-approved relevant university/college or continuing education courses may be substituted for some of these required and elective courses.
Semester I
| Course | Title | Credits |
| CFCS 1110 or DVST 0356 | Introduction to Community | 3 |
| CFCS 1121 | Personal and Professional Development | 1.5 |
| CFCS 1130 | Change and Development: Lifespan | 3 |
| CCSD 1140 | Introduction to Practice | 3 |
| CCSD 1150 | Teaching and Learning: Foundations | 3 |
| CCSD 1170 | Exploring Exceptionalities | 1.5 |
| 15 |
Semester II
| CCSD 1220 | Working with Others | 3 |
| CCSD 1250 | Teaching and Learning: Adaptations and Modifications | 3 |
| CCSD 1260 | Alternative and Augmentative Communication | 3 |
| CCSD 1270 | Perspectives on Disability | 1.5 |
| CCSD 1240 | Practicum I | 4.5 |
| 15 |
Semester III
| CCSD 2230 | Support Across the Lifespan | 3 |
| CCSD 2334 | Supporting Families | 1.5 |
| CCSD 2335 | Person-Centered Thinking and Accountability | 1.5 |
| CCSD 2350 | Teaching and Learning: Positive Behaviour Supports | 3 |
| CCSD 2370 | Personal Assistance | 1.5 | CCSD 2340 | Practicum II | 4.5 |
| 15 |
Semester IV Diploma Program
| CFCS 2410 | Advanced Issues: Reflection and Integration | 3 |
| CCSD 2420 | Personal and Professional Leadership | 3 |
| CCSD 2440 | Service-Learning | 3 |
| CCSD 2480 | Community Building | 3 |
| CCSD, CFCS, UT | Elective | 3 |
| 15 |
Students may choose elective courses from among the CFCS integrated curriculum courses, the Behavioural Interventionist: Foundations CE course, any UT course, approved Douglas College Continuing Education courses and other related Douglas College department/faculty courses.
Behavioural Interventionist Specialty
Students who wish to receive a Behavioural Interventionist specialty designation with their diploma must, in addition to the required diploma courses specified in program content (above), take:
- the Continuing Education course in Behavioural Interventionist Foundations
- the Behavioural Interventionist practicum within the CCSD 2440 Service-Learning course
*See Faculty of Child, Family and Community Studies section for the English Language Entrance and Exit Policy.