Developing Self-Regulating Learners in the Context of BC’s New Curriculum
EPSE 565i- 62A Conceptual Foundations in Inclusive Education
Preference is given to individuals who have a doctoral degree, or to doctoral students who have achieved candidacy and are eligible to teach as a sessional instructor. Candidates must have a strong understanding of special education and/or inclusive practices, as well as experience and expertise related to making research/theory to practice links. It is preferred that the successful applicant will have post-secondary level teaching experience related to inclusion (e.g., EPSE 317) before teaching this course, but it is not required. As well, experience teaching or counselling in K-12 schools, especially with attention to inclusive or special education, is necessary. Successful doctoral applicants must also have the approval of their research supervisor (based on making satisfactory progress in the program). Non-students with the appropriate qualifications are also welcome to apply.
Specific Course Information and Requirements:
This course will empower participants to understand the history of inclusion, particularly in BC, and to critique, build from, integrate, and/or generate inclusive frameworks for promoting academic growth of diverse learners (e.g. UDL, RTI, Strengths-Based approaches, Differentiated Instruction). It will be taught within the SRL2 MEd cohort program, which emphasizes teaching students in Grades K-12 through a self-regulated learning (SRL) lens. Further, the program and course will be structured using a framework that engages participants in “collaborative inquiry for inclusion and SRL”. Therefore in addition to knowledge of and experience with inclusion, a strong understanding of both SRL and collaborative inquiry models is important for those applying to teach this cohort.
|Section||Term||Type||Start Date||End Date|
To apply, please submit a cover letter detailing your experience and a current CV to the following address: firstname.lastname@example.org. Deadline for applications: November 20, 2018.
Your possible appointment is contingent on any other appointments you may hold at UBC. If you hold another appointment at UBC, please indicate this in the email portion of your application as well as on your CV or cover letter.
Due to the number of applications we receive, we are not able to confirm receipt of submissions over the phone or by mail, nor can we provide the status of applicants except to those who are selected for an interview.
Equity and diversity are essential to academic excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Metis, Inuit, or Indigenous person.