Sessional - Faculty - EDCS 1640

DUTIES

The School of Social Work and Human Service (Faculty of Education and Social Work) at Thompson Rivers University invites applications for one sessional lecturer to teach EDCS 1640 (3,0,0) Foundations of Community and School Support (FALL 2026). The course is delivered in-person at the Kamloops campus on Fridays from 8:30 to 11:20 between September 8th and December 23rd.

Course Description:
Students will develop a critical awareness of disability and the learning and support needs of people with disabilities in school and community. Students investigate person-centered, strength-based strategies and barriers to social inclusion and education.

Educational Objectives/Learning Outcomes:

1. Describe the evolution of the social and educational inclusion of people with disabilities.
2. Explain the characteristics of cognitive, physical, and sensory impairments
3. Identify barriers related to supporting individuals with disabilities in classroom and community environments.
4. Practice inclusive strength-based, person-centered instructional supports that can be applied to educational or community settings.
5. Assess environmental fit for individuals with disabilities in classrooms and other settings.
6. Develop an anti-ableist philosophy of practice.
7. Identify strategies for advocacy.
This course meets the Intercultural Awareness ILO criteria.

QUALIFICATIONS

Education/experience:
• A relevant doctoral degree with a graduate credential in child and youth care, education, or social work is preferred. Candidates with a master’s degree in child and youth care, social work, special education, or education is required.
• A minimum of 5 years of direct experience in K-12 or the Community Living sector within the last 10 years is required.
• A minimum of five years’ K-12 teaching experience with direct experience working with Educational Assistants is preferred.
• Leadership and supervisory experience in K-12 inclusive education settings or the Community Living sector is preferred.
• Post-secondary education instructional experience is required, while teaching experience with entry-level certificate or diploma students is preferred.
• An ability to demonstrate experience integrating Indigenous knowledge and teaching methods (TRC CA 62) is required.
• Proven skills in building student capacity for intercultural understanding, empathy, and mutual respect (TRC CA 63) are required.
• Teaching excellence, including developing culturally appropriate curricula (TRC CA 10) is required.
• Candidates must provide evidence of their ability to commit to creating time and space for relationships based on respect as human beings, supporting and embracing differences with kindness, love, and respect (NIMMIWG, 15.7).
• Demonstrated commitment to the inclusion and empowerment of people with disabilities in school and community settings with a clear understanding of the historical legacy of social marginalization, medicalization, and the institutionalization of people with physical and cognitive disabilities is required.
• Demonstrated ability to network effectively with community social service agencies as well as classroom and resource teachers and school principals is preferred.
• Working familiarity with current instructional methods and support practices in inclusive education, trauma-informed education, and community settings is preferred.
• Demonstrated ability to teach inclusive practices to entry level support workers is required.
• Demonstrated experience or training in curriculum development preferred.