Community Integration through Cooperative Education (CICE) gives individuals with intellectual disabilities, or significant learning challenges, the opportunity to enhance their academic and vocational skills with modified programming through a variety of courses. The program includes a number of core courses common to all CICE students, in topics such as interpersonal communications, job skills and self-advocacy, self-awareness and computer skills. Other courses are drawn from a variety of Durham College’s post-secondary programs and may not come from one specific program area, but a variety of programs related to the student’s field of interest. This is based on the availability of seats. It is in these classes that you, as faculty, will have an opportunity to teach CICE students.

For support, please contact:

Liz Campbell, Lead Learning Facilitator
T: 905.721.2000 ext. 2472
E: elizabeth.campbell@durhamcollege.ca

Alexandra Chastven, C.A.F.E. Administrative Assistant
T: 905.721.2000 ext. 2593
E: cafe@durhamcollege.ca

Working with CICE Students

Teaching CICE students is no different from teaching your program students. CICE students are a regular part of your classroom and will be completing the course along with the program students. There are some things to keep in mind when teaching CICE students:

Expectations of Faculty

  • Be open to modifying the assignments based on the recommendations made the Learning Facilitator(s). These are not accommodations, like those from the ASC, but modifications of assignments, not to the exclusion of an accommodation. Learning Facilitators (LFs) will make recommendations based on the students’ abilities
  • Have open communication and a good working relationship with the LF. This is key to the ease and success of your class and the student
  • Treat the CICE student(s) the same way that you would treat any student. The same rules apply in your classroom to CICE student(s)
  • Address any questions or concerns with the LF

Expectations of CICE Students

  • To meet classroom expectations that apply to program students in the class
  • To participate and engage in the classroom that facilitates their own learning as well as the learning of other students

Working with CICE Learning Facilitators

click for a larger view Working with Learning Facilitators means that you are not alone in your experience with the CICE student(s).

The role of the LF is to support the individual CICE student in the classroom, as needed. This support will look different for the individual student and may include note-taking, group work facilitation, guidance with in-process activities, etc. LFs also work outside of the classroom to review classroom content, assist the student(s) in preparing for modified tests and assignments and developing strategies for overall college success.

Please keep the communication open with your LFs to ensure success for you, them and the student(s) in your classroom. If you have any questions or concerns about the CICE student, etiquette, procedures, assignments or modifications, please get in touch with your LF as soon as possible. S/he is there to help you navigate this (potentially) new situation.

Learning Facilitators are there to support the faculty with all modifications. You are not alone in supporting the CICE student(s). Their role in the classroom is to ease transition and integration into the classroom and to support the student academically in and out of the classroom.

CICE Learning Facilitators

  1. Support students in the classroom. Learning Facilitators (LFs) are in the classroom to support student(s) if they want support. They are aware of classroom activities, assignments, etc.
  2. Assist students in the classroom at the students’ request. LFs are invisible to all members of the classroom. They only get involved if students ask their assistance.
  3. Work behind the scenes. The support of the LF for students and faculty happens behind the scenes. Please feel free to chat with the LF before, after class, or via email to arrange a meeting time.

Teaching Strategies and Tips

While the way you teach should not be modified for CICE students, there are some general ways that you can incorporate Universal Design for Learning (UDL), which will benefit all of your students.

The C.A.F.E. offers many resources and workshops that can assist you with supporting CICE students.

Outside the Classroom Supports for Students

Outside of your class, the CICE student works with their LF to ensure that they are using the necessary tools for their academic success.

Weekly Tutorials

LFs meet with CICE students once per week to review the material that was covered in their class and to determine if the student would like any further support. During these tutorials, LFs may answer questions, review notes, provide reminders, encourage the student to begin working on homework assignments, provide further resources or simply be a person to connect with about their classes.

LFs support students by helping them to develop time management, organizational and communication skills that will improve their ability to be successful while at college.

Curriculum Modifications

Any curriculum modifications are completed by the LF assigned to the student. This is the same LF who attends the class with your students. The LF has a good understanding of the student’s abilities and can work to ensure that the modified Course Learning Outcomes (CLOs) are met and the student is still meeting their objective.

Course Outlines

Course Outlines are modified by the LF in collaboration with the professor. These modifications reflect the individual CICE student’s abilities, may include modified Course Learning Outcomes and the removal of one or more or the Essential Employability Skills Outcomes. All modifications require the faculty’s approval.

Tests and Assignments

Modifications to tests and assignments typically include, but are not limited to:

  • Reducing content
  • Limiting the number of choices in multiple choice questions
  • Rewording questions
  • Changing the format of questions
  • Providing study notes to the students

The LF will communicate with faculty if there are any more or different modifications that are required to support the student’s success. The class content and curriculum, as well as the student’s abilities, will dictate the modifications. The LF will only move forward with modifications that are approved by the professor.

FAQs

There are likely some questions you still have, and we may have heard them before. So, please take a look at the below questions and see if we have answered them. If not, please feel free to get in touch with your LF contact.


My CICE student has a different assignment deadline than the program students. How can I still have them submit their work through the DC Connect Assignments tool?

In the DC Connect Assignments tool, you can set up exceptions for specific students. You can also do this for the Quiz tool in DC Connect. Please review our Assignments (pdf) document which includes instructions on how to do this.


My CICE student needs to write the test/quiz by hand, rather than on DC Connect. How can I export it from DC Connect?

Unfortunately, there is currently not a simple way to export or download all the questions of a quiz or test at once from DC Connect. The current workaround is to either:

  • Export the quiz as a .xml file and then reformat in Word for the student, or;
  • Copy and paste each question and options from the DC Connect Quiz tool onto a Word document

My CICE student would like to write the test via DC Connect, or writing the test via DC Connect is part of the learning outcome(s) of the course. How can I work with the LF to modify this test for the student?

It is best for LFs to have the test as soon as possible so they can begin modifying the content to suit the student. A minimum of 5 business days is needed for any modifications.

If you are familiar with using DC Connect, the general answer is to duplicate the test within DC Connect, and let the LF know which test they can modify. Once the LF has finished modifications, you can set up restrictions so only the CICE student can access the modified test. If you are unfamiliar with this process, please feel free to get in touch with a DC Connect specialist from the C.A.F.E. for assistance.


How does the CICE student get to achieve the same credit as a program student?

CICE students receive a modified version of the credit you are teaching. The credit will receive a modifier to the end of it to indicate this credit has been modified from its original format (e.g. GNED 1521 becomes GNED 1521M). The CICE students remain in the faculty grade book on DC Connect until the end of the semester. Then the registrar’s office takes the student out and places them in a modified CRN.