Thinking Skills

Level 2

Instructors and Teachers of Persons with Disabilities

• find ways to deal with lack of volunteers to support clients

Level 2

Instructors and Teachers of Persons with Disabilities

• choose teaching approaches and methods to meet client needs

Level 2

Instructors and Teachers of Persons with Disabilities

• assess if job placements are right for their clientsExampleThey consider
  • what the client is capable of
  • the physical work environment
  • the employers’ expectations
  • the amount of on-site support
• assess clients’ progress in remedial education and rehabilitation programsExamples
  • consider clients’ levels of
    • effort
    • attentiveness
    • behaviours
    • attitudes
  • assess client progress before moving them to a higher level
  • decide if resources and learning materials are working for the clients

Own Job Planning and Organizing

Instructors and teachers of persons with disabilities plan and organize their daily activities in response to clients’ needs. They generally work one-on-one with clients. There is little need to work with co-workers.

Instructors use guidelines for training that meet the expected outcomes of provincial guidelines.

Planning and Organizing for Others

Instructors may give daily tasks and responsibilities to teaching assistants and volunteers.

Level 3

Instructors and Teachers of Persons with Disabilities

• get information on client’s disabilities by
  • reviewing history files
  • communicating with clients
  • communicating with family
  • communicating with co-workers
  • searching the internet