1. The teacher-scholar model emphasizes the reciprocal nature of discovery, integration, application, and teaching which is congruent with the scientist-practitioner model in which research, teaching, and service inform and advance each other.

a. These models guide the rich educational experiences (i.e., course work, seminars, mentorship, teaching, research, consultation, collaboration, and practica) through which carefully selected graduate students assume professional roles within the areas of special education, school and counselling psychology, and measurement and evaluation.

2. Beyond merely acknowledging differences, we actively seek, as members of a pluralistic society, to explore diverse viewpoints, particularly Aboriginal and First Nations’ Perspectives, and to continually grow as we identify ways in which we would benefit from incorporating these into our understandings and competencies.

3. Graduates of our programs operate as competent, ethical, committed, and reflective academics, researchers, and practitioners within multidisciplinary teams in a variety of academic, research, educational, health, community, governmental, and private corporate sector settings.

These professionals:

a. adopt an ecological view of children and youth as complex individuals who are in multiple, reciprocal relationships within the dynamic contexts of their families, schools, communities, and society;

b. emphasize empowerment and self-determination based on a recognition of risk, protective factors, and resiliency, and

c. employ a range of exemplary practices as they:

i. create and disseminate knowledge;
ii. facilitate development, learning, and psychosocial well-being, and
iii. promote social justice and understanding among diverse peoples and cultures.

4. Graduate programs within the Department are designed to meet or exceed the requirements of the governmental departments and professional associations which regulate the practice of the professions of special education as well as school and counselling psychology.