Health Care
CAD 22887
| Year | Name | Fees | Total |
|---|---|---|---|
| 1st Semester | Tution Fee | CAD 7657 | 7657.0 |
| 2nd Semester | Tution Fee | CAD 7615 | 7615.0 |
| 3rd Semester | Tution Fee | CAD 7615 | 7615.0 |
| Starting Date | Application Deadline | Status |
|---|
Admission To A Post Graduate Certificate Program (1 year)
• Bachelor’s degree with a cumulative GPA (CGPA) of 55% or higher and university transcripts, with 6 or fewer retakes for a 3 year bachelor, and 8 or fewer retakes for a 4+ year bachelor. There can be no more than 3 retakes for any one subject.
• Diploma or Provisional Certificate for proof of graduation
• English Proficiency requirements are as follows for consideration:
1. Academic IELTS with an overall minimum score of 6.5 (with no single test score below 6.0)
1. Application along with supporting documents will be processed on TenAgents Portal.
2. Application fee $95 Non-refundable will be charged from the student.
3. If student has applied for conditional offer letter then college will give 15 days grace period to upload the documents on portal. Delay in submitting the documents will automatically cancel the application and new application fee is to be paid.
4. College is very much strict for change of agent. If any student wants to change agent then the new agent must submit a completely new application for the student, paying the $95 fee again.
5. NO change of agency requests will be processed if the Letter of Acceptance has been issued
6. NO change of agency requests will be processed if the student Tuition Fees have been paid
7. Each student will be permitted only ONE agency change
8. Application Form will be online and submitted by the Agents
9 Agent Authorization Form This form will be signed dully filled by the applicant
Programs at Algonquin College are delivered using a variety of instruction modes. Courses may be offered in the classroom or lab, entirely online, or in a hybrid mode which combines classroom sessions with online learning activities. Upon registration, each full-time student is provided an Algonquin email account which is used to communicate important information about program or course events.
| Code | Course Name and Description | Hours |
|---|---|---|
| HLT0326 |
Foundations of Therapeutic Recreation Students examine the history, theory and philosophy of therapeutic recreation. Historic and contemporary contexts provide the framework to explore the phenomena of play, recreation and leisure. Contemporary professional practice models are reviewed to analyze the role of the therapeutic recreation specialist in attainment of well-being and quality of life. Changes in society's attitudes toward individuals with disabilities are explored. Students are challenged to use the conceptual foundations to create a personal philosophy of therapeutic recreation professional practice. |
42.0 |
| HLT0327 |
Leadership and Adaptive Recreation Having an in-depth understanding of recreation leadership, combined with accurate adaptation of activities, is critical to meeting the needs of clients while facilitating valuable outcome-based programs. Students learn to systematically develop and lead recreation activities using current program planning standards, activity analysis, adaptation and leadership skills. Students examine leadership theory and techniques and self-discover their own unique style. Topics explored include supervision, motivation, collaboration, communication, empowerment and team development, particularly from the perspective of working with clients, staff, volunteers and other team members. |
42.0 |
| HLT0328 |
Therapeutic Recreation and Selected Populations I Therapeutic recreation professionals provide services to diverse client groups in a broad spectrum of settings. Students explore a variety of disabilities and assess their impact on a person's activities of daily living, accessibility, psychosocial state, relationships, and recreation and leisure lifestyle and functioning. Client populations may include adults or children with physical disabilities and developmental disabilities, chronic conditions and head injuries. Students investigate how to apply the therapeutic recreation process with these individuals. |
42.0 |
| HLT0329 |
Therapeutic Recreation and Aging Demographics are changing in Canada particularly as they relate to aging communities. Students examine the evolving scene in recreation with respect to providing opportunities and activities for an aging population. Students explore theories of aging and the aging process and how they apply to seniors living in a variety of chosen lifestyles. Needs and interests of older adults are connected with community services, recreation and leisure opportunities and programming practices while students apply the principles of therapeutic recreation. |
42.0 |
| HLT0336 |
Therapeutic Recreation Assessment Assessment is one of the primary steps of the Therapeutic Recreation Process. Students develop the knowledge and skills necessary to design and conduct individualized, systematic therapeutic recreation assessments for diverse client groups. Students examine the tools and processes necessary to determine clients' interests, skills, thoughts and feelings related to their leisure life. Information gathered is used to develop individualized intervention plans. Interpersonal skills play a role in conducting assessments. Students explore empathetic communication and examine the importance of professional and ethical considerations. |
42.0 |
| HLT0344 |
Anatomy and Physiology for Healthcare Basic comprehension of medical terminology, human anatomy and physiology is essential when working in patient care settings. Students learn basic anatomy and physiology in normal body structure and functioning. Proper use of medical terminology is practised through verbal and written communication. |
42, |
Level:02
| Code | Course Name and Description | Hours |
|---|---|---|
| HLT0351 |
Foundations of Therapeutic Recreation Students examine the history, theory and philosophy of therapeutic recreation. Historic and contemporary contexts provide the framework to explore the phenomena of play, recreation and leisure. Contemporary professional practice models are reviewed to analyze the role of the therapeutic recreation specialist in attainment of well-being and quality of life. Changes in society's attitudes toward individuals with disabilities are explored. Students are challenged to use the conceptual foundations to create a personal philosophy of therapeutic recreation professional practice. |
42.0 |
| HLT0352 |
Leadership and Adaptive Recreation Having an in-depth understanding of recreation leadership, combined with accurate adaptation of activities, is critical to meeting the needs of clients while facilitating valuable outcome-based programs. Students learn to systematically develop and lead recreation activities using current program planning standards, activity analysis, adaptation and leadership skills. Students examine leadership theory and techniques and self-discover their own unique style. Topics explored include supervision, motivation, collaboration, communication, empowerment and team development, particularly from the perspective of working with clients, staff, volunteers and other team members. |
42.0 |
| HLT0353 |
Therapeutic Recreation and Selected Populations I Therapeutic recreation professionals provide services to diverse client groups in a broad spectrum of settings. Students explore a variety of disabilities and assess their impact on a person's activities of daily living, accessibility, psychosocial state, relationships, and recreation and leisure lifestyle and functioning. Client populations may include adults or children with physical disabilities and developmental disabilities, chronic conditions and head injuries. Students investigate how to apply the therapeutic recreation process with these individuals. |
42.0 |
| HLT0354 |
Therapeutic Recreation and Aging Demographics are changing in Canada particularly as they relate to aging communities. Students examine the evolving scene in recreation with respect to providing opportunities and activities for an aging population. Students explore theories of aging and the aging process and how they apply to seniors living in a variety of chosen lifestyles. Needs and interests of older adults are connected with community services, recreation and leisure opportunities and programming practices while students apply the principles of therapeutic recreation. |
42.0 |
| HLT0355 |
Therapeutic Recreation Assessment Assessment is one of the primary steps of the Therapeutic Recreation Process. Students develop the knowledge and skills necessary to design and conduct individualized, systematic therapeutic recreation assessments for diverse client groups. Students examine the tools and processes necessary to determine clients' interests, skills, thoughts and feelings related to their leisure life. Information gathered is used to develop individualized intervention plans. Interpersonal skills play a role in conducting assessments. Students explore empathetic communication and examine the importance of professional and ethical considerations. |
42.0 |
| HLT0356 |
Anatomy and Physiology for Healthcare Basic comprehension of medical terminology, human anatomy and physiology is essential when working in patient care settings. Students learn basic anatomy and physiology in normal body structure and functioning. Proper use of medical terminology is practised through verbal and written communication. |
42.0 |
Level:03
| Code | Course Name and Description | Hours |
|---|---|---|
| FLD0012 |
Therapeutic Recreation Field Placement Throughout the semester, students participate in practical therapeutic recreation work at an approved agency/site while applying classroom theory and knowledge. Supervised by therapeutic recreation professionals and College faculty, students assist clients throughout the phases of the therapeutic recreation process, examining and applying therapeutic recreation standards of practice, learned terminology and practical skills in a frontline setting. Competencies such as reflective practice assignments, case studies and clinical supervision comprise additional evaluative requirements for the placement. Toward the end of the semester, students return to the classroom to share and reflect upon their work experiences. |
560 |
Turn your passion for wellness into a career helping people.
This Ontario College Graduate Certificate program prepares you for a career in the field of Therapeutic Recreation. Therapeutic Recreation Specialists work with individuals who, due to illness, disability or other life circumstances require assistance to meet their individual goals and dreams. In this program, you develop a strong foundation of skills and knowledge to facilitate purposeful, quality leisure experiences. You use the tools of recreation and leisure to provide client centred, strengths-based therapeutic recreation services, which lead to happiness, well-being and quality of life.
Develop advanced knowledge of how to complete participant assessments, create individualized and group programs and document participant outcomes. Apply a variety of facilitative techniques to promote inclusive and meaningful recreation and leisure experiences, and advocate for participants across a variety of service settings to maximize environmental resources that are essential for well-being. Through collaboration, teamwork, research and professional involvement, you learn to adapt, implement and evaluate recreation activities to meet the needs of people in a wide range of settings. Develop your professional identity and goals to prepare you for placement and employment, which may include private practice. Your placement consolidates the skills and learning that you have attained throughout your coursework.
Graduates may work with people of all abilities that may include physical or developmental disabilities, seniors, children with diverse learning needs, youth at risk, as well as individuals with addictions, mental illness or head injuries. Specifically, you may find work in recreation, health or social service organizations such as:
This program is well-suited for students who:
For visa process, refer to this link:
https://www.canada.ca/en/immigration-refugees-citizenship/services/study-canada.html
The VISA Application should be submitted online with Documents mentioned below.
Study Permit – Checklist of Documents.
Note: All documents front and back sheet, (1 Photocopy set (clear) and notarized)
(Experience Letter, Appointment Letter, Bank account Salary Statement (last 3 months), Pay Slips (last 3 months), Job Relieving Letter if resigned (From each employer)
Any document in a language other than English must be accompanied by notary attested English translation.
For GIC: 10200 CAD (Funds must be transferred to Canada from student’s bank account in India)
Embassy Fee: 235 CAD (150 CAD VISA Fee + 85 CAD Biometric Fee)
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