Methods for Inclusive Play-Based Programs for Children with Diverse Abilities
The following global ideas guide the design and delivery of this course:
- Current practices in the area of supported child development are best understood within the context of the history, philosophy and past practices from which they have evolved.
- Supported child development is based on several principles including family centred practice, inclusion, community resources, early intervention, assessment, and individual program planning.
- The resources and delivery of Supported Child Development varies across communities.
- Role release and coordination of roles is a necessary part of transdisciplinary planning.
- The importance of our role in observation, advocacy, contributions to planning and in curriculum implementation and delivery.
- Effective program planning incorporates the child’s strengths, needs and individual differences.
- Careful observation under a variety of conditions is essential to accurate assessment and planning.
- Parents are an important source of information about their child’s strengths, condition and needs.
- The child’s potential can be maximized when individual plans are effectively implemented and continually re-assessed and revised in consultation with the family and other professionals.
- Observations of Children
This course will conform to Douglas College policy regarding the number and weighting of evaluations.
- Research Assignment
- Participation and Attendance
Upon successful completion of this course, the student will be able to:
- Familiarize students with the history, philosophy and practice of inclusion and the role of supported child development programs.
- Understand the significance of the principles of Supported Child Development and Inclusive Classroom environments.
- Identify community-based resources available to support children and families.
- Understand the coordination of roles involved in transdisciplinary planning.
- Understand the role of an advocate, observer, member of a planning team, and in the development and implementation of curriculum to support the individual needs of children.
- Understand the causes and classifications of a range of developmental disabilities that may require a child to receive additional support.
- Develop plans reflective of individual child’s unique needs and learning style.
- Identify sources of information (including parents) when researching the needs of a child with a developmental disability.
- Understand the benefits of early and ongoing intervention, assessment, identification, diagnosis, evaluation and goal planning used to assist the child in reaching his or her full potential.
- Describe characteristics of exceptionalities including prevalence and incidence.
- Examine how cultural influences shape our view of disabilities.
- Identify opportunities and evaluate content for advocacy and support.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
These are for current course guidelines only. For a full list of archived courses please see https://www.bctransferguide.ca
|Institution||Transfer Details for ECED 2450|
|Kwantlen Polytechnic University (KPU)||No credit|
|Simon Fraser University (SFU)||No credit|
|Trinity Western University (TWU)||No credit|
|University of the Fraser Valley (UFV)||UFV ECE 260 (3)|
|University of Victoria (UVIC)||No credit|