Curriculum Guideline

Methods for Inclusive Play-Based Programs for Children with Diverse Abilities

Effective Date:
Course
Discontinued
No
Course Code
ECED 2450
Descriptive
Methods for Inclusive Play-Based Programs for Children with Diverse Abilities
Department
Early Childhood Education
Faculty
Applied Community Studies
Credits
3.00
Start Date
End Term
Not Specified
PLAR
Yes
Semester Length
15 weeks
Max Class Size
30
Contact Hours

Weekly Distribution:

  • Lecture/Seminar: 3 hours/week

 

Method Of Instruction
Lecture
Online
Methods Of Instruction

  • Lecture
  • Discussions
  • Observations of Children

Course Description
This course explores the selection and use of appropriate assessment materials and intervention techniques for working with children who have special needs. A family-centred approach, which focuses on promoting social interactions among children, will be taken. A variety of developmental characteristics of exceptionalities and perspectives regarding disabilities will be explored.
Course Content

The following global ideas guide the design and delivery of this course:

  1. 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.
  2. Supported child development is based on several principles including family centred practice, inclusion, community resources, early intervention, assessment, and individual program planning.
  3. The resources and delivery of Supported Child Development varies across communities.
  4. Role release and coordination of roles is a necessary part of transdisciplinary planning.
  5. The importance of our role in observation, advocacy, contributions to planning and in curriculum implementation and delivery.
  6. Effective program planning incorporates the child’s strengths, needs and individual differences.
  7. Careful observation under a variety of conditions is essential to accurate assessment and planning.
  8. Parents are an important source of information about their child’s strengths, condition and needs.
  9. 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.
Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Familiarize students with the history, philosophy and practice of inclusion and the role of supported child development programs.
  2. Understand the significance of the principles of Supported Child Development and Inclusive Classroom environments.
  3. Identify community-based resources available to support children and families.
  4. Understand the coordination of roles involved in transdisciplinary planning.
  5. 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.
  6. Understand the causes and classifications of a range of developmental disabilities that may require a child to receive additional support.
  7. Develop plans reflective of individual child’s unique needs and learning style.
  8. Identify sources of information (including parents) when researching the needs of a child with a developmental disability.
  9. 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.
  10. Describe characteristics of exceptionalities including prevalence and incidence.
  11. Examine how cultural influences shape our view of disabilities.
  12. Identify opportunities and evaluate content for advocacy and support.
Means of Assessment

This course will conform to Douglas College policy regarding the number and weighting of evaluations.

  • Observations
  • Research Assignment
  • Reports
  • Presentations
  • Examinations
  • Participation and Attendance
Textbook Materials

T.B.A.

Prerequisites