Special Needs Practicum

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

1. Learning from experience is a characteristic of exceptional early childhood educators. Learning in a practicum setting provides opportunities to examine assumptions and explore creative modes of inquiry that are not available in classroom settings.
2. Quality practice in inclusive early childhood programs grows out of reflective and interpretive understanding of the connection between research and practice in key developmental areas such as communication, social competence and peer relationships, play skills and temperament.
3. The family centred care approach drives the individualized program for each child in the early childhood program. Families are involved as the initiators, primary decision makers, and information providers in all aspects of screening, assessment and goal setting regarding their child. This collaborative relationship depends upon effective communication skills, both oral and written; creativity, and flexibility on the part of the early childhood educator.
4. A major priority for early childhood programs is the inclusion of all children. Early childhood educators assess their philosophy and practice in terms of the principles of inclusion, and advocate effectively for children’s rights to be educated and cared for in a normalized environment.
5. The effective early childhood educator has positive personal attitudes toward diversity in ethnicity, class, age race, ability, temperament and culture. A continuing examination of one’s developing attitudinal competence is required.
6. Social competence and peer relationships are central features of inclusive programs that aim to help all children gain the skills they need to make friends.
7. The early childhood educator observes and assesses children using dynamic assessment methods which emphasize the child’s skills and interests as shown in play and social situations. Regular observation, documentation and information, from which the curriculum is planned, is shared with the family. These reports are presented in a positive way which emphasizes the child’s abilities.
8. The early childhood educator works collaboratively to design, implement and evaluate programming that is integrated. Parents and teachers share practical information on ways to meet the child’s individual needs within group situations. Curriculum is based on the child’s demonstrated interests, information from the family and support for mutually agreed upon goals.
9. The early childhood educator evaluates best practices for high quality service delivery in inclusive early childhood settings through the use of current developmentally appropriate evaluation tools.
10. The early childhood educator develops opportunities for the center staff to establish relationships, to resolve conflicts, to share information on children and families, to set goals, to evaluate, and to share resources. Mutual support is given to team members in all aspects of service delivery to children who require extra support and their families.