SAULT COLLEGE OF APPLIED ARTS & TECHNOLOGY

SAULT STE MARIE, ON

COURSE OUTLINE

Course Title:   ATYPICAL CHILD

Code No.:   OEL801                                        Semester: THREE 

Program: EARLY CHILDHOOD EDUCATION

Author:    bev.browning@saultc.on.ca  

Date: JAN 2003                                     Previous Outline Date: SEPT '02

Approved: ________________________

J. Maundrell, Dean

Health, Human Sciences and Teacher Ed.

Date: _______________________

Total Credits: 3 Prerequisite(s): PSY102, HSC203

Length of Course: 15 WKS                                     Total Credit Hours: 48

Copyright: 2001 The Sault College of Applied Arts & Technology

Reproduction of this document by any means, in whole or in part, without the prior 

written permission of The Sault College of Applied Arts & Technology is prohibited.

For additional information, please contact Dean, School of Health, Human Sciences and Teacher Education.
705-759-2554, ext 603

 

I. COURSE DESCRIPTION:

"The person first, the disability second"! Foremost is conveyed the idea that each child is seen as a unique individual possessing both skills and needs which will affect his learning potential. This course is designed to help students develop an understanding of various disabilities so that they may work with children effectively in an inclusive environment. Emphasis is placed on the caregiver/teacher's role in planning for individual needs while supporting the growth of the group, in the childcare setting. A team approach is advocated for successful inclusion of special needs children in integrated settings.

II. LEARNING OUTCOMES AND ELEMENTS OF THE PERFORMANCE:

  1. Contrast Historical Trends Of Special Education To Current Methods Of Inclusion Based On A Collaborative/Developmental Model.

Elements of the Performance

·        Explain the rationale for the current integrated approach to early education

·        Outline the legislation which has influenced the education of special needs populations

·        Define terms which relate to the education of children with special needs in inclusive settings

·        Outline "normal" developmental sequences and the indicators of deviation

  1. Delineate the Causal Factors for Specific Disabilities

Elements of the Performance:

·        Identify the major categories of handicapping conditions affecting the development of young children

·        Determine the causes and incidence for specific disabilities, and outline the impact on the child's development

·        Explain the process of developing an IPP and the methods for task analysis

  1. Investigate A Specific Area Of Exceptionality And Adapt Curriculum Activities For A Child Having This Specific Physical, Emotional/Behavioural, or Intellectual Challenge.

Elements of the Performance:

·        Examine in-depth the causes and characteristics of disabling conditions

·        Choose one area of developmental disability and research it thoroughly using suggested texts and resources, as well as internet web searches

·        Discuss the implications for the child's development as well as for the Early Childhood Educator

·        Develop a hypothetical case file using the format provided

·        Adapt a series of appropriate activities to accommodate for this preschool-aged child in the mainstream setting

  1. Evaluate The Role of the Early Childhood Educator in Planning an Effective Learning Environment and in Fostering the Teacher-Parent Partnership

 Elements of the Performance:

·        Describe the characteristics of and the methods used by effective teachers

·        Suggest ways for helping children with developmental problems expand attending skills, and increase self-care, and independence

·        Define the concepts of enabling and empowering as related to families of children with disabilities

·        Discuss ways to ease a child into a new program and outline the support services required

III. TOPICS TO BE COVERED

1.      Historical perspective: legislation and current approaches

2.      Definitions/classifications

3.      Etiology (Causes) of developmental disabilities

4.      Intellectual deviations

5.      Sensory-deficits

6.      Communication and language disorders

7.      Orthopedic and Health problems

8.      Social Adaptive & Learning Disorders

9.      Arranging the Learning Environment; Self-care difficulties

10.  Partnering with parents and facilitating program transitions

 

IV. REQUIRED RESOURCES/TEXTS/MATERIALS:

1.      Exceptional Children: Inclusion in Early Childhood Programs, K.E.Allen, C.Paasche, A.Cornell, M.Engel; Nelson, 1998. ISBN: 0-17-606987-9

2.      Atypical Child Course Notes

3.      Jelly Beans in a Jar: Inclusive Child Care. A Practitioner’s Guide to Integration in Preschool Settings, A Cashin-Sipos, L. Serra, P. DiNunzio, K. McCarl, & M Quesnel; St. Catharines Association for Community Living, 1996

V. EVALUATION PROCESS/GRADING SYSTEM

1. TESTS: Total: 45 %

Achievement of course learning outcomes will be measured by mandatory testing as follows:

#1 = 15 % - Topics 1-4
#2 = 15 % - Topics 5-7
#3 = 15 % - Topics 8-11

2. RESEARCH ASSIGNMENT (Research, Case Profile and Activity Adaptations): 45 % (see criteria )

3. DISCUSSION POSTINGS: Students will post their comments in response to discussion topics by the due date on the course schedule. 10% of grade

IX. SPECIAL NOTES

·        Special Needs

If you are a student with special needs (eg. physical limitations, visual impairments, hearing impairments, learning disabilities) you are encouraged to discuss required accommodations confidentially with the instructor and/or contact the Special Needs Office, Ext. 493, 717, 491 so that support services can be arranged for you.

·        Your instructor reserves the right to modify the course as he/she deems necessary to meet the needs of students.

VI. PRIOR LEARNING ASSESSMENT:

Not available at this time.