Course Title: Early Childhood Intervention for Children with Disabilities

Part A: Course Overview

Course Title: Early Childhood Intervention for Children with Disabilities

Credit Points: 12.00


Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

TCHE2151

Bundoora Campus

Undergraduate

150H Health Sciences

Face-to-Face

Sem 1 2007,
Sem 2 2009,
Sem 2 2010

Course Coordinator: Dr Susana Gavidia-Payne

Course Coordinator Phone: +61 3 9925 7393

Course Coordinator Email: susana.gavidia-payne@rmit.edu.au

Course Coordinator Location: EPIC Centre, Building 207, Bundoora


Pre-requisite Courses and Assumed Knowledge and Capabilities

No formal pre-requisites courses are required.  However, students are expected to bring into the course:

1. A committment to learning, research and the profession

2. Demonstrate enthusiasm, passion and a willingness to articulate views in a competent manner

3. A positive response to challenges


Course Description

This course will introduce students to theories and practices in the field of early childhood intervention for young children with developmental delays/disabilities. The course will begin with a discussion of the most common theoretical frameworks underpinning early childhood development, which will then be followed by a more specific description of typical and atypical child development.  Contemporary models of early childhood intervention will be then covered, including current practices in the area such as assessment, instruction, working with families, inclusion in natural community environments and professional issues. This course will include the provision of resources to assist students to develop their knowledge of core concepts and practice with young children with disabilities and their families.


Objectives/Learning Outcomes/Capability Development

1. Identify, synthesise and evaluate information.
2. Apply the principles of learning and cultivate the capacity to learn within themselves and others
3. Apply new theories and practices of education, learning, and assessment. Use practice to modify theory. 
4. Conduct child- centred planning, teaching and assessment.
5. Plan, prioritise and organize processes, projects and tasks.
6. Enabling Knowledge and Skills for Capabilities


At the completion of this course students should be able to:
1. Demonstrate an understanding of the major approaches to understanding early childhood development and discuss how these relate to the fundamental issues of development.
3. Describe the major characteristics of atypical development.
4. Demonstrate an understanding of key models and practices in early childhood intervention
6. Demonstrate an understanding of the assessment, planning, intervention strategy, monitoring cycle in designing programs for young children with disabilities and their families.
7. Demonstrate an understanding of the concepts and practices associated with supporting children with behavioural difficulties and their families
8. Discuss systemic and professional issues associated with the delivery of programs to young children with disabilities


Overview of Learning Activities

Students will participate in diverse learning face to face experiences including lectures, workshops, and fieldwork.  These will be combined combination with the availability of electronic resources and readings.  The aim of these activities is to allow students an in depth understanding of key concepts followed by discussions of case studies in workshops, and actual practice in a field setting.  These latter experiences will allow for the integration of theory and practice.


Overview of Learning Resources

There are not prescribed textbooks for this course.  Students will have access to resources provided in class, textbooks available in the library and online material.  Students can also access the EPIC library.


Overview of Assessment

1. Development of Tip Sheets: 40% (1500 words)
2. Case study: screening, goal development, IFSSP-50% (2,000 words)
3. Participation: 10% (based on contribution and class attendance)