| CODE | IAL3015 | ||||||||
| TITLE | Including Learners with Developmental Disabilities in Early Years | ||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 6 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Inclusion and Access to Learning | ||||||||
| DESCRIPTION | The aim of this study-unit is to provide: students with an overview of the various conditions leading to learning difficulties experienced by children aged 0 to 6; the exploration of ways through which teachers and other professionals may respond to the needs of children within an inclusive context implementing Universal design for Learning and trans-disciplinary teamwork. This includes working with parents as partners and other professionals. Students will be presented with an outline of various low and high incidence of developmental conditions: Emotional and Behavioural Disorders; ADHD/ADD; separation anxiety; Depression; General Learning Difficulties; Specific Learning Difficulties; Physical Disability; Autism spectrum; Visual and hearing. Impairment; Giftedness and Medical Conditions. Emphasis will be given on the educator as primary service designator, recipient of role release and push-in services. Students will also be introduced to early intervention programmes and online support to child with developmental conditions and their family. Study-Unit Aims: This study-unit aims to expose Early Childhood educators in training to developmental disabilities such as Emotional and Behavioural Disorders; ADHD/ADD; separation anxiety; Depression; General Learning Difficulties; Specific Learning Difficulties; Physical Disability; Autism spectrum; Visual and hearing impairment and how these conditions lead to learning difficulties, psycho-educational, social and physical growth and learning. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: - Demonstrate solid knowledge of the principles of Universal design for learning in an inclusive childcare and early years' classroom setting; - Demonstrate knowledge of the different conditions which lead to learning difficulties and their implications for psycho-educational, social and physical growth and learning inclusive childcare and early years' classroom setting; - Identify the basic elements needed for the setting up of an age appropriate Individual Family Early Intervention programme and IEP for children with specific conditions; - Collaborate in designing early intervention programmes; - Demonstrate the ability of designing and implementing a child based IEP according to the child's level of functioning; - Demonstrate knowledge with regard to the necessity of implementing transition programmes keeping in mind the psycho-educational issues involved; - Recognise the complexity of behaviour and that every behaviour has a meaning (including that of the educator); - Discuss the use of online support. 2. Skills By the end of the study-unit the student will be able to: - Implement a person centred educational plan within a Universal design for learning frame work within an inclusive childcare and educational setting for early years; - Participate (with parents, LSA and other professionals) in the drawing up of an Individual Family Early Intervention programme and IEP for children with diverse conditions and level of functioning; - Incorporate other professionals' early intervention objectives within the childcare and early years educational setting; - Participate in the implementation of a behavioural functional analysis for learners with challenging behaviour; - Participating actively in the learner's transition programmes; - Create an environemnt which values friendships and the development of intimate relationships; - Report on learners' behaviour within the childcare and school setting; - Describe and analyze peer relationships; - Explain the importance of self-determination and how this can be enhanced in the child; - Create different ways on supporting the child and families on line. Main Text/s and any supplementary readings: Main Texts: - Turnbull A.,(Autor), Rutherford Turnbull H.,(Autor), Wehmeyer M.H., (2019) . Exceptional Lives: Practice, Progress, & Dignity in Today's Schools, 9th Edition, Pearson Publishers Supplementary Readings: - British Columbia https://www2.gov.bc.ca/gov/content/family-social-supports/youth-and-family-services/special-needs-supports-for-families/supporting-transitions/special-needs-starting-school?keyword=special&keyword=education |
||||||||
| ADDITIONAL NOTES | Co-requisite Study-unit: IAL2001 | ||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
|
||||||||
| LECTURER/S | Louis John Camilleri |
||||||||
|
The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
|||||||||