BC's Indigenous Public Post-Secondary Institute

AECE-222 - Programming for Exceptional Children - 3.00 Credits

AECE-222 - Programming for Exceptional Children - 3.00 Credits

Course Details
Students will explore programming, curriculum and environments as they relate to exceptional children. This course will study the history of inclusion, developmentally appropriate programs, accessibility, indoor and outdoor play environments and inclusive curriculum. Aboriginal perceptions and approaches will be discussed throughout the course.
Part of the:
  • Prerequisites : AECE Certificate or equivalent.
    Course Outline
    Instructors Qualifications: Relevant Master's Degree.
    Office Hours: 1.5 hours per week.
    Contact Hours: 45
    Student Evaluation
    Assignments 50%, Mid Term Exam 20%, Final Exam 30%. Grading procedures follow NVIT policy.
    Learning Outcomes: Upon successful completion of this course students should be able to:
    1. assess concerns about inclusive care;
    2. categorize types of inclusive care in Canada with respect to challenges and programs;
    3. develop strategies for effective inclusion in an emotionally safe and nurturing climate;
    4. plan inclusive and developmentally-appropriate programs that meet the needs of children who require support;
    5. design an environment that promotes social, emotional, physical, language, cognitive and spiritual development;
    6. develop an inclusive curriculum with adaptations for children with special needs;
    7. describe the effects of play in inclusive settings;
    8. develop strategies for a play-based curriculum;
    9. discuss the government mandates, jurisdictions, current licensing and registration regulations, and organizational structure and procedures for provincial and local Community Care Facilities Licensing in regards to exceptional children and programming;
    10. demonstrate an understanding of the Child, Family, and Community Services Act as well as the Freedom of Information and Privacy Regulations in regards to exceptional children and programming;
    11. develop strategies to promote positive appropriate development for exceptional children by:
  • describing an emotionally safe, nurturing environment;

  • outlining skills to create a genuine and trusting relationship with children and others;

  • creating strategies that build children’s self-esteem; and

  • 12. design strategies that promote family involvement in policy and programming decisions.
    Text and Materials:
  • Cook, R. E., Tessier, A., Klein, M.D. (current edition). Adapting early childhood curricula for children in inclusive settings. Upper Saddle River, NJ: Prentice Hall.

  • Crowther, I. (current edition). Inclusion in early childhood settings: Children with special needs in Canada. Canada: Pearson Education.
  • Other Resources:
    Transfer Credits: For more information visit: www.bctransferguide.ca
    Other Information: Education Council approved Jan 2008.