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Overview

This online graduate certificate (8 course) program has been designed to meet the needs of individuals who have already received their Early Childhood Education Diploma (or equivalency granted by the Association of Early Childhood Educators of Ontario, AECEO), and who wish to pursue professional specialization. It provides early childhood educators with the knowledge and techniques necessary to promote the inclusion of children with identified barriers to learning.

The Resource Consulting online part-time program emphasizes the ability of the adult learner to plan and carry out a professional course of study. The learning process is aimed at developing competent professional members of a transdisciplinary team. Faculty act as resource persons to facilitate the student's progress through the program.

In addition to six (6) academic courses there are two (2) field placements totaling of 210 hours of placement experience. Field work experiences take place in integrated settings, with families and community agencies and are a required component of the certificate program.

Career Opportunities

Graduates are employed in integrated and community based programs, consultative services and specialized settings serving children with special needs. Models of service delivery and roles of resource teachers vary.

Entry Requirements

Admission into ECE Resource Consulting Program..

Prospective students must be approved to register by the Program Manager, Karen Skeaff.

Please email the following 4 documents in a single email to: Karen.Skeaff@senecacollege.ca

  1. Your Early Childhood Education diploma OR your College of ECE registration card.
  2. An up-to-date resume that includes details about your work experience as an ECE.
  3. A letter of reference from a supervisor or client who can attest to your experience working with children with special needs. The letter should state how many hours/days/months of experience with children with special needs you have. This experience can have occurred during a field placement, volunteer work or paid employment.
  4. A completed Freedom of Information waiver.

New students may begin the program in any of the three terms of study (Fall, Winter, Spring/Summer).

Deadlines to apply are:

  • For Winter entry: December 10th
  • For Spring/Summer entry: April 10th
  • For Fall entry: August 10th

Prerequisites

It is your responsibility to ensure that program requirements and course prerequisites as outlined are met. Prerequisites are included for your academic protection. Knowledge of the prerequisite material is assumed by your instructor and instruction will proceed accordingly. Students lacking prerequisites not only jeopardize their own ability to succeed but present unnecessary interruption. If you lack appropriate prerequisites (or Transfer Credit for the prerequisite course) you may be asked to withdraw or transfer to a more appropriate course with the risk of academic/financial penalty.

Note:

  1. Students are responsible to ensure that program requirements and course prerequisites are met.
  2. Students who lacks appropriate prerequisites will be asked to withdraw or transfer to an appropriate course with potential risk of financial and academic penalty.
  3. Please check course prerequisites and corequisites before registering. Both fieldwork courses have a co-requisite. Students must register for both academic fieldwork co-requisite courses.

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Curriculum

RTI101
Introduction to the Field of Early Intervention
Availability
 

Prerequisite(s):

Successful completion of a post-secondary diploma in Early Childhood Education, or its equivalent. RTI101 and RTI102 may be taken together

This course provides the student with a historical overview of the field of early intervention, including models of service delivery, levels of prevention, current issues and trends. Key terms and concepts and the roles and responsibilities of the early intervention team are also explored.




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RTI102
Introduction to the Assessment Process
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Prerequisite(s):

RTI101 - Introduction to the Field of Early Intervention. Student must successfully complete RTI101 before registering in RTI102 or take RTI101 + RTI102 together.

This course examines research methodologies and introduces the student to various screening tools and the assessment process. Students have opportunities to interpret findings and utilize this information in their role as a Resource Teacher/Interventionist.




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RTI103
The Inclusive Learning Environment
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Prerequisite(s):

Students must successfully complete RTI101 and RTI102 before entering RTI103. Registering in courses without completing the prerequisites will result in a student being asked to withdraw from the course. Students are required to complete all required documentation including a Seneca Medical Form and apply for a Police Reference Check, Vulnerable Sector Screening, before they register for field placement. Please consult the entry requirements link, step 2 on the Resource Teacher / Early Interventionist website for full details on pre-registration requirements.

Corequisite(s):

FLD103 (prior to registering in either RTI103 and FLD103 you need to have your placement preapproved to avoid potential financial loss)

This course introduces the student to elements of the inclusive learning environment in terms of people, space, materials and time. Adaptive programming for children with specific ceptionalities is the focus of this course. Strategies that enable students to guide the learning of children who require additional support are examined.




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FLD103
Fieldwork 103
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Prerequisite(s):

Students must successfully complete RTI101 and RTI102 before registering int RTI103 and FLD103. Students can only register in one field placement at a time. No block placement time.

Corequisite(s):

RTI103 - The Inclusive Learning Environment. RTI103 - The Inclusive Learning Environment
Students must register in, and successfully complete both subjects in the same time period.

Students integrate theory and practice while working in an inclusive Early Childhood Education setting for 105 hours of supervised field placement. They are expected to plan, implement and evaluate adaptive programming strategies for children who require additional support. Students must also reflect on their personal development as Early Childhood Interventionists.




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RTI201
Understanding and Working with Families
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Prerequisite(s):

All level 1 courses. Students must successfully complete all Module 1 courses before registering in RTI201. Registering in courses without completing the prerequisite will result in the student being asked to withdraw from the course.

This course focuses on diverse family systems and the impact that a child with special needs has on family dynamics. Principles and elements of family centred practice are explored. Students examine the skills required in order to develop partnerships with families. In addition to informal support systems, students identify community services that families can access for support.




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RTI202
Individual Family Service Plan
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Prerequisite(s):

Students must successfully complete all Module 1 courses and RTI201 before registering in RTI202 & FLD202. Registering in courses without completing the prerequisites mentioned will result in the student being asked to withdraw from the course(s).

Corequisite(s):

FLD202 - Field Placement.

This course focuses on the development and implementation of an Individual Family Support Plan. Included in this process, students discover how the child's individual program plan is incorporated into the child's daily life.




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FLD202
Field Work
Availability
 

Prerequisite(s):

All level one courses and RTI201. Students can take RTI202 and RTI202/FLD202 at the same time. Registering in courses without completing the prerequisites will result in the student being asked to withdraw from the course(s). Please consult the entry requirements link, step 2 on the Resource Teacher / Early Interventionist website for full details on pre-registration requirements and documents that must be current prior to registration.

Corequisite(s):

RTI202 - Individual Family Support Plan (prior to registering in either RTI202 and FLD202 you need to have your placement preapproved to avoid potential financial loss)

This final placement enables the student to continue to integrate theory and practice by applying the accumulative knowledge and skills developed throughout this program. During this 105 hours of supervised placement, the student will implement components of the Individual Family Support Plan in the child's home and/or group setting.




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RTI203
Advocacy, Practice and Reflection
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Prerequisite(s):

Students must have successfully completed all Module 1 courses as well as RTI201, RTI202 & FLD202 before registering in RTI203. Students registering in this course without completing the prerequisites will be asked to withdraw from the course.

This course prepares the students to become effective advocates on behalf of children, families and the field of inclusive early childhood education. Students develop an understanding of the process of empowerment that assists families when advocating on their own behalf. Current elements of best practice and personal reflection and development are integral components of this course.




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There are six academic courses offered online and two field work practicums (total of 210 hours). Courses must be taken in a specific order and prerequisites and co-requisites are an integral part of the program.

Program Outcomes

As a graduate, you will be prepared to reliably demonstrate the ability to:

  1. plan, recommend and support play-based* early learning activities, program* adaptations* and modifications* to accommodatethe learning, abilities and developmental needs of children living with a variety of special needs*.
  2. advise and lead agency/childcare centre staff and community partners in the development of a philosophy of inclusion and of policies and practices that support maximum participation of all children*, including children living with special needs*, in early learning opportunities.
  3. select, administer and interpret a variety of observation techniques* and screening tools to identify children* at risk for atypical development and learning, and refer to specialists for further assessment and intervention as necessary.
  4. create and maintain partnerships with families*, agency/childcare centre staff and community partners, to provide family-centeredand community-based supports and services for children living with special needs*.
  5. plan, co-ordinate and evaluate individualized Family Service Plans (FSP)* for children living with special needs*, incorporating development and learning goals and developed in consultation with families*, early learning educators, health professionals and community service providers.
  6. plan and deliver strength-based training to families*, agency/childcare centre staff and community partners, and evaluate results.
  7. provide consultation, case management and referral services to families* and agency/childcare centre staff in early learning settings.
  8. identify and act in accordance with current legislation, regulations and evidence-based practices* in early childhood education,special needs and inclusive* practice.
  9. promote the benefits of inclusive*, meaningful and purposeful learning opportunities and services for children living withspecial needs* and for their families*.
  10. engage in reflective practice and keep current in emerging knowledge of early childhood education, special needs related and inclusive* practice.

Fieldwork Placement

How Do the Placements Work?

Placement hours are accomplished within appropriate host agencies (such as schools, childcare centres, rehabilitation centres, early intervention services teams) with host supervisors who are qualified Resource Teachers/Consultants. The time spent in placement is an opportunity for hands-on learning and to incorporate and reflect upon what students are learning online.

Placement hours are part of each fieldwork course, which will also include online readings and assignments. Your fieldwork instructor will liaise with your host supervisor in order to support and evaluate your progress in placement.

Where Will I Do My Placement?

That's up to you. Students are encouraged to research and find placement opportunities that are local to them. It is advisable to search for placements and arrange for a placement opportunity several months in advance of registration in a fieldwork course.

The field placement coordinator or program manager may be able to assist by providing suggestions per locality, however students are expected to make placement arrangements themselves with potential host supervisors.

Your placement opportunity must be approved by the field placement coordinator or program manager prior to your registration in a fieldwork course.

Field Placement Documentation

Please ensure that the following documents are current before embarking on placement hours. You will need to have these documents reviewed by the field placement coordinator and/or fieldwork course instructor at the start of term. Your host agency may also require you to submit them for review.

  • CPR Level C
  • Medical Vaccination Records (including 2-Step TB Tes) as reviewed by a physician. Form found here.
  • Vulnerable Sector Check (Police Check). Students in the City of Toronto may use the pre-authorized form found here. Others should inquire at their local police office to pursue the Check.

Credit for Prior Learning

Prior Learning Assessment

Earn college credits for what you already know!
Prior Learning Assessment is a method of assessing and recognizing learning that is equal to college level learning, but has been gained outside a traditional classroom (through work experience, volunteering, outside study, etc.). If you can prove that the knowledge you have gained meets the outcomes of a Seneca course, then credit will be awarded.

How does the PLA process work?
Prior Learning is demonstrated through a "challenge" process. The process measures learning through a variety of methods which may include tests, portfolio assessment, interviews, demonstrations, essays, and work samples. The method used will be determined in consultation with a Program Coordinator.
For more information and to determine if you are eligible for PLA, please call the Program Coordinator.

The process may take from 6 to 8 weeks.

Note: Not all courses can be challenged. For more information go to PLA website or contact your Program Coordinator.

Transfer Credit (Advanced Standing)

Many students who enter Seneca College will have earned academic credits in post-secondary educational institutions which they may be able to apply toward completion of a Seneca College program.

Requests for Transfer Credit must be for a specific course and must be accompanied by an official transcript and course outline. A minimum grade of "C" (60 percent) is generally required for a course to be considered for Transfer Credit.

Download a Transfer Credit Request form. An official copy of your transcript and applicable detailed course outlines should be attached and submitted. Please note it may take 4 to 6 weeks for a Transfer Credit decision.

More Information

Please visit the Degree and Credit Transfer Office.

Delivery

This certificate program is only available in an "Online" format.

Please visit the Centre for Flexible Learning for complete information, including hardware/software requirements as well as course descriptions.

Graduation

If you meet all program requirements and become eligible for a Certificate, Diploma or Degree you must inform the Registrar by completing a Graduation Application form and paying the fee. Forms are available at the Registration office and online.

Certificates and diplomas are issued twice a year: Fall (October) and Spring (June). Graduation Application forms must be received no later than July 31 (for Fall Convocation), November 30 or March 31 (for Spring Convocation).

Minimum Performance for Graduation

Students will only be eligible to graduate with a Seneca College certificate or diploma if they have maintained an overall good standing in their current program of study. Students in degree programs will be eligible to graduate when they have obtained an average of C (2.5 GPA) in courses in the main field of study, and an average of C (2.0 GPA) in all other courses.

City Wide Training

City Wide Training Early Childhood Professional, visit regularly for postings of professional development opportunities available across the city including Seneca College.

 

Program Contacts

Dedra Profitt
Program Assistant
Dedra.Profitt@senecacollege.ca
416-491-5050 ext.22635


Karen Skeaff
Academic Program Manager
Karen.Skeaff@senecacollege.ca
416-491-5050 ext.26626