ECD403 - Inclusive Practice

Outline info
Last revision date 2018-07-06 15:40:42.495
Last review date 2018-07-16 00:15:00.252

Subject Title
Inclusive Practice

Subject Description
This course is designed to develop an understanding of various disabilities. Emphasis is placed on the educator?s role in planning for individual needs, while supporting the needs of the entire group in an inclusive environment. The focus is on using a team approach, with active family involvement to support the child with special needs in inclusive educational settings.

Credit Status
One credit toward the Early Childhood Education Diploma program.

Learning Outcomes
Upon successful completion of this subject the student will be able to:

1. Define the significance of the individuality of the child within a variety of contexts.

2. Discuss how the principles of development apply to individual children.

3. Discuss how areas of specialization affect developmental domains.

4. Explain when and how to seek assistance and consultation from other disciplines and resources.

5. Explain when and where to refer parents for support.

6. Discuss how development may be influenced by genetic and environmental factors.

7. Discuss how the concepts of norm, individual differences, special needs, area of specialization, and inclusion apply to development.

8. Describe specific areas of specialization.

9. Design a program which meets the physical, intellectual, social and psychological needs of a child within a preschool setting.

10. Describe the components of the assessment process.

11. Recognize, select and use appropriate observation and screening tools to gain a greater understanding of the child.

12. Describe the process to follow when a child may need additional support.

Upon completion of the Early Childhood Education diploma, students should have achieved the following generic outcomes and vocational skills.

Generic Skills Learning Outcomes
Early Childhood Education Programs

The graduate has reliably demonstrated the ability to

1. communicate clearly, concisely, and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of audiences.
2. reframe information, ideas, and concepts using the narrative, visual, numerical, and symbolic representations which demonstrate understanding.
3. apply a wide variety of mathematical techniques with the degree of accuracy required to solve problems and make decisions.
4. use a variety of computer hardware and software and other technological tools appropriate and necessary to the performance of tasks.
5. interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals.
6. evaluate her or his own thinking throughout the steps and processes used in problem solving and decision making.
7. collect, analyze, and organize relevant and necessary information from a variety of sources.
8. evaluate the validity of arguments based on qualitative and quantitative information in order to accept or challenge the findings of others.
9. create innovative strategies and/or products that meet identified needs.
10. manage the use of time and other resources to attain personal and/or project-related goals.
11. take responsibility for her or his own actions and decisions.
12. adapt to new situations and demands by applying and/or updating her or his knowledge and skills.
13. represent her or his skills, knowledge, and experience realistically for personal and employment purposes.

Vocational Learning Outcomes
Early Childhood Education Programs

The graduate has reliably demonstrated the ability to

1. plan curriculum* that is based on a thorough understanding of child development*.
2. plan and implement individual programs and curriculum* to meet the developmental needs of children*.
3. utilize a variety of observation techniques* to enhance work with children*, families*, and co-workers.
4. maintain responsive relationships* with individual children* and groups of children*.
5. establish and maintain safe and healthy environments* which best meet the requirements of current legislation*, regulatory bodies, and program policies.
6. develop and maintain effective written, oral, nonverbal, and electronic communications with children*, families*, co-workers, employers, and individuals/agencies.
7. apply relevant legislation*, policies, procedures, and regulations to early childhood education programs and settings in a changing social context.
8. apply a personal philosophy of early childhood education within the framework of ethical and professional standards*.
9. act in a manner consistent with principles of fairness, equity, and diversity* to support the development and learning of individual children*, within the context of his/her family*, culture*, and society.

(1) @2002, Ontario Ministry of Training, Colleges and Universities

*see web site at:

Cheating and Plagiarism
Each student should be aware of the College's policy regarding Cheating and Plagiarism. Seneca's Academic Policy will be strictly enforced.

To support academic honesty at Seneca College, all work submitted by students may be reviewed for authenticity and originality, utilizing software tools and third party services. Please visit the Academic Honesty site on for further information regarding cheating and plagiarism policies and procedures.

All students and employees have the right to study and work in an environment that is free from discrimination and/or harassment. Language or activities that defeat this objective violate the College Policy on Discrimination/Harassment and shall not be tolerated. Information and assistance are available from the Student Conduct Office at

Accommodation for Students with Disabilities
The College will provide reasonable accommodation to students with disabilities in order to promote academic success. If you require accommodation, contact the Counselling and Disabilities Services Office at ext. 22900 to initiate the process for documenting, assessing and implementing your individual accommodation needs.

All courses in Modules 1 and 2.

Students without required prerequisites must consult the program co-ordinator before registering.
-All required documentation: Current Police Check, First Aid / CPR Level C, Seneca Medical Form.

Topic Outline
1.   Genetic influences on development
2.   Environmental influences on development
3.   Assessment and observation: early identification
4.   Intellectual physical, speech/language challenges
5.   Behaviour and social differences
6.   ELECT to assess norms and support individual development

Mode of Instruction
This course is classroom based and will include lectures, discussions, presentations, audio visual resources, and observations.

Prescribed Texts

Online Delivery Mode:
Inclusion in Early Childhood Programs: Children with Exceptionalities, 6th edition
By Allen, Paasche, Nolan & Langford;  Nelson Education, ISBN#0176706194, 13 Digit: ISBN# 978-0-17-653177-5

Traditional Classroom Delivery Mode:

Inclusion in Early Childhood Programs: Children with Exceptionalities, 6th edition
By Allen, Paasche, Nolan & Langford;  Nelson Education, ISBN#0176706194, 13 Digit: ISBN# 978-0-17-653177-5

IEDIII Development Record Book;
By Albert H. Brigance; Brigance Curriulum Associates

ELECT -"Early Learning Learning for Every Child Today- A framework for Ontario early childhood settings"                                                

Reference Material
A Writer's Resource, 3rd edition
By Maimon, Peritz, Rubens, McGraw Hill, ISBN#9780070685840

Required Supplies

Promotion Policy

Grading Policy
A+ 90%  to  100%
A 80%  to  89%
B+ 75%  to  79%
B 70%  to  74%
C+ 65%  to  69%
C 60%  to  64%
D+ 55%  to  59%
D 50%  to  54%
F 0%    to  49% (Not a Pass)
EXC Excellent
SAT Satisfactory
UNSAT Unsatisfactory

For further information, see a copy of the Academic Policy, available online ( or at Seneca's Registrar's Offices.

Modes of Evaluation
Student must pass both the class and field placement requirements of both co-requisite courses. Failure to pass either the class or the field placement course will result in a failing grade in the co-requisite course as well.

Students must retain a duplicate of all assignments.  All assignments are due in hard copy form at the beginning of class. Late assignments will be subject to the following penalties:
After the start of class to one week late: 10% of total assignment grade will be deducted.
Second week late: 20% of total assignment grade will be deducted . If the assignment is not submitted within the two weeks after the due date it will be assumed that the student chooses not to submit the assignment and a grade of 0 will be assigned. The final grade will be calculated by adding the grades for the assignments submitted.

Students must request an extension for assignments in writing before the assignment due date. Extensions will be granted on an individual basis and many require submission of documentation to verify lateness. The instructor will determine any grade penalty that may apply.
Assignments / Presentations are to be grammatically correct, and marks will be deducted for errors in spelling, grammar, capitalization and punctuation.  It is expected that students have a sufficient command of the English language to express their thoughts clearly in both written assignments and class discussions.

All assignments / presentations must be cited.  Students are referred to the recommended Text " A Writer's Resource" or the following web site for Seneca College library APA Style Guide for citation and Guide to Integrating Quotations (APA Style):

Students are strongly encouraged to attend all classes and assessments.  It is your responsibility to cover any missed materials.  Presentation or exams missed without sufficient documented reason, will result in a grade of zero for the missed assessment(s).

The student must attain a combined grade of at least 50% on the term work and the final exam to pass the course.
 For further information on evaluation and academic standing, see a copy of the Academic Policy available at Seneca registration offices or online at:

It is assumed that students have and can apply knowledge from Module 1 and 2 subjects.


Grading is based on the following marking scheme:

Traditional Classroom Delivery Mode:
15% - Mid-term Quiz
30% - Final Exam
30% - Resource Portfolio for children with special needs
25% - Observation to determine a child's abilities and interests


Online Delivery Mode:

20% - Tests (2) 10% each
12% - Small Group Discussion
15% - Discussion (3 items)
13% - Portfolio
15% - Portfolio (3 items)
15% - Inclusive Policy Development
10% - Newsletter


Approved by: Sandra Noble