RTI101 - Introduction to the Field of Early Intervention

Outline info
Semester
School
Last revision date 2017-05-29 00:27:09.43
Last review date 2017-07-17 00:15:07.291


Subject Title
Introduction to the Field of Early Intervention

Subject Description
This subject 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.

Credit Status
One credit in the Early Childhood Education - Resource Consulting Program.

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

LEARNING OUTCOMES

1. Understand and use key words and concepts used in the field of Early Intervention

2. Describe the roles, responsibilities, and boundaries of members of the Early Intervention Transdisciplinary Team

3. Examine and discuss personal qualities and attitudes that are integral to the role of an Early Interventionist

4. Identify Canadian historic and current issues and trends pertaining to the field of Early Intervention

5. Describe levels of prevention relevant to the field of Early Intervention

6.Describe models of Early Intervention service delivery

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 http://library.senecacollege.ca for further information regarding cheating and plagiarism policies and procedures.

Discrimination/Harassment
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 student.conduct@senecacollege.ca.

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.

Prerequisite(s)
Successful completion of a post-secondary diploma in Early Childhood Education, or its equivalent  plus one year of ECE work in a licensed childcare and 105 hours of experience with a child / children with special needs. Submission of admission documents which must be approved by coordinator before students register. Students registered in subject without pre-requisite will be asked to withdraw from subject.

Topic Outline

  • Historical overview and current issues
  • Key terms and concepts of early intervention
  • Principles and Models of Early Intervention Service Delivery
  • Levels of prevention in early intervention
  • Personal characteristics and attitudes
  • Roles and responsibilities of the Early Interventionist
  • The Transdisciplinary Team 

Mode of Instruction
RTI101 Online

This subject is delivered online. This mode uses an individualized learning approach. This involves the use of the online materials, a text, and consultation with your instructor via email and online group discussions. Students will be responsible for completing all online activities and participating in the group discussions as well as working through module questions.

Prescribed Texts

  • Articles for RTI101 Introduction to Early Intervention - available from the bookstore  ISBN#0-00329-076-B
  • Inclusion in Early Childhood Programs: Children with Exceptionalities, 6th Canadian Edition, 2015; By Allen, Paasche, Langford & Nolan;  Nelson Education, 9780176531775
  • Take A Look, Observation and Portfolio Assessment in Early Childhood Education, 6th Edition; By Martin, Sue; Addison Wesley (Pearson Education), ISBN#978-0-321-73928-5
  • Inclusion Voices - Canadian Child Care Directors Talk About Including Children with Special Needs; By Sharon Hope Irwin; Breton Books Publisher, ISBN#1-895415-63-2 (13 digit: 9781895415636)

Reference Material
None

Required Supplies
None

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)
OR
EXC Excellent
SAT Satisfactory
UNSAT Unsatisfactory

For further information, see a copy of the Academic Policy, available online (http://www.senecacollege.ca/academic-policy) or at Seneca's Registrar's Offices.


Modes of Evaluation
Term Work Requirements:

To pass this subject, the student must achieve the learning outcomes stated in the subject. This is demonstrated by the student's successful completion of the term work. Students must attain a grade of at least 50% to pass the course.

Late Assignments:
All assignments are due on the dates specified. Begin your assignments early in anticipation of unforeseen problems that may arise in your work or personal life. Should extenuating circumstances arise, please contact your instructor by email immediately, prior to when your assignment is due, and an appropriate plan of action can be developed.  Late assignments are subject to a penalty of 10% First week, 20% Second week and will not be accepted beyond the two weeks after the assignment due date. 

In cases of cheating or plagiarism, the College Academic Policy will prevail.  Please ensure that all assignments are properly documented.

Format for Assignments/ Presentations 
Assignments will be marked on the basis of an appropriate standard of research using MLA or APA Style, as well as content, organization or material and presentation will be reviewed.  Assignments are to be grammatically correct, and marks will be deducted for errors in spelling, grammar, capitalization and punctuation. All assignments are prepared by computer.
Students are referred to the following web site for Seneca College library MLA Style Guide and Guide to Integrating Quotations (MLA Style or APA Style):

http://library.senecacollege.ca/Research_Help/Citing_Sources/index.html<>   

English Proficiency
Students are expected to demonstrate an appropriate level of effective communication skills in verbal and written presentations.

It is expected that students have a sufficient command of the English language to express their thoughts in both written and class discussions.

All written work will demonstrate the following characteristics for clarity and conciseness:
·                    Writing is consistent with the rules of English grammar

·                    Spelling & punctuation are correct  

·                    Sentences are structured correctly

·                    Main ideas are supported with specific, relevant examples and reasons.

·                    Work flows logically through supporting statements/ paragraph

·                    Work is arranged in correct format ( i.e. reports, essays) 
10% of the final grade will be deducted on all work if the above English competencies are not met.

Medical Reason
If the student is unable to complete any formal evaluations in this subject for medical reasons, they must submit an original doctor’s certificate identifying the date, length of time of expected absence and the specific reason for your absence. If necessary, this information will be discussed at the Promotion meeting, for consideration in determining and assigning a final grade.

Grading is based on the following marking scheme:

RTI101 Online
Group Discussions 30%
Case Study 40%
Internet Assignment 10%
Personl Belief Assignment 10%
Interview 10%
Total 100%
                                                                                                                                            

PLEASE RETAIN THIS SUBJECT OUTLINE FOR POSSIBLE FUTURE USE IN SUPPORT OF CREDIT APPLICATIONS AT OTHER EDUCATIONAL INSTITUTIONS.

Approved by: Sandra Noble