This fully online graduate certificate program has been recently redesigned to meet the needs of individuals who have already received their Early Childhood Education Diploma and who wish to pursue professional specialization in resource consulting. It continues to provide early childhood educators with the knowledge and techniques needed to promote the inclusion of children with exceptionalities. Students learn to work as part of a transdisciplinary care team.
The online delivery is a series of asynchronous, self-directed courses. There are course assignment deadlines that must be met, but the time spent online is scheduled by the student. Collaboration and sharing in the virtual classroom is encouraged through online discussion forums. Expert instructors facilitate and assess the student's progress through the program.
In addition to five (5) theory-driven courses there are two (2) field placements.. Fieldwork experiences take place in integrated settings, with families and community agencies and are a required component of the certificate program.
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.
New students may begin the program in any of the three terms of study (Fall, Winter, Spring/Summer).
Deadlines to apply are:
Applications will be reviewed within 4 weeks and acceptance letters will be emailed to the email address provided by the student.
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:
To apply, please fill in the form below and add the following documents:
For details, please see Entry Requirements.
Prospective students must be approved before registering in this program.
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Due to COVID-19, all Part-time Studies courses are being offered online until further notice, in one of the following two formats: online virtual classroom and online self-directed. Click Availability below to see current offerings.
This course introduces students to early learning pedagogy and play-based strategies as the cornerstones of supporting children with special needs. Through a lens of curriculum principles that guide inclusive early learning programs, students will examine and analyze developmental characteristics of children in order to recommend program adaptations and modifications that build on childrens' strengths. In addition, students will utilize observation skills and screening tools in order to recommend centre policies and practices that promote meaningful and maximum early learning program participation.
Students are introduced to Family Service Plans as the consultation platform that integrates perspectives from families, early learning educators, health professionals and community service providers in order to adapt and modify curriculum practices. They examine early learning environments and create a plan that recommends strategies, adaptations and modifications that promote the benefits of inclusive learning for children with special needs. In addition, students develop a proposal of how they plan to communicate this information to the full Family Services team. This course highlights the importance of working in consultation with the whole team in order to support children.
This course examines how research, current legislation, regulations and ethical and professional standards impact evidence informed practices of resource consultants. Students assess a variety of observation and screening tool, family engagement models and learning strategies in order to understand child development and advise families and early learning educators. They utilize and reflect on professional knowledge and plan further learning related to teaching and inclusive practices.
Through a range of interactive, community-based learning opportunities, this course will examine methodologies and strategies to engage others in the consultation process to support families, early learning educators, and other community professionals. Students will apply adult learning principles to plan, deliver and evaluate educational opportunities for families, early learning educators and community professionals in supporting the healthy development of children living with diverse abilities. In addition, students will identify and critique organizational practices and create a consultation plan to engage stakeholders in the development of a shared philosophy of inclusion.
This field placement experience introduces students to the work of ECE resource consulting. Building on prior skills and knowledge students examine current legislation, policies and evidence informed practices to reflect on how the roles of the RECE and ECE resource consultant complement each other to support children living with special needs. Students demonstrate collaborative professional practices as they promote and advocate inclusive policies and environments. In consultation with the service team, students select, administer and interpret observation techniques and screening tools in order to contribute to the Family Service Plan. In addition, they recommend program adaptations and modifications that demonstrate the principles of early learning pedagogy and inclusive play-based early learning practices, empower parents as decision-makers. Students reflect on the effectiveness of those strategies as well as on their own personal development as early childhood interventionists.
This course focuses on the reciprocal partnership between the families of children living with special needs and the service team. The learning concerns diverse family systems and the impact that a child with special needs has on family dynamics. Students examine the structural, cultural, and developmental diversities of families in order to validate them as the primary support for children in their learning and development. Working in collaboration with the family and the service team, students demonstrate strategies that engage families in strength based decision-making regarding the learning and development of their child. In addition, students research community resources and recommend referral services.
This final field placement extends the student's understanding of the role of the ECE resource consultant. Working as a member of the service team, students act in accordance with legislative regulations, agency policies and professional standards. They demonstrate family-centred strategies as they guide families to navigate potential supports and services and make recommendations that support the healthy development of children living with special needs. Through the use of reciprocal communication and evidence informed practices, they apply principles of adult learning in order to co-ordinate and facilitate case management meetings, educational opportunities and referral discussions. They reflect upon their consultation practices and create a plan for further professional development
As a graduate, you will be prepared to reliably demonstrate the ability to:
The ECE Resource Consulting program has two field placement opportunities: ERS203 Introduction to Resource Consulting and ERS302 Collaborative Resource Consulting. Each placement is 105 hours supervised by a qualified Resource Consultant.
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.
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 ERS203 placement opportunity must be approved before registering for the placement course by emailing the following information to: stephanie.gallant@senecacollege.ca.
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.
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.
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.
Please visit the Office of the Registrar.
This certificate program is only available in an "Online" format.
Please visit Online Studies for complete information, including hardware/software requirements as well as course descriptions.
When 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 graduation and alumni fee. Certificates, diplomas, and applied degrees are issued twice a year in the Fall (October) and Spring (June).
For further information including deadlines and fees, please visit the Convocation website or contact the Convocation Office at 416-491-5050 ext. 77461.
A student will be eligible to graduate from a certificate, diploma, advanced diploma or graduate certificate program if they have achieved a minimum graduating GPA of 2.0.
A student will be eligible to graduate from a degree program if they have achieved a minimum graduating GPA of 2.5, which includes a minimum GPA of 2.5 in the courses in their main field of study and a minimum GPA of 2.0 in breadth courses.
City Wide Training Early Childhood Professional, visit regularly for postings of professional development opportunities available across the city including Seneca College.
Georgina Ioannou
Program Assistant
Georgina.Ioannou@senecacollege.ca
416-491-5050 ext.22946
Dedra Profitt
Academic Program Manager
Dedra.Profitt@senecacollege.ca
416-491-5050 ext.22528
For more information about this program, fill out the following form.