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Overview

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 (or equivalency granted by the Association of Early Childhood Educators of Ontario, AECEO), 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.

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

ERS101
Supporting Atypical Development
Availability
 

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.




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ERS102
Adapting Curriculum Practices
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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.




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ERS201
Evidence Informed Decision Making
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Prerequisite(s):

ERS101 & ERS102

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.




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ERS202
Working With Others Through Professional Engagement
Availability
 

Prerequisite(s):

ERS101 & ERS102

This course examines methodologies and strategies for engaging others in the consultation process. Students apply adult learning principles to plan, deliver and evaluate educational opportunities that engage families, early learning educators and community partners in supporting the healthy development of children with special needs. In addition, students identify and critique organizational policies and create a consultation plan to engage others in the development of a philosophy of inclusion.




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ERS203
Introduction to Resource Consulting Field Placement I
Availability
 

Prerequisite(s):

ERS101 & ERS102

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.




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ERS301
Empowering Families Through Strength Based Approaches
Availability
 

Prerequisite(s):

ERS101, ERS102, ERS201, ERS202, ERS203

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.




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ERS302
Collaborative Resource Consulting Field Placement II
Availability
 

Prerequisite(s):

ERS101, ERS102, ERS201, ERS202, ERS203

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




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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.

For Current Students

Course Code Course Name
RTI 101 Introduction to the Field of Early Intervention
RTI102 Introduction to the Assessment Process
RTI103 The Inclusive Learning Environment
FLD103 Fieldwork 103
RTI201 Understanding and Working with Families
RTI202 Individual Family Service Plan
FLD202 Field Work
RTI203 Advocacy, Practice and Reflection

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

The ECE Resource Consulting program has two field placement opportunities: ERS203 Introduction to Resource Consulting and ERS302 Collaborative Resource Consulting.

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/Convocation

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. Forms are available at the Registration Office or can be downloaded from the convocation website below. Certificates, diplomas, and applied degrees are issued twice a year in the Fall (October) and Spring (June). Graduation Application forms must be received no later than July 31 (for Fall Convocation), November 30/ March 31 (for Spring Convocation). Convocation information is mailed out approximately six weeks prior to the ceremony date.

For further information, please contact the Convocation Office at the Markham Campus at 416-491-5050 ext. 77461 or visit Convocation website.

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

Contact us via this form or using the phone number(s) below it.





Jacqueline Bar
Program Assistant
Jacqueline.Bar@senecacollege.ca
416-491-5050 ext.22635


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