ELCC 350 Inclusion in Childcare

Assignment Package

Course Description: Planning for exceptionality will be a primary focus of this course as students explore
inclusive practices by considering how children of all development levels can benefit from responsive care.
Students will build an awareness of specific developmental challenges and gain of understanding on how to
provide learning and interactional opportunities for children with atypical development. Practical strategies to
create quality inclusive learning environments for young children will be covered. Students will explore the
selection and use of appropriate assessment materials and intervention techniques from a supportive lens in
preparation for working with a variety of specialists and experts. A family-centered approach, which focuses on
holistic practice, will be taken.

Course Duration: 35 hours Instructional

Delivery:
• In-class lecture & demonstrations PowerPoint Presentations and Video demonstrations
• Directed exercises and activities Practical exercises

Course Objectives:
Upon successful completion of this course students will:
• Understand of a wide range of abilities in children who are typically and atypically developing.
• Understand how to promote inclusion in early learning settings.
• Begin to build competencies in communicating with parents on topics involving diversity, inclusion
and best practice for children to are atypically developing.
• Gain an introductory understanding on the importance of policy and the process of policy
development.
• Be able to effectively write an inclusion policy for an early learning centre.
• Gain strategies for supporting inclusion within a childcare program.
• Learn how to arrange the physical environment to support inclusion.
• Adapt daily experiences and transitions for inclusive settings.
• Review the role of professionals within an inclusive setting.
• Review adaptations necessary for children with exceptionalities.
• Review the prevention and management of challenging behaviors.
• Learn how to work in collaboration with other specialists in the field of development and health.

Grading

Assignment #1- Content Review Questions 15%

Assignment #2- Research Fair & Presentation 25%
Assignment #3 – Inclusion Policy 25%
Exam 35%
Total Final Grade 100%

Required Textbooks:
Inclusion in Early Childhood Programs: Children with Exceptionalities Sixth Edition by K. Allen, G. Cowdery, C. Paasche,
R. Langford, K. Nolan, and B. Cipparrone. © Nelson Publisher, 2014

Planning for Exceptionalities January 2018 revised by HW 1

Child, Family, and Community: Family-Centered Early Care and Education (7th Edition) by Janet Gonzalez-Mena ©
Pearson Publisher, Toronto, 2016

Late Assignment Policy:

Assignments are due by 6:00pm on weekdays and 9:00am on Saturdays and as indicated on the detailed course
outline. If a student does not hand in an assignment on time, they have three calendar days to get it in; their
grade for the late assignment cannot be higher than 60%. If the student has not submitted an assignment by this
deadline, they receive a 0% and fail the assignment. All appeals for this policy must be submitted to the
instructor with supporting documentation (doctor’s note) and can only be based on medical reasons. All appeals
must be approved by the program coordinator. No appeals or late assignments will be considered if they have
been received later than 2 days after the course has ended. The student’s final mark will reflect this policy.
Marked assignments are the property of the College.

Redo Policy on Exams

If a student receives a mark lower than 60% on a course they will have an opportunity to redo the exam. There
will be a maximum of two re-dos on exams in each of the Certificate and Diploma term periods. Students will
inform their instructor immediately after receiving their exam grade if they wish to re-do an exam or take the
mark given. The exam retake will be scheduled for next available time that the instructor can arrange
supervision. The time a student rewrites an exam is solely at the instructor’s discretion and cannot be negotiated
by the student. Students do not have the opportunity to re-do class assignments. Tests and exams are the
property of the College

Exam Protocols:
Students must clear all items from tables during exams (ie. books, cell phone, etc.). Any students exhibiting
signs of cheating (ie. talking, checking cell phones, looking at others exams) will receive a grade of zero for the
exam. Students are not allowed to leave the examination room until after their exam is completed. Time
extensions will not be given for any reason. Only black or blue ink may be used in an exam. Any students
exhibiting signs of cheating will receive a grade of zero for the exam and be asked to leave the room
immediately. Students caught cheating will be placed on academic probation. Once an exam is handed in,
students may not review the content or make corrections. Instructors will implement protocols to protect against
cheating during exams (ie. various exam versions, moving students, exam supervision). Exams are the property
of CDI college and will not be returned to the student. Students who wish to review their exam will need to set
up an appointment with the instructor. Students who are retaking an exam will not have an opportunity for
review prior to the retake. There is no talking during an exam.

Instructor – Student Interactions

Adult students are expected to be respectful of both other students and instructors. Please feel free to ask
questions if you do not understand an assignment or anything else discussed in class. It is the student’s
responsibility to connect with the instructor to clarify questions prior to assignment due dates. Instructors can be
contacted as listed on the course outline or may be available before class, after class or during breaks. We are
happy to answer questions or discuss course work at these times. Please be aware that student’s requiring
indepth answers to questions may be asked to set up a meeting with the instructor for a later date.

Plagiarism
Plagiarism is presenting the words or thoughts of another writer as if they were your own. Using the internet,
books and other resources is an important way to enrich learning. However, when an idea, text or image is
taken from somewhere else (book, magazine, article, on-line website) you must formally acknowledge the
source of this material. Although most plagiarism is unintentional, there are serious consequences for
plagiarizing in assignments.

Planning for Exceptionalities January 2018 revised by HW 2

Cheating includes, but is not limited to the following: any use of aids or assistance during examination which
has not been specifically authorized by the instructor, collaboration between two or more students working
jointly on any assignment when the instructor has not permitted, (This includes collaboration on projects which
are to be submitted for marking as a solo project.), intentionally helping or attempting to help another student to
commit any act of academic dishonesty, or allowing your assignment or project to be copied or submitted by
someone else.

Violations of plagiarism or cheating, “that threaten the academic integrity of the College may be subject to
disciplinary action as described in the Disciplinary Process. Sanctions may include but are not limited to:
• Award of zero marks for the piece of work or examination;
• Award of a fail grade for the whole course;
• Academic Probation;
• Suspension;
• Expulsion” (CDI College Student Handbook, June 2013, Page 7)

Attendance
Students are expected to be on time for class and stay until the class ends each day. Attendance and/or class
learning marks will be deducted for missed classes, arriving late or leaving early. A minimum of 80% of the
total class time must be attended by the student in order to receive credit for the course. Admission to the class
after it has started will be at the discretion of the instructor and be dependent on the flow of instruction.
Instructors are not permitted to interrupt the learning of other students to accommodate late individuals.

Participation
Learning takes place in many ways in a classroom setting. Thoughtful questions, contributing ideas and sharing
ideas are an important part of group learning. Being present means so much more than showing up. Each
student brings a unique collection of insights and experiences and classroom learning is richer and more
interesting when every individual is willing to participate generously.

In courses, the expectation is that students take an active role in their learning and the learning of others. It is
important that students make themselves available during class time for class discussions, group work, readings
and instruction time. Students who do not fully participate in class and allow themselves to be distracted will
lose participation marks at the discretion of the instructor. Distractions can include: being absent for group
work, being late for class, having side conversations during class time, use of cell phone, use of computer or
being absent from the classroom for extended periods of time etc. It is the responsibility of the student to
inform the instructor of any reasons for distractions. Cell phone use will not be tolerated unless indicated by the
instructor for research periods. Students on their cell phones will be asked to put it away or leave the classroom.
Final marks will reflect this policy.

Student Names and Grading Sheets

Every assignment submitted must have a grading sheet and a cover sheet submitted with their assignment.
Students are responsible for ensuring that their name is written on: the assignment, grading sheet, and cover
sheet. If a name does not appear on these three documents the student will be awarded a late mark of 60% for
time taken by the instructor to determine assignment ownership.

Assignments will be returned to students for review only. Assignments are then returned promptly to the
instructor and they become the property of CDI College. Assignment marks will be recorded on cover sheet by
the instructor and students will retain these sheets for their records. Exams will not be returned to students for
review.
Planning for Exceptionalities January 2018 revised by HW 3
The instructor will prepare and provide to students the grading sheet for each assignment.
Students are required to prepare and hand in with their assignment the cover sheet. Details recorded by the
students on the cover sheet must include:
• Student’s Name (Last & First)
• Course Name and number;
• Course Instructor Name
• Assignment Number & Name
• Date
• Section to Record the Grade (i.e. Grade: ________)

This is CDI College policy and must be followed. Students should keep in mind that assignments are a
reflection of their work at the college.

Please refer to the ELCC student handbook for the detailed policies for the program.

DUE February 8

Planning for Exceptionalities January 2018 revised by HW 4

Assignment #1 Content Review Questions Assignment Weight 15%

After reading Chapters one, three and four of the textbook Inclusion in Early Childhood Programs, students will
be required to answer the 3 questions below regarding the readings. Detailed and reflective answers will be
expected. Marks will only be given for answers that include in text citations. A mark of zero will be awarded if
either in-text citations and a reference page are missing.

Answer each of the following questions in a ½ to 1-page short answer.

1) Summarize key learnings from chapter one by addressing the following:

a. define what an inclusive approach to early childhood education means.
b. Describe the benefits of inclusion for all children in an early childhood setting
c. Identify challenges associated with implementing inclusive early childhood programs

2) Summarize key learnings from chapter three by addressing the following:

a. Identify issues that are common among families of children with identified needs
b. Define the concepts of enabling and empowering as related to families of children with identified
needs
c. How does the concept of cultural sensitivity affect interactions between educators and families?

3) Summarize key learnings from chapter four by addressing the following:

a. Justify the statement with textbook evidence that all young children, regardless of their abilities,
need enriched learning experiences
b. What do the following terms mean – contingent stimulation, teachable moments, spontaneous
teaching and incidental teaching

c. What characteristic of an effective teacher who works in inclusive environment do you most identify
with and why?

Planning for Exceptionalities January 2018 revised by HW 5

Assignment #1 ELCD 350 Content Review GRADING
SHEET

Student Name____________________________________

Grading Criteria Question 1 Question 2 Question 3

Correct information is included from the textbook.

Student answers questions in detail, providing
relevant information from their own experiences and /5 /5 /5
relating them to the textbook reading.

___/10

Total: __________/15
Comments:

DUE February 13

Planning for Exceptionalities January 2018 revised by HW 6

Assignment #2 Research Fair and Presentation Assignment Weight 25%
This assignment will consist of two parts.

In groups of 4, Students will be assigned a topic. Students are expected to research the topic and provide the
following information. A time frame of no more than 15 minutes and no less than 10 minutes should be given to
this presentation.

Part 1: PPT
1. An explanation of the exceptionality.
2. The causes of the exceptionality if any are known.
3. The behaviors, if any, which are exhibited by children with this exceptionality that would give parents or
caregivers some clues that the child may have this exceptionality.
4. Ideas or tips about how to help the child fully participate in daily expectations in a child-care program as
well as how to assist the child’s interaction with others.
5. Classroom supports for the exceptionality – What might you bring into the environment for the child.
6. Strategies to include the child in a child-care program. – What will you do to help the child navigate his or her
day.

Part 2: Presentation
Students will prepare a presentation on the exceptionality that they have researched. This presentation will be set
in a PowerPoint format.

Students who are participating in the audience portion of the presentation will be expected to fill out a fact sheet
of the exceptionalities showcased. This fact sheet will be provided as a template form by the instructor at the
beginning of the presentation. Students will be expected to fill out the form completely and hand in to the
instructor as part of their mark for this assignment.

You will get a small amount of time in class to work on this assignment.

Planning for Exceptionalities January 2018 revised by HW 7

Assignment #2 Research Fair and Presentation GRADING SHEET

Student Name:
Grading Criteria Comments
Resource Sheet

• Student has completed fact sheet with correct, detail information

offered during the presentations

/5
PPT: Materials and Content

PPT contains the following information.

 An explanation of the exceptionality.
 The causes of the exceptionality if any are known.
 The behaviors, if any, which are exhibited by children with this
exceptionality that would give parents or /15
 caregivers some clues that the child may have this exceptionality.
 Ideas or tips about how to help the child cope with daily expectations in a
child-care program as well as how to assist the child’s interaction with
others.
 Classroom supports for the exceptionality.
 Strategies to include the child in a child-care program.

PPT requirements follow CDI policy on documentation

• Presentation/Q and A
• Student presents to the audience in a professional manner with prepared
and informed information.
• PPT is engaging and aesthetically pleasing and includes pictures where
possible. /5

Total /25

Instructor Comments:

DUE Feruary 20

Assignment #3 Inclusion Policy Assignment Weight 25%

Planning for Exceptionalities January 2018 revised by HW 8

Policies are an important part of a cohesive and transparent early learning centre. It is important to have an
effective resource for all staff, visitors and parents to refer to as they try to understand your programs
philosophies, guiding principles and guidelines. An effective policy affords everyone the opportunity to learn
what guidelines your centre has and how decisions, actions and activities are implemented. It allows effective
communication to occur and supports staff in using best practices when caring for children.

This assignment has two parts:

Part A
Students will find their inclusion policy in their centre. Students will then review their inclusion policy and
communicate how the questions below are addressed in a one-page reflection paper.

If no policy exists, the student will then write a reflection paper based off a conversation with their director on
how inclusion is addressed in their centre by using the above questions as a guideline for the conversation.

 How are children of all abilities welcomed into the centre?

 How are children with all abilities included in programming?
 What expectations are there of staff and administration to modify or enhance the environment of the centre
to meet the needs of all learners?
 How does the centre create partnerships with the families of children of exceptionalities to ensure they are
informed of how their child’s needs are being met in the centre?

Students will include a copy of their inclusion policy or a conversation with their director with the assignment

Part B
Students will use class learning and the handout provided to write a policy on inclusion for their early learning
centre. Extra research will also be needed to add detail into the policy process and provide resources to share
with colleagues and staff. Students are not able to hand in a copy of their centre’s current policy and claim it as
their own work.

Students will submit the following documentation to complete this assignment.

1) A working copy of the policy using the template provided.

2) A formal policy that uses complete sentences and is detailed for others to understand.

Assignment #3 Inclusion Policy GRADING SHEET

Student Name____________________________________

Planning for Exceptionalities January 2018 revised by HW 9

 Grading Criteria

Part A:
Centres inclusion policy reflection
Student has efficiently demonstrated that she or he is
aware of the policy for inclusion at their centre and has
been able to effectively communicate how the principals
for inclusion are addressed using the question provided.

Focus of reflection will concentrate on the following:

 How are children of all abilities welcomed into the
centre?
 How are children with all abilities included in
programming?
 What expectations are there of staff and administration
to modify or enhance the environment of the centre to
meet the needs of all learners?
How does the centre create partnerships with the families
of children of exceptionalities to ensure they are informed
/10
of how their child’s needs are being met in the centre?

Part B

Policy template
Student completed a working copy of the policy using the
template provided in the handout. Evidence of research and /5
class learning is present.

Written policy
Student submitted a completed policy with detailed
information included. Policy is easy to understand and
reflects information that was provided in the template. /10
Policy is typed and demonstrates professionalism

Total: __________/25

Comments:

Planning for Exceptionalities January 2018 revised by HW 10