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Inclusive Theory and Practices
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Assignment/Test and Exam Schedule
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5/7/2025
Professor Emily Matheson
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Memo
To: Early Childhood Education Students
From: Emily Matheson, Professor
Date: 2025
Re: Expectations for assignments and testing
Written instructions and the matrix for upcoming assignments are available in this document known
as the assignment file. I look forward to you participating in class lectures and activities from May to
June 2025.
Please ensure you are aware of upcoming due dates. To ensure consistency and fairness all
assignments submitted after the due date via Moodle will lose a mark of 10% of the total mark for
each day late. Assignments must always include a cover page with the student’s full name, student
number, faculty’s name and the title of the assignment.
All assignments must be in created and submitted ONLY in Word. Should you require support on how
to use this format, please contact HELPDESK.
It is your responsibility to review all due dates for assignments and written tests that have been
provided in this assignment file. Should you be absent for a graded activity (test/assignment) due to
medical purposes (faculty reserve the right to request a medical note) or for a serious personal issue.
It is imperative you contact me prior via email /phone call for a graded activity to be rescheduled.
Students who are absent on the day of the graded activity without contacting the professor prior with
a valid reason will receive a “0” for the graded activity.
Should you have any questions concerning the expectations listed above or any questions regarding
this course it is your responsibility to contact me.
Thank you.
Emily Matheson
2|Page
Inclusive Theory and Practices-Test and Assignment Dates for ECE 2450
Assignment One -25% Due on Friday May 23 and Wednesday May 28th.
All members of the group must be present during
the presentation.
Mid Term Test -25% Friday May 30th during class time. 8:30 till 10:20
a.m.
Assignment Two- 25% Friday June 13th, 2025. Submission only during class
time.
Final Exam -25% The final test will take place on June 20th, 2025, from
8:30 a.m. till 10:20 a.m.
LAST CLASS
Student Conduct: It is the responsibility of each student to uphold the expectations and responsibilities
outlined in the Student Code of Conduct Policy.
Generally, each student will: • be respectful and courteous toward others. • demonstrate appropriate
and supportive communication skills, and coach, assist, advise and otherwise support other students in
their studies. • manage any personal stress and conflict in a positive and resourceful manner and assist
others to do the same. conduct themselves in a professional manner regarding their communication
with others and their behavior in class. • keep up with day-to-day classroom and course expectations
Academic dishonesty is a serious offence. There is no tolerance for academic dishonesty and any student
caught plagiarizing is subject to serious sanctions as outlined in the Student Code of Conduct Policy
Students are encouraged to familiarize themselves with this policy and avoid any behavior that could
possibly be seen as cheating, plagiarizing, misrepresenting, or putting into question the integrity of one’s
academic work.
Should you have any questions regarding this course, then I strongly encourage you to reach out to me
by email at [email protected]. I will be happy to respond in 2 business days.
Although I will not be responding to any questions you may have 24 hours prior to the assignment due
or a test being written.
Wishing you all the best in your studies.
Emily Matheson, RECE
3|Page
Class Schedule For ECE 2450
Dates Times
Wednesday May 7th 12:30 till 2:20 p.m.Plus 30 Min
Friday May 9 th
8:30 till 10:20 a.m.
Wednesday May 14th 12:30 till 2:20 p.m. Plus 30 Min
Friday May 16th 8:30 a.m. till 10:20 a.m.
Wednesday May 21 st
12:30 till 2:20 p.m. Plus 30 Min
Friday May 23rd 8:30 a.m. till 10:20 a.m. Plus 30 min
Assignment One – Part One Group
presentations
Wednesday May 28th 12:30 till 2:20 p.m. Plus 30 Min
Assignment One – Part Two Group
presentations.
Friday May 30 8:30 till 10:20 a.m.
Mid Term Test
Wednesday June 4th 12:30 till 2:20 p.m. Plus 30 Min
Friday June 6 th
8:30 a.m. till 10:20 a.m.
Wednesday June 11th 12:30 till 2:20 p.m. Plus 30 Min
Friday June 13th 8:30 a.m. till 10:20 a.m.
Assignment Two Due.
Wednesday June 18th 12:30 p.m. till 2:20 p.m. Plus 30 Min
Reminder
to review
Friday June 20th 8:30 till 10:20 a.m.
your
Final Exam
academic
schedule for other important dates for your spring semester that can be found under My Cambrian.
4|Page
Assignment Number One – 25%
Based on the agency you were provided with by the instructor in the coming days, research the
services it provides to children (0-12 years of age) with exceptionalities and their families. The
number of students per group would depend on the overall number of students registered for ECE
2450. Peer evaluation would determine each student’s mark. Groups will be assigned. Stay tuned.
As written in the College of Early Childhood Educators- The Code of Ethics and Standards of
Practice Inclusion/inclusive is defined as an approach to policies and practice in early years settings
where all children and families are accepted and served within a program and where each child and
family experiences a sense of belonging and is supported to participate fully in all aspects of the
program or service. Inclusive practice includes being attentive to the capabilities, personalities and
circumstances of all children and understanding the diversity of development of all children.
1. Presentations will occur in class for not less than 10 minutes and no more than 15 minutes.
See the marking sheet for further information. Provide a hard copy of your presentation to
the professor prior to your presentation.
2. Presentation to be completed in Power Point that captures student’s interests.
3. Class time will be allocated to begin the process and allow for group members to share
ideas and begin planning how they will complete this assignment,
4. Based on the agency you have received, provide the following: Address, phone number, email
address, logo etc., website info. (Content)
A) Provide and explain one service they offer children and families. (Content) 100-150
words
B) Identify and define the exceptionality/disability the agency supports. (Content 100-150
words)
3.Identify the title of one professional who works directly with children from this agency and
explain their role. (Content) 100- 150 words
4.Use your textbook and research the agency’s website to gather your information. REFRAIN from
contacting the agency.
5.At the end of your presentation provide three testing questions for your audience based on the
information you have provided. (Questions)
6. Attached will be the minutes of the meeting for every time you meet /connect with each other to
discuss your presentation. (Evaluation) Hard copy to be attached to your presentation that will be
handed to me prior to presentation.
7.Two or more references in APA format to support the information you have gathered on a separate
page. (References)
No videos permitted. Only the information you have researched.
5|Page
Marking sheet provided below.
Marking Sheet for Assignment Number One- Agency Research
Start Time: End Time:
MARKS 0 1 3 Total
Mark
Organizati The audience cannot Students present Students present information in logical
understand the presentation. information in logical interest
on because there is no sequence sequence which sequence which audience can follow.
of information audience can follow.
Content Most students needed note All the students showed Showed excellent knowledge of content.
cards to talk and to answer excellent. Not
Knowledg questions. knowledge content, but requiring no cues or showing no
e some students needed hesitation
note cards to present or when presenting or answering questions.
answer questions
Eye No eye contact is made with Students maintain eye Most students maintain eye contact with
audience. Focusing on the contact. the audience
Contact power point or on note cards most of the time during
the
presentation.
Time The presentation is less than Presentation falls with required time.
the required time.
Frame frame.
Visuals Lacks creativity. Visuals relate to Students used visuals in a creative and
Not eye catching. Little or too presentation. professional manner.
much
information provided. Lack
pictures/videos to support
information being presented.
Most students do not use Most students use clear. Students use clear voices and
Elocution clear voices and voices and articulates articulation.
correct precise pronunciation well so so that all members can hear
of terms so that all audience presentation.
that all audience members members
can hear can hear the
presentation. presentation.
Reference No references attached. Two references. Not Two or more references provided.
properly formatted in Correctly formatted in APA.
s attached. APA.
Spelling Many spelling and grammar A few spelling and Well done. No spelling and grammar
errors throughout. grammar errors errors.
and throughout their
Grammar presentation.
0 Marks 3 Marks
Evaluation Did not submit evaluation of Evaluation provided by all members of
peers and themselves to the the group.
instructor.
Questions No questions provided for Three questions provided to audience
audience members. members based on the information they
presented.
6|Page
MARKS 0-9 10-15 16-20
Covered minimal amount Covered most of the Thoroughly covered required content
Content required. Content. Limited required. as described in the assignment file,
amount of information, content including minutes of
sources, no minutes of recent research, minutes meeting is detailed (listing responsibilities
meeting attached, are. and deadlines for each team member)
attached but vague.
Additional Comments if needed:
Assignment Two -25%
For this assignment you can decide whether you wish to complete this with a peer or independently.
You will choose a book that can be suited for preschoolers/school age from the list provided on page 8.
These books can be found online, in the library etc. that reflect the representation of disabilities and your
future role as an educator to ensure inclusion is evident in your learning environment.
By the end of this assignment students will be able to do the following:
Identify the disability.
Develop a deeper understanding of the lived experiences of individuals and their family members
who have a disability.
Connect ideas and encourage students to reflect from the book to real life examples.
After reading the book reflects on the ways in which the author portrays children with disabilities
and the challenges they may face.
In your essay answer the following questions:
Step One
How does the book explore or share information about disability? (100 words)
Identify and discuss one key character with a disability in the book. How are they depicted, (shown) and
what does their story reveal about societal attitudes toward disability? (100 words)
Identify the challenges they may have faced? Identify the challenges other children/adults faced in the
story? (100 words)
Step Two
Reflect on how the book influenced your own understanding of the disability. What did you learn from the
story? Identify two for each and why? (150 words)
Step Three
Provide two general strategies from the textbook Inclusion in Early Childhood Programs, Eight Canadian
Edition and or class notes that you would implement as an educator or possibly provide in your learning
environment to ensure inclusivity.
Step Four
Would you recommend this book to other educators? Yes, or no? Why? Provide two reasons. (100
words)
7|Page
List of books for you to choose from. Choose one only. Ensure you state the book you used in your
introduction and include it in your references. Refer to the next page for
YouTube Read along. Choose one.
A Friend like Simon by Kate Gaynor
My Brother Charlie by Holly Robinson Peete and Ryan Peete
“Yes, I Can! A Girl and her Wheelchair” Written by: Kendra J. Barrett, Jacqueline B Toner and Claire
A.B Freeland
My Life with Down Syndrome by Mari Schuh
Gracie’s Ears written by Debbie Blackington
Sudbury Public Library Book
I Will Dance Written by Nancy Bo Flood
My Three Best Friends and me, Zulay by Cari Best
8|Page
Marking Sheet:
Student Name and Student Number:
Student Name and Student Number:
/3 Overall grammar and spelling
/2 Followed format. Such as Step One …provide answers etc.
Step One -Comprehension Student’s Answer Marks
How does the book explore or share 0- No understanding
information about disability? (100
words) 2.5 -Limited understanding
Identify and discuss one key character 5-Good understanding
with a disability in the book. How are
they depicted, (shown) and what does
their story reveal about societal
attitudes toward disability? (100
words)
Identify the challenges they may have
faced? Identify the challenges other
children/adults faced in the story?
(100 words)
Step Two - Reflection 1.How did the child’s book influence 0 no understanding/reflection
your own understanding of the
disability. 2.What did you learn from it? 2.5 Limited understanding/reflection.
Identify two answers for each question 5- Good understanding of
and why? characters/reflection
Step Three Based on the exceptionality discussed 0-No strategies provided.
in the child’s book, provide two general
strategies from class notes/textbook 2.5 Limited information.
you can implement as an educator in
your learning environment to ensure 5-Good information -detailed and
there is inclusivity. comes from the textbook/class notes.
Step 4 Would you recommend this book to 0-No information provided
other educators? Yes, or no? Why?
Provide two reasons. (100 words) 2.5 Limited information.
9|Page
5-Good information. Provides two
reasons to support the students’
answer.
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