Early Intervention for Infants and Young Children with Sensory Loss and Motor Impairments

ECED 441 (3.0) Online – Course Outline

EVALUATION

Seven Assignments
Two Quizzes

DESCRIPTION

This online course prepares students to develop and implement early intervention strategies for children who have vision and/or hearing loss and motor disorders.

This online course is intended to provide students with information related to assessment for program planning purposes within diverse settings. This is a required course for students enrolled in the Infant Development and Supported Child Care Diploma/Certificate Program. It is intended for ID consultants who work with children aged 0-3 in home, childcare or preschool settings; and SCC consultants who work with children in childcare and school settings.

This course is also appropriate for teachers, teacher aides, pediatric nurses, rehabilitative therapists, social workers or group home specialists who have a particular interest in infants, preschool and school age children with vision and/or hearing loss and motor delays. Prospective students are expected to have completed a minimum of two years of college and/or university courses.

Students in the IDSC Diploma/Certificate Program must have completed EPSE 348 (Family-Centered Practice for Children with Special Needs), EPSE 406 (Typical and Atypical Development in Infants and Children), and ECED 439 (Assessment of Infants and Young Children with Special Needs) prior to enrolling in this course. Students are expected to have a basic understanding of typical and atypical development of infants and young children. It is strongly suggested that students who are not in the Infant Development and Supported Child Development Diploma/Certificate Program complete EPSE 406 or a similar course such as EPSE 317, EPSE 403 or ECED 438.

OBJECTIVES

At the end of the course, students will:

  • Become familiar with diagnoses that affect development, and the learning needs of children within this population.
  • Understand a theoretical framework of early intervention and learned to apply it to “best practice” guidelines that promote optimal development.
  • Learn to work collaboratively with families to identify and address the learning needs of children, within the context of family concerns and values.
  • Develop a process for gathering and sharing information with families and community service providers.

OUTLINE

LESSON CHILDREN AT RISK FOR/WITH:
1 Cerebral palsy
2 Motor conditions
3 Motor impairments and children who have secondary motor conditions
4 Visual impairments
5 Combined visual and motor impairments
6 Hearing loss: diagnosis, amplification, parent support
7 Hearing loss: communication
8 Specific types of hearing loss
9 Deaf and blindness
10 Multiple diagnoses or who are medically fragile

REQUIRED COURSE MATERIALS

Call the UBC Bookstore to order: 604-822-2665, or toll-free in North America: 1-800-661-3889 or
Order online: http://shop.bookstore.ubc.ca/courselistbuilder.aspx

  • Lane, Susan; Bell, Lori; and Parson-Tylka, Terry. My Turn To Learn A Communication Guide for Parents of Deaf or Hard of Hearing Children. Elks Family Hearing Resource Centre, 1997. ISBN: 9780968096406

COURSE REQUIREMENTS

This is an online course. Students are required to have a computer, access to the Internet, and a Campus Wide Login ID and password to access the course website.

LIBRARY RESOURCES: Connect From Home

Your EZproxy connection will allow you to access library resources from your computer on or off campus. For more information, go to http://services.library.ubc.ca/off-campus-access/connect-from-home/

MORE INFORMATION

Telephone: 604-822-2013, or toll-free in North America: 1-888-492-1122
Email: pro-d.educ@ubc.ca


Latest Revision on: March 22, 2017