This is an introductory course that focuses on children with exceptionalities and their educational needs. Attention is given to the current philosophies and attitudes in the field of special education. Students will be introduced to a variety of special conditions, including autism spectrum disorder and Fetal Alcohol Spectrum Disorder, that affect children's growth and development and will explore strategies for accessibility, inclusion, and enablement. Students will also develop strategies for working with children who have these conditions.
Hours: 45 (Lecture Hours: 45)
Total Weeks: 15
Non-Course Prerequisites: Criminal Record Check Schedule B works with “children” or works with “children and vulnerable adults"
- What is FASD? Overview, Prevalence, Characteristics
- The FASD Brain: Cause and Effect
- Attention Difficulties
- Language and Communication
- Sensory Processing
- Strategies to Support Needs
- Strategies for Supporting Behaviour
Learning Outcomes:By the end of this course, participants will have demonstrated the ability to:
- Work as part of a school and community based team to support children with Fetal Alcohol Spectrum Disorder
- Describe the skills needed to provide quality supports for students with FASD
- Explain the definition and causes of FASD. Understanding the effects of FASD on brain development, as well as a whole body diagnosis
- Discuss the etiology and neurobiology of FASD, working memory, sustaining attention, self-monitoring, inhibition and emotional regulation
- Develop knowledge of practical strategies for helping students with FASD learn
- Identify and understand the developmental and behavioural characteristics of individuals with ASD across the age span, from infant to young adults
- Outline the key elements of appropriate interventions for individuals with FASD, including early intervention, play-based environments and communication and social skills interventions, and K-12 school aged intervention
- Describe the range of appropriate supports for individuals with FASD in the areas of Trauma Informed Practice, Executive Functions, Transitions, Communication, Visually Supported Environments, Positive Reinforcement, and Self-Regulation
- Demonstrate specific strategies for trauma informed FASD lens
- Appreciate that data collection is important to identify the baseline level of problem behaviour or a target skill, and determine the impact of an intervention. Demonstrate the ability to observe and analyze events. Participants will be objectively define behaviour, determine relevant setting events, antecedents, and consequences, and target the function of the behaviour.
Grading System: Letter Grades
Passing Grade: C (60%)
Textbooks are subject to change. Please contact the bookstore at your local campus for current book lists.