Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
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Coursework Only |
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Description This elective module with extend and deepen students’ understanding of children with additional needs and disabilities. This will include awareness of the child’s unique developmental context, considering their individual strengths and areas of difficulty, nested within their family, early childhood setting and community. Key topics to be explored include; children with a diagnosis of an Autistic Spectrum Disorder, developmental and genetic disorders, profound and multiple learning difficulties and emotional and behavioural difficulties. Students will explore national and international perspectives and approaches to the assessment of need, intervention and therapeutic provision in early childhood. This will include consideration and critique of static and dynamic assessment approaches as well as exploration of philosophical perspectives, theoretical frameworks and evidence-informed approaches to provision. Students will consider the role of the early childhood educator in the identification, assessment and response to children’s needs and develop an awareness of how to advocate on behalf of children and their families. This will include an awareness of local and national referral pathways for assessment and provision in early childhood. Students professional practice will be enhanced with knowledge and experience of evidence-based resources, methodologies and interventions that promote children’s individual learning potential and respond to difficulties associated with their special additional needs. The module will consider of inclusive learning environments, curricula and pedagogy that responds to the individual child within their context. | |||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Describe, define and discuss the learning and developmental profiles of children with special and additional needs within their bio-ecological context. This will include an understanding of and response to atypical development, genetic disorders, disabilities and complex needs within early childhood settings. 2. Critically evaluate processes of diagnostic and dynamic assessment to inform early intervention and educational provision in early childhood. 3. Understand the theory and features of Autistic Spectrum Disorders and how this can impact on children’s learning within an early childhood context. Students will give careful consideration to the environments, learning experiences, play and pedagogies that support children’s development and communication. 4. Articulate national and international perspectives on the assessment of need, intervention and therapeutic provision in early childhood. 5. Identify and critically reflect on evidence-based resources, methodologies and interventions that promote children’s individual learning potential and respond to difficulties associated with their special additional needs. 6. Cooperate and collaborate with other professionals to assist with the identification, assessment and response to children’s special needs. This will include an awareness of local and national referral pathways for assessment and provision in early childhood. | |||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Indicative Content• Specialist input (3 sessions) on children with a diagnosis of an Autistic Spectrum Disorder and how this may impact on children’s early learning and development. Content will include theoretical perspectives as well as a deeper understanding of children’s strengths and areas of difficulty. Consideration will be given to learning environments, experiences and interactions for children with ASD in early childhood settings. • Extend awareness and understanding of a range of special addition needs including; developmental disorders, genetic syndromes and special additional needs. This will include; aetiology, characteristics and classification of common disabilities and the potential impact on development and learning in early childhood. • Explore and evaluate meaningful inclusion, including critical analysis of the Access and Inclusion Model with careful consideration of environments, learning experiences and interactions. • Students will be encouraged to develop effective communication skills and strategies that promote inclusion and advocacy on behalf of young children and their families within the setting and the wider community context. • Provide opportunities to engage with other relevant professionals working in the field of early intervention, developmental and educational psychology, speech and language therapy and occupational therapy. This will highlight the importance of multi-disciplinary input across a range of universal, targeted and specialist provision for children with special and additional needs. It will also support an introduction to possible career pathways. • Discussing the challenges of parental engagement and involvement for children with special additional needs, as well as strategies to enhance teacher-parent interactions and continuity between the home learning environment and setting. • Reflect on the role of the early childhood educator as a professional with unique insight into children’s development and learning, and consider how this contributes to the development of individual progress planning and multi-disciplinary assessment and support. • Recognise children’s behaviour as a form of communication, across the developmental continuum and provide strategies to relax and soothe children within the early childhood setting. | |||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
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