BC's Indigenous Public Post-Secondary Institute

AECE-265 - Special Needs Practicum - 6.00 Credits

AECE-265 - Special Needs Practicum - 6.00 Credits

Course Details
The special needs practicum consists of 212 hours of guided, supervised experience in a variety of educational settings with children who require extra support. Emphasis is on developing skills, knowledge, and self in the student, and providing quality care and educational opportunities for children and families. This course includes both theory and developmentally appropriate practice.
Part of the:
  • CAREER TRAINING (EDUCATION) Department
  • Available/Required in the following Programs:
  • Aboriginal Early Childhood Education Diploma - Year 2 Spring
  • Prerequisites : AECE 222, AECE 202, AECE 255, AECE 252, AECE 232, AECE 212,
    Course Outline
    Instructors Qualifications: Relevant Masters Degree.
    Office Hours: 3.0 hours per week.
    Contact Hours: 320
    Student Evaluation
    Procedure:
    Completion of 212 hours of practicum 50%, Mid Term Evaluation 20%, Final Evaluation 20%, Weekly Seminars 10%. Grading procedures follow NVIT policy. Students will need to complete and pass all of the evaluation as laid out in accordance with the provincial competencies in ECE in order to pass the practicum.
    Learning Outcomes: Upon successful completion of this course students will be able to:

    1. execute the professional code of ethics with respect to moral responsibilities to children, families, colleagues, communities and society;
    2. construct and maintain a safe and healthy environment for children by:
  • designing environments that meet the development and educational needs of exceptional children;

  • applying with child protection responsibilities as outlined in legislation, regulations, protocols and court orders;

  • designing an environment that complies with licensing requirements;

  • developing and maintaining policies that ensure the health and safety of exceptional children;

  • 3. design and implement developmentally appropriate programs that meet the observed needs of children by:
  • developing an emotionally safe and nurturing climate;

  • developing a genuine and trusting relationships with children and others;

  • developing a program that reflects and respects diversity;

  • providing supports that are required for successful inclusion of all children;

  • guiding families about exceptional children about growth and development;

  • 4. promote positive development in children by:
  • constructing an emotionally safe and nurturing climate;

  • developing genuine and trusting relationships with children and others;

  • developing children’s self-esteem;

  • 5. support families by:
  • a knowledge of, and executing respect for cultural, socio-economic and family diversity in all aspects of care;

  • providing information about child care and other related resources and referral services to families;

  • promoting family involvement in policy and programming decisions;

  • 6. cooperate and coordinate efforts with other community services by:
  • analyzing information;

  • generating working relationships with other professionals and service providers involved with children families;

  • supporting the development of coordinated community, family and individual service plans;

  • 7. develop themselves professionally by:
  • developing personal and professional development programs;

  • categorizing changes in social policy;

  • 8. develop effective management and administration of child care services by:
  • developing and implementation policies and procedure for ages;

  • supporting to an effective team to ensure the delivery of quality child care services;

  • execute good practice and current government child care related policies, programs and procedures;

  • assume a role in the monitoring and evaluating all aspects of service to maximize effectiveness;

  • 9. advocate for a high quality, accessible and comprehensive child care system:
  • preparing the development of a comprehensive range of accessible child care services and supports to meet current and anticipated needs; and

  • communicating with and lobbying the public, government and other decision-makers about child care and related social issues.

  • Text and Materials:
  • Baptiste, N. (current edition). Understanding ethics in early care and education. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.

  • Tyminski, C. (current edition). Your early childhood practicum and student teaching experience: Guidelines for success. Upper Saddle River, NJ: Prentice Hall.
  • Other Resources:
    Transfer Credits:
    Other Information: Education Council approved March 2007.