Module Download

Module:
Password:

Module Details

  • Addressing Challenging Behaviour

    ADDRESSING CHALLENGING BEHAVIOUR

    Partnerships in Addressing Challenging Behavior is an 18 hour training course for ECD service providers including IDP, AIDP, SCD and ASCD staff, child care providers, parents, family resource programs, preschool and staff in community settings that provide services for children from birth to six. This training module discusses behaviour and the factors that influence its designation as "challenging." The course encourages participants to look at their own values and beliefs about children's behaviour as well as aspects of the setting that may contribute to challenging behaviour. Participants are introduced to the teaching pyramid for supporting social competence and preventing challenging behaviour in children. The course discusses the importance of forming a partnership with parents in order to develop an effective positive behavioural support plan.

    The curriculum consists of six, three hour long, sessions. It is designed so that participants develop specific strategies and action plans as the course progresses, and have opportunities to practice and integrate them during the course. Skill building occurs in a sequential manner. It is therefore important for participants to attend all six sessions to maximize learning. The curriculum is designed for teams supporting a child with challenging behaviour with the parents and child at the center of the team. Participants are strongly encouraged to attend the training as a team. The following is a brief description of each session:

    Session 1, Introduction to Positive Behavioural Support for Young Children, focuses on a new way of supporting children with challenging behaviour. Traditional approaches to challenging behaviour are discussed and contrasted with a new paradigm of support that focuses on the strengths, abilities and learning profile of the child, and incorporates a pyramid of approaches to challenging behaviour.

    Session 2, Building Positive Relationships, incorporates a strength based and child and family centered approach to prevent challenging behaviour and promote social and emotional development

    Session 3, Preventative Practices introduces participants to a range of evidence based environmental and organizational practices designed to prevent challenging behaviours and provide a nurturing, positive learning and home environment.

    Session 4, Social Emotional Teaching Strategies for Children at Risk, builds on the principles of Sessions 2 and 3 and introduces participants to specialized group interventions for children at risk of developing ongoing challenging behaviour.

    Session 5, Intensive Individualized Support for Children with Ongoing Challenging Behaviour introduces participants to a function based approach to challenging behaviour where the goal is to determine what the child is "getting or avoiding" via their behaviour and teach them positive replacement behaviours.

    Session 6, Intensive Individualized Support for Children with Ongoing Challenging Behaviour extends the functional assessment training from session 5 to include a range of individualized positive behavioural support strategies.

  • Communication

    Partnerships in Communication

    Partnerships in Communication is a 4-session course for ECEs, AIDP, IDP, ASCC, SCC and parents. The course is structured around daily routines and encourages participants to see how these can be used as language learning opportunities for young children.

    Each session may be offered as a stand-alone unit. The instructor may choose to present 1, 2, 3 or all 4 of the sessions based on the learning needs of the participants. It is estimated that each session will take 2.5 to 3 hours to present.

    Session One: 2.5 - 3 hours

    Focus is Speech Sounds - (Articulation)
    • Text and videos address how to help preschool children who are difficult to understand
    • Strategies are structured around daily routines (e.g., arrival, free play, snack, circle, transitions).
    • How can we help these children speak more clearly so their peers (and others) can understand them?

    Session Two: 2.5 - 3 hours

    Focus is the Early Language Learner
    • Text and videos address how to help children who are just beginning to use language.
    • Strategies are structured around daily routines (e.g., arrival, free play, snack, circle, transitions).
    • How can we identify their attempts to communicate?
    • How can we build on these attempts?

    Session Three: 2.5 - 3 hours

    Focus is the Later Language Learner
    • Text and videos address how to help children who are learning more complex language skills (e.g., vocabulary concepts, story-telling, sentence structures, early literacy)
    • Strategies are structured around daily routines (e.g., arrival, free play, snack, circle, transitions)
    • How can we help these children build their language skills?
    • How can we help them understand new words and follow directions?

    Session Four: 2.5 - 3 hours

    Focus is Social Communication
    • Text and videos address how to help children who have difficulty communicating within a social context.
    • Strategies are structured around daily routines (e.g., arrival, free play, snack, circle, transitions)
    • How can we help these children play with their peers?
    • How can we help them understand what to do?

  • Creating Inclusive Child Care Settings

    Partnerships In Creating Inclusive Settings

    For Young Children And Their Families

    Partnerships in Creating Inclusive Settings is for ECD service providers including IDP, AIDP, SCD and ASCD staff, child care providers, parents, family resource programs, preschool and staff in community settings that provide services for children from birth to six. This training module introduces an approach that supports participants in developing more inclusive early years settings. It focuses on the attitudes, values and principles of inclusion, the importance of using inclusive language, an exploration of the key elements of inclusive and family centered practice and the benefits to all, of including all children in early learning settings. It highlights strategies for making adaptations and modifications to the environment and the program in order to support the inclusion of all children. Participants are introduced to the collaborative, trans-disciplinary team as the best way to include children in childcare settings.

    Session 1: What is Inclusion? Goals for this session are:
    • To define inclusion
    • To illustrate appropriate language when speaking about individuals who need extra support
    • To provide participants with an understanding of the key elements of inclusive practice and the benefits of inclusion for all children and families
    Session 2: Family-Centred Practice Goals for this session are:
    • To assist participants to understand the importance of explaining to all families, at the outset, how the program's inclusion philosophy links to inclusive practice.
    • To assist participants to communicate effectively with parents To assist participants to understand the meaning of a family-centred approach
    • To explore ways of including parents of children with special support needs in the children's setting
    Session 3: Preparing the Environment Goals for this session are:
    • To assist participants to become aware of the ways in which the environment communicates to children
    • To look at ways to adapt the environment that leads to the inclusion of all children
    • To look at ways to set up the environment to encourage children to interact and play
    Session 4: The Inclusive Program Goals for this session are:
    • Participants understand how the early years program contributes to inclusion
    • Participants analyze their practices and their programs and learn to adapt aspects of their programs to facilitate inclusion of specific children
    • Participants learn to facilitate interaction among children
    Session 5: Working with the Team Goals for this session are:
    • To provide participants with an understanding of what is meant by a collaborative, transdisciplinary team approach
    • To provide participants with an understanding of the way in which the team determines goals for a child who needs extra support
    • To provide participants with an understanding of the way in which a goal-setting plan is used in early learning settings
    • To provide participants with an understanding of ways to embed children's goals in the daily routines and activities of the care setting
  • Family Centred Practice
    Sorry. This content hasn't been loaded.
  • Fetal Alcohol Spectrum Disorder

    FETAL ALCOHOL SPECTRUM DISORDERS

    A Curriculum for Those Working with Young Children and Their Families in Home and Community Settings

    Partnerships in Fetal Alcohol Spectrum Disorder is a 15 hour training course for ECD service providers including IDP, AIDP, SCD and ASCD staff, child care providers, staff in CAP-C programs, Success By Six Initiatives, parents, family resource programs, preschool and other community settings that provide services for children from birth to six. The Module is delivered in 5 blocks which each address many aspects of FASD. From the background and practice activities included in the training, participants will learn there is no "cookbook" approach or set of strategies that work for all children with FASD, but a framework from which to view FASD and support each child as a unique individual. The following is a brief description of each block.

    Block 1: FASD Fundamentals: This block contains a general overview of definitions, the brain, the cause, diagnosis and implications of the disorder, and provides that foundation for learning about how to help young children with FASD and their families in the following blocks.

    Block 2: Parents and Children with FASD. This block discusses the principles and benefits of family-centred practice and the importance of understanding the social context of FASD and the family particularly pertaining to women, alcohol and pregnancy, attitudes and values, and our need as a community to have respect and support for parents and others dealing with this condition. It discusses supporting families where both parent and child have FASD, and the unique challenges and strategies for families with this diagnosis.

    Block 3: Ethical Practice. In this block participants explore ethical issues in their work, and describe the steps involved in making ethical decisions. Possible advantages of early diagnosis of FASD and identification of the services needed to achieve all of the possible benefits associated with early diagnosis are discussed.

    Block 4: Supporting Individual Children. Participants will learn about primary and secondary characteristics, individual differences and strengths, and how to accommodate the different learning styles with strategies that fit for the child. The various learning domains affected by FASD and ways to support children to learn successfully will also be discussed.

    Block 5: Supporting Good Outcomes. This final block examines the elements of the environment that contribute to a good fit, and how to modify the environment to make it appropriate for children with FASD to prevent challenging behavior. Participants will also apply the information from the lessons to a case study.

  • Promoting Function And Participation

    Partnerships: Promoting Function And Participation In The Early Years

    This Partnerships Training Module is an 18 hour course for ECD service providers including IDP, AIDP, SCD and ASCD staff, child care providers, parents, family resource programs, preschool and staff in community settings that provide services for children from birth to six. This training module presents six sessions of 3 hours each. It discusses ways in which Occupational Therapists and Physical Therapists work with families and early childhood educators to support the capacity of the childcare community to successfully maximize the function and participation of children with a variety of participation challenges in their programs." Sessions 1 - 6 are described below:

    Session 1 - Towards Full Participation This session introduces the importance of "Partnerships" and team collaboration when working with children with support needs. An overview of development is presented. Participants will be able to successfully identify RED FLAGS which require further referrals and service by medical practitioners, OT's and PT's, using the International Classification of Function (ICF) Session 2 - Playtime

    This session focuses on facilitating participation in fine-motor play activities within the child care environment for children experiencing challenges, and discuss' strategies for successful participation through the provision of adaptations, and equipment.

    Session 3 - Circle time

    This session addresses facilitating engagement during circle time activities for children who may have difficulty participating, and discuss strategies for success.

    Session 4 - Doing it Themselves

    This session addresses the common challenges children experience during Self Care activities (Mealtimes/Toileting and Dressing), and address strategies to encourage independence and successful participation within the childcare routines.

    Session 5 - Moving and Grooving

    This session focuses on facilitating participation in indoor and outdoor movement play for children with motor challenges and discuss strategies for successful participation through the provision of physical assistance, equipment and adaptations.

    Session 6 - Putting it into Practice

    This session draws together and builds upon the skills of observational analysis participants have practised and will focus on the process of planning and implementing activities in the childcare setting that facilitate team goals.

  • Supporting Children Who Are Deaf Or Hard Of Hearing
    Sorry. This content hasn't been loaded.