CORE 471
half (3-0)
COMMUNITY REHABILITATION PRACTICE FOR
CHILDREN WITH SPECIAL NEEDS AND THEIR
FAMILIES
Calendar Description
Cognitive, social, emotional, sensorimotor, language and communication development and assessment of children with
disabilities in the context of their families, school and communities.
Content/Objectives







Interdisciplinary focus to children’s assessments
Processes of identification, family support, family/professional working relationships
Social/emotional, sensorimotor, language/communication, cognition and motor development
Family issues, supports and professional relationships in the community
Cultural and international perspectives
Integration of theory, research and practice
Current research issues (i.e., ADHD, FAS, PDD)
Outcomes/Competencies



Through case studies students will demonstrate knowledge of assessments and identification of skills in the developmental
areas of social, cognitive, language and communication, and sensorimotor functioning
Through a critical research paper and class presentation students will demonstrate understanding of children with special
needs and the critical issues involved in current research
Through examination students will demonstrate awareness of assessment frameworks (social/play, cognitive, sensory,
language/community, motor) including the Transdisciplinary Play-based Assessment.
Assignments
Class presentation and research paper on a research question regarding children with special needs
40%
Case study
20%
Multiple choice and short answer exam on The Special Child.
20%
Exam on Assessment
20%
Resources
Pueschel, Siegfried M.; Scola, Patrica S.; Weidenman, Leslie E.; & Bernier, James C. (1997). The Special Child. Paul H.
Brooks Publishing Co.
Linder, T.W. (1990). Transdisciplinary play-based assessment: A functional approach to working with young children.
Toronto: Paul Brookes Publishing Co.
Details for current course offerings are available at: www.crds.org
Instructor and Course Information
COURSE:
CORE 471
INSTRUCTOR:
Carolyn Lord
TERM:
Fall 2004
TELEPHONE:
(780) 434-6839 EXT 27
SECTION:
L01
EMAIL:
clord@wjsgroup.com
DATES/TIME:
Monday’s 4:30 pm –7:30 pm
LOCATION:
TBA
Course Content
This course assumes a prior knowledge of normal growth and development of children. It covers development of children
with special needs and the disabilities that result during childhood. Critical and creative thinking and problem analysis
presented through case studies.

Service options for young children with disabilities and their families.

Childhood disabilities from a family perspective. Processes of identification, family support, family/professional
working relationships.

Approaches to understanding change and development in children (developmental, behavioral, ecological, remedial).

Cognition Cognitive Development
 developmental models applied in learning disabled persons.
 cognitive prerequisites – attention, short term memory, cause/effect relationship to language
 activities and toys which promote and elicit the observation of cognitive skill development

Social/developmental play
 the nature of friendships and play
 play as an assessment foundation
 attachment, disability and their impact on development and play.
 Activities and toys which promote and elicit the observation of social skill development

Language and Communication
 language development
 gestural and symbolic communication systems
 response modes
 language for cognitive, emotional and functional growth
 activities and toys which promote and elicit the observation of language/communication skill development

Motor Development
 developmental models versus remedial/adaptive models
 normal and arrested development in infants and children and resulting residual reflex patterns
 oral motor development and eating problems with severely handicapped children
 adaptive equipment for mealtimes
 self help adaptations (e.g. toileting, dressing)
 activities and toys which promote and elicit the observation of motor skill development.
Course Evaluation
1.
Group disability paper and presentation
Value: 40%
 research a disabling condition gathering and organizing information obtained through the Internet,
Medline, Psychlit, Health Network, Local Associations, Research Centers
 prepare a short 2 page information brochure including current trends in intervention
 outline of presentation (point form)
Outline Due: September 27, 2004
Research Paper (critical analysis of research literature, A.P.A. format, 8-10 pages)
2
Due: October 18, October 25
2.
Family Interview – Case Study (5 page report)
Value: 20%
Due: Nov 1, 2004
3.
Multiple-choice, Short answer exam on The Special Child and class presentations
Value: 20%
Due: Nov 8, 2004
4.
Exam on Transdisciplinary Play Based Assessment
Value: 20%
Due: Dec 13, 2004
Weekly Schedule
September 13


overview of the field including infant stimulation, early intervention, preschool and school programs. Funding
alternatives
sign-up for disabling condition for group presentation and critical research paper
September 20

Interdisciplinary, multidisciplinary and transdisciplinary teams through community visits of agencies
September 27



Developmental, behavioral, remedial and functional approaches to assessment and intervention. Guest Speaker
Group outline of disability assignment due
Develop family interview questionnaires for next class
October 3


family perspective, family dynamics, grieving process
family interviews
October 11

Thanksgiving Monday
October 18


debrief regarding family interviews
group presentations and critical research paper on disabling condition
OCTOBER 25
 group presentations and critical research paper on disabling condition
NOVEMBER 1


case study assignment due
guest speaker
NOVEMBER 8



Exam on the Special Child and class presentations
Introduction to TPBA
Cognitive Development
NOVEMBER 15

Social/Emotional Development
NOVEMBER 22

Language and Communication Development
NOVEMBER 29

Motor Development
DECEMBER 6

working with teams in early childhood assessments
3

report writing
DECEMBER 13

Exam on assessments and interventions – TPBA and lecture notes
Marking Scheme
95 – 100
90 – 94
85 – 89
A+
A
A-
80 – 84
75 – 79
70 – 74
65 – 69
60 – 64
55 – 59
B+
B
B-
C+
C
C-
50 – 54
45 – 49
Below 44
D+
D
F
NOTE: The last day to change/register for courses without pre-session study and pay balance of fees for the Fall session
is Sept. 21, 2004. The last day to cancel with $100.00 deposit refunded is Sept. 7, 2004. The last day to withdraw with
permission for Fall session is December 9, 2004.
All assignments will be held at the Community Rehabilitation Studies office for only one (1) year after last day of term.
Students with a disability, who require academic accommodation, need to register with the Disability Resource Centre,
MC 295, telephone 220-8237. Academic accommodation letters need to be provided to course instructors no later than
fourteen (14) days after the first day of class. It is a student’s responsibility to register with the Disability Resource
Centre, and request academic accommodation, if required.
4