Graduates are employed in integrated and community based programs, consultative services and specialized settings serving children with special needs. Models of service delivery and roles of resource teachers vary.

For more details on related occupations, job market information and career opportunities, see the Government of Canada website.

1. Your Early Childhood Education diploma OR your College of ECE registration card
2. An up-to-date resume that includes details about your work experience as an ECE
3. A reference letter from a supervisor who can confirm your experience working with children with diagnosed disabilities. Field placements and volunteer work or paid employment are accepted.
4. A completed Freedom of Information waiver

New students may begin the program in any of the three terms of study (Winter, Spring/Summer, Fall).

Deadlines to Apply

• For Winter Term entry: Dec. 1
• For Spring/Summer Term entry: April 1
• For Fall Term entry: Aug. 1

Applications will be reviewed within four weeks after the application deadline and acceptance letters will be emailed to the email address provided by the student.

It is your responsibility to ensure that program requirements and course prerequisites as outlined are met. Prerequisites are included for your academic protection. Knowledge of the prerequisite material is assumed by your instructor and instruction will proceed accordingly. Students lacking prerequisites not only jeopardize their own ability to succeed but present unnecessary interruption. If you lack appropriate prerequisites (or Transfer Credit for the prerequisite course) you may be asked to withdraw or transfer to a more appropriate course with the risk of academic/financial penalty.

Note:

1. Students are responsible to ensure that program requirements and course prerequisites are met.
2. Students who lacks appropriate prerequisites will be asked to withdraw or transfer to an appropriate course with potential risk of financial and academic penalty.
3. Please check course prerequisites and corequisites before registering. Both fieldwork courses have a co-requisite. Students must register for both academic fieldwork co-requisite courses.

To apply, please fill in the form below. After completing the form below, you will receive an email with instructions on how to submit the below supporting documents to complete your application.

1. Your Early Childhood Education diploma OR your College of ECE registration card
2. An up-to-date resume that includes details about your work experience as an ECE
3. A reference letter from a supervisor who can confirm your experience working with children with diagnosed disabilities
4. Freedom of Information waiver

For details, please see Entry Requirements.

Prospective students must be approved before registering in this program.

Application for Winter 2025 entry (January start) is now closed. Any applications received will be considered for Spring/Summer term entry.

As a graduate, you will be prepared to reliably demonstrate the ability to:

1. build and maintain responsive relationships and partnerships with children with special needs and families from diverse cultural and linguistic backgrounds including Indigenous peoples' worldviews and Francophone identity, to provide culturally relevant early learning opportunities, programs and services.
2. recommend, discuss and plan, in partnership with families and early childhood educators, inquiry and play-based early learning program adaptations to accommodate and support learning, holistic development and well-being in children with special needs.
3. advise and lead early childhood educators and children's service partners in the development of a philosophy of inclusion and policies and practices that support diverse, equitable and accessible learning opportunities for children with special needs and their families.
4. administer observation strategies and screening tools to interpret and document children's learning and to identify children with challenges and facilitate families' referrals to resources for further assessment and intervention as necessary.
5. collaborate with children, families, early learning educators, health professionals and children's service partners to facilitate the planning, co-ordination and evaluation of individualized support plans for children with special needs.
6. plan, deliver and evaluate strength-based training to children, families, early childhood educators and children's service partners to support quality, inclusive early years and child care programs and services for children with special needs and families.
7. provide consultation, service coordination and referral support to families, early childhood educators and children's service partners to support communication, collaboration and continuity of services for children with special needs and families.
8. comply with current legislation, regulations, policies and evidence-informed practices in early years and child care settings to provide quality early learning programs and services for children with special needs and their families.
9. advocate for inclusive, meaningful and purposeful early learning opportunities and services for children with special needs, their families and communities.
10. engage in reflective practice and keep current in emerging research within the early year's sector to lead initiatives related to inclusive practice and improving early learning opportunities, programs and services for all children and especially those living with special needs and their families.

The ECE Resource Consulting program has two field placement opportunities: ERS203 Introduction to Resource Consulting and ERS302 Collaborative Resource Consulting. Each placement is 105 hours and must be completed within the province of Ontario. Placement hours are completed in person or remotely* within appropriate host agencies (such as schools, childcare centres, rehabilitation centres, early intervention services teams) with host supervisors who are qualified Resource Teachers/Consultants.

Placement hours are arranged between the student and the supervisor at the agency and must be completed throughout the 14-week term. E.g., one day per week for a minimum of 10 weeks etc.

Students currently working in the field cannot complete the hours in their current role. All field placement hours must be unpaid.

How Do the Placements Work?

The time spent in placement is an opportunity for hands-on learning and to incorporate and reflect upon what students are learning online. Placement hours in each fieldwork course will also include online readings and assignments. Your fieldwork instructor will liaise with your host supervisor to support and evaluate your progress in placement.

Where Will I Do My Placement?

That's up to you. Students are encouraged to research and find placement opportunities that are local to them. It is advisable to search for placements and arrange for a placement opportunity several months in advance of registration in a fieldwork course.

Read more about helpful tips when approaching placement agencies.

Your ERS203 and ERS302 placement opportunity must be approved prior to registering in the course. Complete this form and email it to the field placement coordinator for approval: Margaret.Malina@senecapolytechnic.ca.

Field Placement Documentation

Please ensure that the following documents are current before embarking on placement hours. You will need to have these documents reviewed by the fieldwork course instructor at the start of term. Your host agency may also require you to submit them for review.

• CPR Level C
• Medical Vaccination Records (including 1-Step TB Test) as reviewed by a physician. Please see form here.
• Vulnerable Sector Check (Police Check). Students in the City of Toronto may use the pre-authorized form. Others should inquire at their local police office to pursue the Check

*The student is shadowing/working alongside a qualified Resource Consultant (RC) in a real childcare setting for the entire 105 hours and complete an additional 45 hours of course work throughout the term. Students connect with the RC virtually (e.g., using Zoom or phone, etc.), if they are not permitted on-site in the childcare setting.