ECE Resource Consultant International
- Ontario College Graduate Certificate
- College Code:
- Community Services
- Program Code:
- Accelerated Delivery:
- Academic Year:
- 2020 / 2021
Notice:Domestic students (Canadian citizens, permanent residents, and refugees or convention refugees) wishing to pursue a full-time Early Childhood Education Resource Consultant certificate program should enrol in the Early Childhood Education Resource Consultant program or if wishing to study on a part-time basis through Continuing Education.
About the ProgramThe Early Childhood Education Resource Consultant certificate program provides early childhood educators with the specialized knowledge, skills and abilities to work as resource consultants with children with special needs and their families. Through interactive classroom learning and integrative field placement experiences, students will develop skills that will enable them to work in collaboration with families, colleagues and communities to support inclusive early learning environments.
This program is enhanced with specific language courses that focus on professional and practice skills for the Canadian workplace. Through interactive classroom learning and integrative field placement experiences, students will develop skills that will enable them to work in collaboration with families, colleagues and communities to support inclusive early learning environments.
Domestic students (Canadian citizens, permanent residents, and refugees or convention refugees) wishing to pursue a full time Early Childhood Education Resource Consultant certificate program should enrol in the Early Childhood Education Resource Consultant program or if wishing to study on a part-time basis through Continuing Education.
Program InformationLength: One-year Ontario College Graduate program
Delivery Sequence: Waterloo - September/2020 - Fall | Winter
First-Year Capacity: 20
- An Ontario College Diploma, Advanced Diploma, Degree or equivalent in Early Childhood Education, recognized by the College of Early Childhood Educators Ontario.
Note re: Admission Requirements
- Applicants possessing degrees/diplomas from institutions where the language of instruction was not English will be required to provide test scores as evidence of their English language proficiency. Test scores, if required, would be a minimum of TOEFL 580 with a TWE of 4.5 or iBT 88; IELTS 6.5 with no bands less than 6.0; CAEL 70 with no sub-test band scores less than 60; CAAT D at 65%; or equivalent scores in other recognized standard tests of English.
- We offer a language program for students whose English language skills are below the standard required for admission, but all other admission criteria have been met. An applicant will be eligible for admission to the graduate certificate program after completion of level 4 of the General Arts and Science - English Language Studies (ELS) program with an overall grade average of 80% and no grade less than 75%. Placement in the ELS program is determined by scores on an in-house English language test or TOEFL or IELTS.
- Submit proof of admission requirements.
- Final selection is made following an assessment of the admission requirements.
- Mandatory practicum health and safety requirements must be completed by students prior to student field/clinical placements. Successful placement completion is required for students to progress to program completion. To qualify for field/clinical placement learning experiences, students must present the following at the start of the program in accordance with pre-admission information provided by the College:
- A complete immunization record including MMR and Tdap. Seasonal flu vaccination is recommended during flu season (October - March).
- TB Testing: Evidence of current 1-step TB Testing (Current testing = completed with 1 year of your program start date)
- Standard First Aid and CPR - Level C
- A Police Check for Vulnerable Sector Screening (VSS). Police Checks must be clear of any unpardoned criminal offences. An unclear criminal record may result in the inability to participate in field placement/clinical which will jeopardize progress in the program. Acceptance for placement is at the discretion of the agency; some agencies may request students to provide a VSS completed within six months of placement start date. Students with criminal records are advised to meet with the program chair for academic counselling to determine program suitability.
- Students entering the ECE Resource Consultant program are expected to have behaviours imperative for the ECE field: self-reflection, responsibility, honesty, integrity, punctuality, strong written, oral and non-verbal communication skills, and solid problem-solving abilities.
Tuition & Fees
Domestic fees are currently unavailable; please check back at a later time.
Financial AssistanceFinancial Assistance is not available for this program.
Graduate OpportunitiesGraduates of this program will expand their employment opportunities to work as consultants for inclusive education in schools, early years environments and community agencies.
Graduates of this program will be qualified to become Resource Consultants as defined by the Child Care and Early Years Act (CCEYA).
For more details on related occupations, job market information and career opportunities, see the Government of Canada website: https://www.jobbank.gc.ca/home
Prior Learning Assessment and Recognition (PLAR)Conestoga recognizes prior learning of skills, knowledge or competencies that have been acquired through employment, formal and informal education, non-formal learning or other life experiences. Prior learning must be measurable at the required academic level and meet Conestoga standards of achievement. Challenge exams and portfolio development are the primary methods of assessment. Other methods of assessment may be available depending upon the nature of the course objectives. PLAR cannot be used by registered Conestoga students for the clearance of academic deficiencies, to improve grades or to obtain admission into a program.
Learn more about PLAR.
|Course Code||Course Title and Description|
|COMM8430||Language Fundamentals for Resource Consulting
Description: This course provides opportunity for students to expand on reading, writing, listening and speaking skills required for professional practice as an early childhood resource consultant. Through interactive classroom experiences, this course takes a scenario-based approach, providing students opportunity to enhance and apply their language and communication skills relevant to professional practice. Emphasis will be placed on enhancing documentation skills for professional practice.
Description: This self-directed course focuses on introducing new students to the supports, services, and opportunities available at Conestoga College. By the end of this course, students will understand the academic expectations of the Conestoga learning environment, as well as the supports available to ensure their academic success. Students will also be able to identify on-campus services that support their health and wellness, and explore ways to get actively involved in the Conestoga community through co-curricular learning opportunities.
|ECE8300||Working With Complex Families
Description: This course will focus on the role of the Resource Teacher/Consultant in fostering partnerships with families that are meaningful, co-operative, professional and productive. Emphasis will be placed on applying family centered practice theory in everyday interactions with families. Strategies for enabling families that recognize diversity and are sensitive to cultural, racial, social, and economic differences will be explored. The student will gain a comprehensive view of the strengths and needs of each of the family members, as a basis for providing individualized and inclusive interventions and supports to the family and their child with exceptionalities.
|ECE8310||Issues In Resource Teaching
Description: This issues-oriented course examines topics related to the role and function of the Resource Teacher/Consultant including the holistic approach to early childhood education. For children with exceptionalities and their families, inclusion and the impact of current legislation on the early learning and care and education of children within an inclusive environment are reviewed. A variety of modes for effective use of community resources will also be discussed as well as labeling and its impact.
|ECE8320||A Developmental Approach
Description: The course will build upon prior knowledge of child development for typically developing children and further develop knowledge and skills that relate to children with exceptionalities. Exceptionalities such as autism, Down syndrome, cerebral palsy, fetal alcohol syndrome as well as cognitive, social sensory and health impairments will be examined. This course will integrate theory, current research and practice across the broad spectrum of diversities within the context of an applied developmental approach.
|FPLT8400||Field Placement 1 (ECE Resource Consulting)
Description: This field placement experience introduces students to the work of ECE resource consulting. Building on prior skills and knowledge, students will examine current legislation, policies and evidence-informed practices and reflect on how the role of the RECE and ECE Resource Consultant complement each other to support children living with special needs and their families. They will demonstrate collaborative professional practices as they promote and advocate inclusive policies and environments. In consultation with the service team, students will select, administer and interpret observation techniques and screening tools in order to contribute information to the Family Service Plan. In addition, they will recommend program adaptations and modifications that demonstrate the principles of early learning pedagogy and inclusive play-based early learning practices, empower parents as decision-makers, and reflect on the effectiveness of those strategies.
|OHS1320||Safety in the Workplace
Description: This course focuses on developing awareness and skills for the student to safely manage and conduct him or herself within a variety of employment settings. Through the units of the course, participants will have the opportunity to enhance their understanding and knowledge of general Health and Safety guidelines, including WHMIS, Fire Safety and Workplace Violence. The unit on Accessibility for Ontarians with Disabilities Act will instruct the student on the requirements for Accessible Customer Service and Integrated Accessibility Standard Regulations. General information on Safe Driving, Privacy of Information and Hand Washing will be addressed as well. The course also provides participants with critical information regarding their insurance coverage (WSIB or other) while employed. As well as guidelines to follow in the event of an injury. Participants will receive a printable Record of Completion upon successful conclusion of this course, in order to demonstrate awareness of safe working practices to their employers.
|COMM8440||Inter-professional Language Collaboration for Resource Consulting
Description: The focus of this course is communication skills that promote effective and collaborative relationships in professional practice as an early childhood resource consultant. Through integrative classroom experiences, students will consolidate their language and communication skills applying them to scenarios relevant to professional practice as a resource consultant. Emphasis will be placed on enhancing language proficiency related to consultation, service coordination and referrals to prepare students to communicate effectively as a member of inter-professional team.
|ECE8330||Screening Assessment And Determining Factors
Description: This course focuses on a variety of screening and functional assessment tools that are used in assessing the developmental levels of children 0-6 years of age. Learners will implement a screening tool, gather information from a multidisciplinary team and create an Inclusive Family Service Plan specify to a child with exceptionalities. Learners will also demonstrate an understanding of the purpose of a case conference and be able to share results with a family. The difference between a psychological assessment and a functional assessment will be examined.
|ECE8340||Inclusive Program Planning
Description: This course is designed to familiarize the learner with the principles of the program planning process. Through the preparation of an Individual Program Plan (IPP), the learner will incorporate his/her understanding of child development and assessment results. Components of the program plan will include strengths and needs, short term and long term outcomes and the evaluation of the process. Secondly this course will assist the student in incorporating the IPP within an inclusive environment.
|ECE8350||Community Advocacy And Resource Co-Ordination
Description: This issues-oriented course examines topics related to the role and function of the Resource Teacher/Consultant including the holistic approach to early childhood education. For children with special needs and their families, inclusion and the impact of current legislation on the care and education of children within an inclusive environment are reviewed. A variety of modes for effective use of community resources will also be discussed as well as labeling and its impact.
|FPLT8410||Field Placement 2 (ECE Resource Consulting)
Description: This field placement experience extends the students' understanding of the role of the ECE Resource Consultant. Working as a member of the service team, students act in accordance with legislative regulations, agency policies and professional standards. They will demonstrate family-centred strategies as they guide families to navigate potential supports and services and make recommendations that support the healthy development of children living with special needs. Through the use of reciprocal communication and evidence-informed practices, they will apply the principles of adult learning in order to co-ordinate and facilitate case management meetings, educational opportunities and referral discussions. They will reflect upon their consultation practices, evaluate strengths and challenges, and create a plan for further professional development.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- Advocate for inclusive, meaningful and purposeful early learning opportunities and services for children with special needs, their families and communities.
Program Advisory CommitteesThe College appoints Program Advisory Committee members for diploma, degree, certificate and apprenticeship programs. Committees are composed of employers, practitioners and recent program graduates. College representatives (students, faculty, and administrators) are resource persons. Each committee advises the Board on the development of new programs, the monitoring of existing programs and community acceptance of programs. For a list of the current members, please visit our Program Advisory Committees.
Apply NowInternational students should apply online using the Ontario Colleges.ca International applicant portal. Please note that not all programs are open to international students; check the list of open programs on our International Student Programs web page before applying.
The College reserves the right to alter information including requirements and fees and to cancel at any time a program, course, or program major or option; to change the location and/or term in which a program or course is offered; to change the program curriculum as necessary to meet current competencies in the job market or for budgetary reasons; or to withdraw an offer of admission both prior to and after its acceptance by an applicant or student because of insufficient applications or registrations, over-acceptance of offers of admission, budgetary constraints, or for other such reasons. In the event the College exercises such a right, the College’s sole liability will be the return of monies paid by the applicant or student to the College.
Students actively registered in cohort delivered programs who take longer than the designed program length of time to complete their studies are accountable for completing any new or additional courses that may result due to changes in the program of study. Unless otherwise stated, students registered in non-cohort delivered programs must complete the program of study within seven years of being admitted to the program.
Program status for international students
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