Early Learning, Supportive Care 20, 30

(a)	Compare a medical model of supporting children with diverse abilities (i.e., focus on diagnosis) to a holistic needs-based model (i.e., focus on strengths, abilities and needs of the child).
(b)	Describe strategies for responsive teaching such as making evidence-based decisions, valuing relationships and meeting students’ needs.
(c)	Describe exceptionalities that may require intensive supports (e.g., visual impairment, deafness, autism spectrum disorder).
(d)	Investigate adaptations (e.g., in learning centres or invitations for learning, daily activities and routines) for children needing targeted and intensive supports.
(e)	Discuss adaptations (e.g., in learning centres or invitations for learning, daily activities and routines) for children needing universal supports.
(f)	Investigate the role of the early learning and child care caregiver in documenting and reporting for early intervention (e.g., observe, screen and monitor child development).
(g)	Discuss how to collaborate with other professionals and families to develop a holistic understanding of the child.
(h)	Investigate how to conduct strengths-based interventions (e.g., acknowledging skills, knowledge, talents, character traits, relationships and abilities rather than deficits).
(i)	Demonstrate the use of talking circles when planning an intervention.
(j)	Research specialized professions related to early childhood development (e.g., occupational therapist, speech therapist, child psychologist, behaviour therapist, physiotherapist).
(k)	Evaluate an indoor and an outdoor environment for children with diverse abilities.
(l)	Research local and provincial organizations that offer specialized supports (e.g., Inclusion Saskatchewan, Autism Support Services, Saskatchewan Alternate Format Materials Library, Early Childhood Intervention Program, Kids First, Saskatchewan Prevention Institute).

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