Disabilities in Childhood: Birth through 12 years (DST209)

This course provides a foundational understanding of the developmental needs of children (birth to age 12) with disabilities, emphasising the critical role of early identification and intervention. Because developmental differences can be subtle in the early years, students will learn how timely screening supports children’s access to appropriate early intervention and special education services within the Singapore context. Through an exploration of child development, early childhood pedagogies, and family-centred practice, students will gain both theoretical insight and practical skills. They will learn to design routine-based intervention plans, apply inclusive strategies that promote meaningful participation, and determine developmentally appropriate goals across cognitive, communication, motor, social-emotional, and adaptive domains.

• Early Childhood Education Systems, Contexts, and Pedagogical Frameworks for Pre-School and School-Age Children
• Barriers and Challenges in Early Detection
• Early Intervention and Special Education for Children Aged 0–12 Years
• Developmentally Appropriate Practices in Early Childhood Education
• Developmental Screening and Ongoing Monitoring
• Designing Routine-Based Intervention Plans
• Providing Early Intervention to Support Infants, Toddlers, and Their Families
• Influence of Family Context on Child Development
• Strategies to Promote Social Interaction in Childhood Special Education (0–12 Years)
• Strategies to Enhance Environmental Awareness in Childhood Special Education (0–12 Years)
• Designing Services and Supports for Pre-School and School-Age Children with Disabilities and Special Educational Needs
• Implementing Services and Supports for Pre-School and School-Age Children with Disabilities and Special Educational Needs

• Identify key factors that affect child development.
• Compare various pedagogical systems and their underlying theoretical foundations.
• Examine the family-centred approach to supporting children with disabilities.
• Create routine-based intervention plans that promote the participation and development of young children with diverse disabilities in their natural environments (e.g., home, preschool, community).
• Demonstrate the use of inclusive strategies that support social interaction, communication, and engagement with the environment among children with disabilities.
• Determine appropriate support goals for young children with developmental delays or disabilities by referring to key milestones across cognitive, communication, motor, socialemotional, and adaptive domains.