Humber's Inclusive Resource Practice - Child and Family graduate certificate is the only program of its kind in Ontario. It is uniquely positioned to offer a lifespan approach to working with individuals in the disability sector. The program is scheduled over two semesters starting each year in September and creates opportunities for graduates to gain employment working with children, youth, and adults in a variety of employment settings. The academic courses and first field placement are offered in an online synchronous and asynchronous delivery format meaning that your learning experience is a blend of online classes facilitated by program faculty combined with self-guided student learning. The second field placement, situated in the second semester of the program is an onsite practicum at an external partner agency. The program prepares you to collaborate with a community of professionals, individuals and families to navigate a range of services in order to support inclusion. Students will advance their knowledge and expertise in the field of inclusion and develop an inclusive philosophy that they can apply in a variety of employment situations. Through our practical, skill-based curriculum, you will develop many valuable skills including how to: apply the principles of person-centred practice engage in responsive inclusive planning navigate systems for continuity of service implement a variety of tools and techniques that support holistic development transfer inclusive practice knowledge to community partners participate in research on a sector related topic of interest to the student.<br><br>Placements are pre-arranged by Humber at host agencies on behalf of the student. Placements make up approximately 380 hours of practice learning over the duration of the program. Field placements position students to integrate theory and practice by working with industry professionals who provide services to children, youth, and adults with diverse abilities/ special needs/ disabilities and their families. Students engage in leadership opportunities within the role of the resource professional and gain insight and understanding as they work as a team member to assess, develop and recommend responsive inclusive plans. Students learn to work closely with inter-professional teams and the community to enhance person-centred practice and facilitate the process of inclusion. Experiences may include a combination of direct and indirect roles working with individuals within community-based and government services, and agencies such as treatment centres, mental health agencies, child care centres, community living associations, elementary and high schools, colleges, and multi-service agencies.