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The following global ideas guide the design and delivery of this course:

• Current practices in the area of supported child development are best understood within the context of the history, philosophy and past practices from which they have evolved.
• Supported child development is based on several principles including family centred practice, inclusion, community resources, early intervention, assessment, and individual program planning.
• The resources and delivery of Supported Child Development varies across communities.
• Role release and coordination of roles is a necessary part of transdisciplinary planning.
• The importance of our role in observation, advocacy, contributions to planning and in curriculum implementation and delivery.
• Some predictable patterns and support needs can be identified for diagnosed conditions and disabilities.
• Individual differences will exist among children diagnosed with the same conditions or disabilities as a function of other biological factors, including the timing of growth and development, personality, interests, skills, and experiences.
• Effective program planning incorporates the child’s strengths, particular needs and individual differences.
• Careful observation under a variety of conditions is essential to accurate assessment an planning.
• Parents are the best source of information about their child’s strengths, condition and particular needs.
• The child’s potential can be maximized when individual plans are effectively implemented and continually re-assessed and revised in consultation with the family and other professionals.