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If you are interested in helping children and youth who require extra support to achieve their full potential, assist teachers in early childhood settings or elementary and secondary schools, or help children and youth in the community, the Education Assistant diploma program is designed for you. With a focus on the individual’s social and educational needs in an inclusive environment, students are prepared to change people’s lives through caring, education, and promotion of healthful, purposeful lives.
Through theory and practice, case studies, specialized training, and work experience practice, graduates are well-prepared and equipped to enter the field of supporting students with additional needs.
This program is approved to be offered at the following campuses. Please contact the campus of your choosing for program availability.
My instructor is always available and she is totally devoted to her job. I had a warm welcome when I started and I was able to integrate well. The staff is dedicated and thoughtful.
This course explores the configuration and administration of common Cisco network devices. Students will learn about layered internetwork communication, protocols and standards and how to plan and design Internetwork This course will allow the students to work with the Cisco Internetwork Operating System (IOS) in a simulated environment. Students will learn to implement and manage Cisco routers and switchesed LANs and WANs
Students will analyze their own educational beliefs and how those beliefs will assist them within their role as an educational assistant. Students will explore and expand their knowledge of provincial and school philosophies and how their role is best utilized to support children. Students will also be introduced to individual program plans and how these plans support students. The purpose of this module is to assist students with the understanding of the role of the educational assistant within the school system and how they can best support children and community. Emphasis will focus on a range of disabilities and how individual program plans can best support learning outcomes for children with disabilities.
Students examine positive ways of including children of all needs and abilities in the regular classroom, shaping the skills and strategies needed to create an inclusive classroom by individualizing learning for each student regardless of their exceptionality. Students will explore the fundamental background knowledge in the field of supporting students with additional needs. Topics include: introduction to the individual program plan; students with various learning challenges, and equity and diversity. Students will have an opportunity to explore how an inclusive environment supports children. This course also introduces Universal Design for Learning (UDL) which addresses the support of students with very diverse learning needs. The purpose of this course is to support the students with a better understanding of how inclusive environments foster healthy learners within the Canadian school system.
Students examine positive ways of including children of all needs and abilities in the regular classroom, shaping the skills and strategies needed to create an inclusive classroom by individualizing learning for each student regardless of their exceptionality. Students will explore the fundamental background knowledge in the field of supporting students with additional needs. Topics include: introduction to the individual program plan; students with various learning challenges, and equity and diversity. Students will have an opportunity to explore how an inclusive environment supports children. This course also introduces Universal Design for Learning (UDL) which addresses the support of students with very diverse learning needs. The purpose of this course is to support the students with a better understanding of how inclusive environments foster healthy learners within the Canadian school system.
Students are introduced to the basic concepts and methods related to studying communication, covering both typical speech and language development along with information on disordered speech and language. Foundational science is covered as well as articulation, phonology, and related disorders. Language development in children and the related disorders are also studied, including communication in a multicultural society and its characteristics and speech/language differences versus disorders. Other subjects in this course cover various impairments and conditions: voice disorders; swallowing disorders; fluency disorders; the anatomy and physiology of hearing and hearing disorders; and hearing testing and management of hearing disorders. During this course, students are also introduced to American Sign Language (ASL) where they begin to learn basic vocabulary development, the manual alphabet, simple structures, and grammatical forms of ASL, history, finger spelling, numbers, terminology, and insight into the culture and community of deaf people.
Students will learn about various methods of augmentative and alternative communication and assistive technology, software, and programs that can assist children and adults with communication. This course includes curriculum based on SET-BC standards: augmentative and alternative communication (AAC) devices, activities, and ways of thinking. Students will be introduced to accessibility options for computers and communication boards, and Blissymbolic. The course requires students to write journal entries and 2 blog entries. When the course is completed, students will complete a project building an assistive technology (AT) plan and implementation analysis after working with a special needs student. This term project must be completed by the end of the first practicum. Four additional workshops, with accompanying certificates of completion, are part of this course as well. These workshops include lecture, group and online learning activities, and assignments required to be completed.
This course provides a comprehensive study of effective communication skills and techniques the student will use both professionally and personally. Students will sharpen skills to work effectively in a professional helping relationship including communicating with parents, administrators, and colleagues. The focus of the course is on the classroom and student, the rationale for using certain communication strategies, and guidance on how to implement them. Many issues are discussed, including interpersonal and small group communication; listening skills; verbal and non-verbal communication (from both the EA's and student's perspective); instructional strategies such as lecturing, discussions, and storytelling; teacher influence; ethical considerations; and racism/sexism in the classroom. Students will deliver a mini-lesson for a lecture or a small group discussion and a communicative reading session targeted for a small group of children.
All children are special; however, children with exceptionalities have difficulty reaching their full potential. Their intellectual, emotional, physical, or social performance falls below or rises above that of other children. They have special needs related to physical, psychological, emotional, or social factors, or a combination of these. This course examines students with exceptionalities within Canadian schools. It stresses the psychological, cognitive, social, and physical differences that more and less able learners bring to the teaching/learning situation, the unique difficulties faced by children who are exceptional, the developmental consequences of various exceptionalities, and the multiple types of interventions necessary to accommodate these students effectively. The age range spans infants to young adults. Emphasis is placed on children with mild differences in learning and children with behavioural disorders.
Children with autism are sometimes challenging to accommodate in the classroom setting. Students will learn characteristics of autism, teaching strategies, and behaviour modifications/adaptations to assist children who are on the autism spectrum. Autism Spectrum Disorder (ASD) topics include the following: characteristics of ASD, cognitive profiles and ranges of ability, diagnosis and assessment, theory of mind, challenging behaviour, sensory differences, communication and social skills, effective instructional practices, and applications in the classroom. Students will also learn how a diagnosis of autism affects families and how to work collaboratively with these families. The course also includes an introduction to Applied Behavioral Analysis; ABA topics include the following: basic ABA theory and definitions, implementing basic ABA instructional strategies and techniques, how to collect reliable and consistent data when working with students, the ABCs of behaviour, and reinforcement strategies for children. Students will also learn the following: discrete trial teaching format, errorless learning techniques, recording the level of prompting for instruction when collecting data, definition of prompts, shaping a behaviour or skill, identifying chaining strategies and prompting levels, completing a task analysis and collecting data, and identifying naturalistic opportunities for instruction.
The Picture Exchange Communication System (PECS) is used to rapidly teach communication skills to those with limited functional speech. PECs promotes communication with a social context without lengthy prerequisite training. Training in PECs begins by teaching a spontaneous request and goes on to teach additional communicative functions such as responding to questions and commenting. An added attraction for preschool children with autism and related disorders is the high proportion of children who acquire independent speech. Participants will learn how to implement the six phases of PECS, plus attributes, through presenter demonstrations, video examples, and role-play opportunities. Participants will leave the course with an understanding of how to implement PECS with individuals with autism, related developmental disabilities, and/or limited communication skills.
Students are introduced to the definition of mental illness and disorders, the terminology used by professionals working in the field of mental health, and the issue of mental illness and its stigma in the classroom and society in general. Many areas are covered including neurodevelopmental disorders; disruptive behaviour disorders; attention deficits; anxiety and obsessive-compulsive disorders; trauma and stressor-related disorders; suicidal behaviour; mood disturbances; and eating disorders. Some special attention is given to the role of educators in supporting students' mental health and well-being. A presentation/report is assigned for students to demonstrate their knowledge from research on a specific mental health disorder. Students will identify trauma-informed approaches to supporting children, youth and families, and the principles of trauma-informed practice; trauma awareness; safety and trustworthiness; choice, collaboration and connections and strengths based and skill building. Students will participate in completing an online certificate.
Throughout this course, students will learn various strategies in language and math, such as Base 10 principles and TouchMath. Students will be required to put together two lessons and present to class (one for reading, one for math). Students will also be completing sessions and assignments for “Overview of the Orton-Gillingham Approach”. Topics include the characteristics of the individual with dyslexia; principles of the Orton-Gillingham Approach; brain organization and multi-sensory instruction; phonology and the language system; structure of the English language; history of the English language; and lesson planning using the approach. Students will then participate in seminar training that guides them step-by-step through Touch Math® computation and methodology. This multisensory approach combines auditory, visual, and tactile/kinesthetic elements that enable students of all learning styles to be successful. Participants will practice and quickly master Touch Math counting, addition, subtraction, multiplication, and division.
This course is organized around developing a clear understanding of the needs of students with Fetal Alcohol Spectrum Disorder. FASD is defined, the common learning and behavioural characteristics of children with FASD are described, and the planning process for teaching students with FASD is reviewed. Strategies that may be helpful in meeting the challenges these children present in the classroom, including setting up the physical environment, are elicited. Needs and strategies for the following areas are discussed: attentional difficulties, cause and effect thinking, sensory processing, time concepts, social skills, personal skills, memory skills, language development, motor skills, and academic skills: reading and writing, mathematics, science, and fine arts. Students will develop a deficit strategies binder showing examples; other activities include observation and discussions, studying common misinterpretations of normal responses in students with FASD, and reviewing skills checklists.
This course introduces students to planning and supporting students with brain injuries, who may suffer from both physical and chronic health impairments. Topics include structure and function of the brain; defining Acquired Brain Injury; characteristics associated with ABI; planning supports and teaching these students; managing challenging behaviours, students with Mild Traumatic Brain Injury (MTBI); and transition planning. Students will participate in discussions regarding the role of Educational Assistants in supporting students with ABI, and participate in looking at case studies and the development of an IEP.
This course introduces students to ways to support learners who are hard of hearing and deaf, those with visual impairments, and those identified as gifted. Students will develop an understanding of the definition of those who are hard of hearing or deaf, visually impaired or gifted. They will learn how to prepare to teach these students, their identification and assessment, understanding the needs of these students, and planning and implementing programs. The second part of the course is using American Sign Language in the classroom. This follows up on “Introductory Sign Language” with reviews, discussions, and a project using sign language with a student, including practical examples and presentation. A Certificate of Completion is awarded when students have completed their assignments and practise lessons in the classroom setting.
During this course, students will have had training in Applied Behavioural Analysis and other areas and be able to practically apply behaviour management theory and understand their effects on a child's behaviour. Students will be challenged to apply knowledge of ABA and Positive Behaviour Support (PBS) in role plays and hands-on assignments to practise how to teach behaviour management and functional life skills. Using provincial guidelines, students will also learn about adaptations and modifications to IEPs where outcomes address functional life skills.
This course is designed to provide crucial information on physical management skills and specialized health care procedures for students with disabilities. Participants learn specific strategies for addressing such physical management areas as lifting, carrying, transferring, handling and positioning, and mobility. Step-by-step procedures are also provided, such as tube feeding and clean intermittent catheterization, as well as information on what to do if a problem occurs. Discussion also predicates these self-help skills with the concept of encouraging independence. Self-help skills include eating and feeding techniques, tube feeding, toilet training, urinary collection, and colostomy management. Although, these procedures can only be performed by nurses, the course will also review respiratory procedure, tracheostomy care, secretion management, oxygen management, and ventilator management. All the skills and procedures learned are practised in the college's health care lab and strict guidelines are presented to emphasize the role of an EA in providing personal care skills within the role of the educational team, nurse, and other colleagues. Students are tested on several procedures and must successfully and safely complete the procedure checklists, as well as demonstrate the knowledge of the material in written examinations. A separate certification course is included in the program for the assistance of medication administration.
In this module, students earn the three external certificates bundled into their program: First Aid/CPR-C, Non-violent Crisis Intervention (NVCI), and First Aid /CPR-C: This course suited for the general public and workplace and meets first aid requirements for Canada Labour Code Standard First Aid, and Licenced Child and Adult Care Facilities. This course is suited for police, first responders, lifeguards, ski patrollers, caring citizens and families with children. Non-Violent Crisis Intervention: This course is designed to help participants learn to recognize warning signs that allow for early intervention in a crisis as well as how to use both verbal and non-verbal techniques to avoid a violent confrontation. The use of non-violent crisis intervention allows for recognizing individuals in distress early on and using appropriate techniques to address the situation before it becomes a crisis.
This course looks at the planning, preparation, execution, and follow-up stages of an interview: how people find jobs; employer expectations; presenting an enthusiastic attitude; focusing on the right job; transferable skills; the job interview; effective resume preparation; cover and thank you letters; effective telemarketing; tapping the hidden job market; handling objections; job search management; self-confidence and self-esteem building; mock interviews (video-taped); and individual counselling and coaching.
This is the first of two work experience components of the Education Assistant program. This practice course provides students with an opportunity to apply knowledge and skills from all other courses in the program with individuals who have additional needs in an educational setting. Opportunity will be provided for students to gain expertise and confidence with the role of the EA within a public or private school. Within the two practicum components in this program, efforts are made to provide a broad range of opportunities to work with students in elementary, secondary, and additional needs programs. Students must meet all of the requirements prior to entering this work experience (see Work Experience Guide and your instructor for details.) It may also be necessary to have an interview with the host organization, as well as agree to the terms within the training plan, before being accepted at the site. Your instructor and Placement Coordinator will have met with you while classroom studies were still being delivered. An orientation activity on site (e.g. search and find activity) when possible for important items and information at the practicum site.
This is the final work experience component of the Education Assistant program. This practice course provides students with an opportunity to apply knowledge and skills from all other courses in the program with individuals who have additional needs in an educational setting. Opportunity will be provided for students to gain expertise and confidence with the role of the EA within a public or private school. Within the two practicum components in this program, efforts are made to provide a broad range of opportunities to work with students in elementary, secondary, and additional needs programs. Students must meet all of the requirements prior to entering this work experience (see Work Experience Guide and your instructor for details.) It may also be necessary to have an interview with the host organization, as well as agree to the terms within the training plan, before being accepted at the site. Your instructor and Placement Coordinator will have met with you while classroom studies were still being delivered. An orientation activity on site (e.g. search and find activity) when possible for important items and information at the practicum site.
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