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 provides students with knowledge of how language is developed in a child, starting with foundations of linguistics; communication development in infancy; phonological development; semantic development; morphology and syntax; development of communicative competence; theoretical approaches to language acquisition; variation in language development; atypical language development; language and literacy in school years; and bilingual language development. The course also reviews language development and the reasons it is difficult to learn for some students and the basics of distinguishing between various communication disorders versus second language acquisition. Some basic principles and approaches to teaching English as a second language are outlined as well.

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:

• Level 1 First Aid/CPR
• Level 1 ASIST Suicide Intervention & Prevention
• Level 1 Non-violent Crisis Intervention (NCI)

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. 

Applied Suicide Intervention Skills Training 

This course designed to teach the skills to allow one to intervene with a youth at risk of suicide. The course prepares people to integrate principles of intervention into everyday practice. The curriculum covers attitudes, knowledge, intervention and resources. Skills and principles are illustrated with case studies presented in a variety of formats including live dramatizations, role-play simulations and discussions. Participants will learn how to reduce attitudinal barriers which hinder the ability to be direct and comfortable with suicidal situations, dispel myths about youth suicide, identify the indicators and assess suicidal risk, intervene with a youth at risk of suicide, and engage in efforts to build collaborative resource networks for suicidal youth. 

In addition to learning career-oriented skills, students learn how to get a job in their chosen profession. Our Employment Services department will assist the graduate in resume writing, as well as preparing for job interviews. Our staff is sensitive to current job market trends and the needs of employers in each local market.
Our graduates receive guidance and training to use career tools that help job seekers build a better resume and cover letter, manage an online portfolio, hone interviewing skills, and develop a personal brand online.
Students will have the use of a computer lab which has unlimited Internet access, as well as job search resources. Facilitators will also be made available to advise on job finding resources, interview skills and techniques and to carry out mock interviews.

This course also 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 and the hidden job market
• Transferrable skills
• Thank you letters
• Effective telemarketing
• Handling objections, self-confidence, and self-esteem
• 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.