Online and On-Campus Delivery Options may be available!
An Education Assistant supports all students in classroom environments and performs duties that are instructional in nature or deliver direct services to students or parents.
Education Assistants work with teachers to support students with exceptionalities, and this support may include behaviour management, curriculum implementation, social skills development, personal care and physical/medical assistance.
The Education Assistant works under the direction of classroom teachers, resource teachers and principals and gives special attention to students with physical, learning or emotional needs by implementing individualized or group instruction in communication skills, life skills, behavioural management techniques and adaptive physical education.
They assist in the modification of curriculum, assignments and tests to accommodate diverse learners.
An Education Assistant may attend to and provide personal assistance to students in toileting, positioning, mobility, feeding, grooming and dressing, as well as assist in transferring students to and from wheelchairs, desks, special equipment and work areas.
Note: Students have the option of taking two 90 hour practicums (EA200 and EA210) or one 180 hour practicum (EA220) to fulfill the program work experience hours
Upon successful completion of this program, graduates will be able to:
Related Programs:
Domestic students that can provide a Canadian transcript showing completion of English 11 or 12 (or equivalent) with a passing grade of ‘C’, will be exempt from having to write the English Entrance Assessment.
International students can meet the English requirement by completing or demonstrating one of the following four options:
Prior to starting class:
Note: Grade 12 may be required for some employment opportunities.
70% average upon successful completion of all courses.
Please note certain facilities may require proof of a negative TB test. Without this documentation on the student file, it may limit practicum placement opportunities.
• Demonstrate best practices in assisting students learning to read and/or with reading difficulties
• Demonstrate a wide variety of teaching strategies used with students with mild disabilities
• Describe best practices in assisting students in learning mathematics, problem-solving, and effective math curricula
• Gain a rationale for the process and practice of Individual Education Plans (IEP)
• List the components of an IEP and provide examples of each one
• Describe Fetal Alcohol Spectrum Disorder (FASD), its causes and effects on the developing child
• Provide examples of accommodations, adaptations and modifications that can be used in the classroom
• Describe the roots of applied behavior analysis
• Demonstrate appropriate and effective use of data collection systems
• Effectively modify behavior using consequences and reinforcement
• Describe the process for generalizing behavior to match various contexts
• Understand the role of the Picture Exchange Communication System as an evidence-based strategy for communication
• Identify the elements of Picture Exchange Communication training
• Generate solutions for common challenges that may arise when implementing picture cards for communication
• Identify strategies used to address complex communication such as nonverbal behavior and complex language skills
• Understand the clearly outlined role of an Educational Assistant
• Understand guidelines and requirements of an E.A.
• Understand ethics and boundaries related to education
• Describe the practical, academic, and ethical issues involved with psychopharmacology for children with exceptionalities
• Compare and contrast various views regarding the educational inclusion of students with exceptionalities
• List behavioural disorders; their presumed etiologies, developmental consequences and interventions
• Give a rationale for different types of interventions needed to accommodate students with exceptionalities
• Discuss the nature and history of special education in Canada
• Define inclusionary practices
• Develop critical thinking skills that will engage students with learning disabilities, behavioral disorders, and intellectual disabilities
• Describe the difference between interpersonal and impersonal communication
• Describe how self-perception, self-awareness, and individual psychology impact communication
• Develop awareness of individual listening styles, and various barriers to listening well
• Recognize the impact of verbal communication, the power of words, and increase sensitivity to individual impact upon others
• Identify and apply the principles of universal design for learning and environment
• Describe various types of assistive technologies for disabilities
• Identify the value and scope of assistive technology
• Demonstrate proper techniques in bathing, toileting, nutrition, feeding, infection control, transfers and wheelchair safety
• Explain education and diversity in Canadian schools
• Describe the social, policy, and global trends affecting Canadian diversity and education
• Implement ELL strategies to positively bridge the crosscultural communication gap
• Describe policy and training issues specific to our Ministry of Education
• Describe the etiology, epidemiology and risk factors for mental illness in children and youth
• Understand the terminology of dual diagnosis, concurrent disorder and differential diagnosis
• Develop resources for community child and youth mental health
• Identify healthy and unhealthy stress
• Define Positive and Negative Stressors
• Describe Stress Management Strategies (Mindfulness, Trauma Informed Practice, The Calm Connection and the Zones of Regulation
• Define Vicarious Trauma, Secondary Trauma and Compassion Fatigue
• Elementary school
• Four-week practicum experience
• Middle/High school
• Four-week practicum experience
• Elementary or Middle/High school
• Eight-week practicum experience
