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Education Assistant

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

Education Assistant Program Learning Objectives

Upon successful completion of this program, graduates will be able to:

  • Effectively support and advocate inclusionary practices for all students Kindergarten to grade 12 presenting with a wide range of abilities
  • Use appropriate technology to support students presenting with a wide range of abilities
  • Apply practical knowledge of adapted and modified materials to transfer a students Individual Education Plans (IEP) into appropriate and meaningful activities
  • Support a work atmosphere of team collaboration with teachers, parents and students
  • Learn about their role as a paraprofessional utilizing their communication skills and understanding boundaries and professionalism

Why Study At Sprott Shaw? 

  • Lifetime access to dedicated Employment Services Specialists (ESS) who can help you with resume and cover letter writing, interview skills, and the overall job search after graduation 
  • Lifetime tuition-free access to course refreshers if you ever need to retrain and update your skills 
  • Practicum opportunities with recognized organizations across BC 
  • Multiple start dates so you can start your education when you want to without the wait
  • Career and professional development success courses to help create a career development marketing plan, learn the cardinal rules of professionalism, and identify the target markets and employment resources in the counselling field 
  • Preparation and orientation courses to teach you how to find credible research, write papers, create proper citation formats including APA, and study effectively for exams 
  • All-inclusive program costs where what you see is what you pay. Our costs include registration fees, assessment fees, tuition, textbooks, supplies, course materials, uniforms, certificates, graduation fees, practicum fees, and much more 

Related Programs:

Diploma Program

Total Program Hours:
900 Hours
Full-Time Program Length:
43 Weeks
(Includes holidays and professional days)
Program content is subject to change.

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Career Opportunities

After School Behavior Support
After School Tutor
ECE Assistant
Program Assistant
Respite Care
Special Education Assistant
Teachers Assistant
Admission Requirements:
Prior to Acceptance:
  • Grade 12 / GED or mature student status (all transcripts must be “true certified copies” or originals).
  • Applicants must successfully complete the admissions interview and entrance assessments with a minimum score of 20/40 in the English Assessment.
  • For more information on English Language requirements and equivalencies please click here.
Domestic Students:

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:

International students can meet the English requirement by completing or demonstrating one of the following four options:

  • Sprott Shaw’s English Language Assessment, OR Minimum IELTS Score 5.5 overall or iBT TOFEL Score of 70, OR Equivalent Standardized External Assessment.
  • Completion of an ESL program from one of SSC’s partnered ESL schools. OR International students that can provide a Canadian transcript (or evaluated credentials) 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.
Course Prerequisites:

Prior to starting class:

  • Applicants for this program must also have excellent communication skills (composition), sign a criminal/medical waiver, and submit a criminal record check (must be Public Safety & Solicitor General Schedule B). (All must be done no more than three months before the start date of the program).
  • Completed SSC Health Declaration form (or Physician’s Waiver).

Note: Grade 12 may be required for some employment opportunities.

Diploma Requirements:

70% average upon successful completion of all courses.

  • CPR, First Aid, Crisis Prevention (CPI Certified) and FoodSafe will be completed during the program.
Work Experience / Clinical Requirements:

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.

 

* Education Assistant was reviewed and approved by the Private Training Institutions Branch (PTIB) of the Ministry of Post-Secondary Education and Future Skills.

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Our advisors are happy to answer any questions.

Courses List

This 43 week Diploma program requires the student to complete the following courses.

• 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

  • Discuss the history and nature of autism
  • Identify symptoms that characterize Autism Spectrum Disorder
  • Discuss the theoretical and political controversies around ABA treatment
  • Describe applying ABA principles in a structured teaching setting

• 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

  • Describe cognitive, social, and physical development issues in adolescence.
  • Discuss the impact and influence of the family on the adolescent
  • Describe the concept of resilience and how to promote it

• 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

  • Define at-risk and at-risk continuum
  • Identify the role of various media contributing to at-risk youth
  • Describe critical school competencies and life skills

• 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

  • Positive contemporary child guidance practices
  • Understanding the causes and characteristics of inappropriate behaviour

  • Skills and strategies conducive to learning in a college atmosphere, orientation to the college environment, using technology, knowing college policies and procedures.
  • Time management, writing and using citations, study strategies, student budgeting, and wellness/self-care/stress management.
  • An orientation to the PCP program and the emergency medicine professions.
  • Prepare for upcoming studies, learning environments, and work experience placements throughout the program.

  • Interview techniques
  • Create a Career Development Marketing Plan
  • Apply aspects of professionalism
  • Identify target markets and employment resources
  • Specialty program coverage in this shortened version

• Elementary school
• Four-week practicum experience

• Middle/High school
• Four-week practicum experience

• Elementary or Middle/High school
• Eight-week practicum experience

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Our advisors are happy to answer any questions.

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