Education Assistant Program

Education Assistant: Program Overview
The Education Assistant Course provides students, who are working with individuals and their disabilities, with the necessary skills and knowledge to become effective in real-life educational settings. This program focuses on the most prevalent disabilities and their developmental, functional and educational impacts on an individual. The goal of the program is to fully equip and prepare students to work with individuals with special needs using various support and educational strategies to aid their learning.
Education Assistants need to have a detailed understanding of a given disability, as well as a rich arsenal of knowledge in educational and developmental strategies. This is why education becomes a crucial component that prepares future Education Assistants for a successful career.
Learning Objectives
Upon completion of the Education Assistant course, students will be able to demonstrate the following:
Knowledge
Ask critical questions to gain knowledge of how to support someone with a specific disability
Understand the needs and issues specific to the most prevalent disabilities, such as intellectual disabilities, autism, psychiatric, conduct, behavioural, hearing and vision impairments and major physical disabilities
Support and adapt educational strategies for the disabilities listed above
Gain an in-depth understanding of one disability
Develop strategies for carrying out research
Skills
Conduct comprehensive research into a specific disability to develop expertise
Analyze cases related to disabilities using collaborative and cooperative problem-solving strategies
Develop and make an effective presentation to the community on a disability
Attitudes
Recognize the importance of the individuality of a person who has a disability
Appreciate the complex relationship between the disability and the whole person
Become aware of how our own perceptions affect our understanding of disabilities
Career Opportunities As an Education Assistant
Graduates of the Education Assistant Diploma program will be able to obtain a position as an Educational Assistant in either private or public school settings. Other educational fields include:
After-school tutoring
Home support teams for children with autism
Respite care
Behaviour intervention assistance
Developmental disabilities programs and preschool environments (as an ECE Special Needs Assistant)
The demand for education assistants, either across the province or territories or in each specific school district, is dependent on the budget priorities, student enrollment, inclusion policies, and other hiring factors. Qualifications and hiring processes for education assistants may vary between the school districts.
?

Course Descriptions
EA 100: Introduction to Psychology (60 hours)
This course in psychology is designed to give the student the factual foundation in techniques. Through the study of human behaviour and mind, students will gain insights into the history of the field of psychology and will explore the past and current theories in such areas as cognition, motivation and wellness.
Course Prerequisites
None.
Learning Objectives
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Gain a general knowledge of the major subfields of psychology
Attain a working understanding of some of the major theories in psychology
Develop the ability for critical thinking
EA 101: Human Development (60 hours)
This course focuses on research and theory and uses fundamental developmental issues as a foundation for integrating studies and for demonstrating how complementary research methods work together. It also demonstrates that the results of child-development research can be used to enhance the lives of children and their families. Students will increase their current knowledge of human development in the domains of physical, cognitive, social and emotional growth from infancy to adolescence.
Course Prerequisites
EA 100.
Learning Objectives
Upon completion of this course the successful student will have reliably demonstrated the ability to:
Define developmental theory and explain how theories are used to understand child behaviour and development
Examine and discuss major theories of child development such as those of Piaget, Vygotsky, Freud, Erikson, and Bronfenbrenner.
Evaluate the effectiveness of theories in terms of their practical applications in parenting and teaching
Demonstrate knowledge of the physical, social/emotional, cognitive and language development of children, both typical and atypical, in major developmental stages
Examine and evaluate the role of family, teachers, and other professionals in facilitating children?s development
Analyze the effect of biological, environmental and cultural influences on the development of children of all ages
EA 102: Disability Studies I (60 hours)
This course introduces students to a variety of low and high incidence disabilities, such as visual and hearing impairments, significant developmental delays, complex health issues, serious physical impairments and multiple disabilities. Extra syndromes covered in this course, outside of the textbook, are Angelman Syndrome, PKU and Fragile X.
Course Prerequisites
EA 100, EA 101.
Learning Objectives
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Describe Universal Design for Learning and how it benefits the classroom
Apply Differentiated Instruction to different subject areas.
Describe the different learning and behaviour exceptionalities.
Describe chronic health conditions
Discuss diversity in the classrooms
Discuss how to enhance social relations
EA 103: Disability Studies II (60 hours)
Continuing from Disability Studies I (EA 102), this course is a thorough introduction to the field of disabilities across the lifespan, from early childhood to adulthood. Topics include service delivery models, speech and language disorders, cultural and linguistic diversity as applied to learning disabilities, emotional and behavioural disorders, classroom management, universal design, special gifts and talents and working with families. Extra syndromes covered in this course, outside of the textbook, are Cornelia de Lange, Dup15Q and Prader-Willi Syndrome.
Course Prerequisites
EA 100, EA 101, EA 102.
Learning Objectives
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Discuss the historical overview of special education
Discuss the different service delivery models used
Describe classroom adaptations and/or accommodations
Discuss the basic concepts of intellectual disability
Identify strategies for successful inclusion
Identify curricular content considerations for academic, social skills and transitional instruction
Identify changes in the Canadian family structure
Define and describe sensory impairments, traumatic brain injury, health problems and physical disabilities
Explain what speech and language disorders are
EA 104: Supporting Students with Autism Spectrum Disorders (75 hours)
This course introduces students to Autism Spectrum Disorders (ASD), its prevalence, history, treatment methods, strategies and interventions. Students will put together resource materials for use in their field of practice.
Course Prerequisites
EA 100, EA 101, EA 102, EA 103.
Learning Objectives
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Explain the DSM-V criteria for ASD
Describe the history of ASD
Discuss the range of deficits seen in people with ASD
Apply evidence-based practices to assist students
Explain what sensory impairments are and their characteristics
Develop social stories, picture exchange communication binder, etc.
Summarize the role of Autism centers in British Columbia and across Canada as applicable
EA 105: Supporting Students with Fetal Alcohol Spectrum Disorders (60 hours)
This course introduces students to Fetal Alcohol Spectrum Disorders (FASD), its prevalence, history, treatment methods, strategies and interventions. Students will put together resource materials for use in their field of practice.
Course Prerequisites
EA 100, EA 101, EA 102, EA 103, EA 104.
Learning Objectives
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Discuss values, attitudes and stereotypes of FASD
Define FASD, incidence and prevalence rates
Explain why it is difficult to determine prevalence rates
Explain the risks of alcohol on the fetus
Discuss the impact of alcohol on a developing fetal brain
Discuss co-occurring medical problems and physical birth defects
Explain primary disabilities
Explain secondary disabilities
Apply instructional methods to assist learning
Explain the purpose of the FASD Wheel and LEIC form
EA 106: Understanding and Guiding Students with Challenging Behaviours (90 hours)
This course will emphasis Applied Behaviour Analysis, Positive Behaviour Supports and Functional Behavioural Assessments (POPARD). These traditional and current behaviour management philosophies are utilized daily in the dynamic learning environment of which you will be a part of.?
Course Prerequisites
EA 100, EA 101, EA 102, EA 103, EA 104, EA 105.
Learning Objectives
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Describe the basic theory behind applied behaviour analysis
Discuss why there is concern about its use
Identify a target behaviour for modification
List and describe behavioural assessments, graphing and data analysis
Describe the options to increase or decrease the frequency of behaviour
Explain how to establish discriminations
Explain how to teach generalization and set up maintenance schedules
Outline the theory behind Positive Behaviour Supports
Demonstrate how to build positive relationships with students
Develop Individual Behaviour Support Plans
EA 107: Dyslexia and The Orton Gillingham Approach (45 hours)
This course will cover Dyslexia, its subtypes and interventions used in the school districts to help students succeed. Topics include the nature of the individual with Dyslexia, the principles of the Orton Gillingham Approach, multisensory instruction, Dyslexia and the brain; and the phonology, structure and history of the English Language.
Course Prerequisites
EA 100, EA 101, EA 102, EA 103, EA 104, EA 105, EA 106.
Learning Objectives
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Define dyslexia
Define and discuss the common learning disabilities subtypes
Explain the formal and informal assessment process
Define the principles of teaching literacy
Explain the multisensory approach to learning
Explain the Orton Gillingham approach and its history
Explain the development of reading
Demonstrate interventions
EA 108: Assistive Technology (45 hours)
This course is designed to show how assistive technology can be used in schools to enhance the teaching and learning of students with disabilities. It addresses the challenge of how teachers and educational assistants can use assistive technology in all kinds of classroom settings both to teach new skills to students and to provide students with access to the general education curriculum.
Course Prerequisites
EA 100, EA 101, EA 102, EA 103, EA 104, EA 105, EA 106, EA 107.
Learning Objectives
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Explain what assistive technology is
Discuss how to use assistive technology to support writing
Discuss how to use assistive technology to support reading
Explain universal design for learning and differentiated instruction
Apply visual supports to support behaviour
Show how to integrate augmentative communication in the classroom, home and community
Explain the decision-making process in selecting appropriate assistive technology tools
EA 109: Specialized Skills (30 hours)
This course is designed to give students a variety of workshops that will increase their specialization. Workshops include Floortime, Mindup, Touch Math and more.
Course Prerequisites
EA 100, EA 101, EA 102, EA 103, EA 104, EA 105, EA 106, EA 107, EA 108.
Learning Objectives
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Understand and apply the principles of Touch Math
Explain what ABLLS-R is and how it is used to evaluate students? language skills
Explain the purpose of Floortime and how to use it
Apply mindfulness to the lives of students
EA 110: Practicum Orientation (3 hours)
In this course, students will be introduced to their Practicum requirements. Students will also get an overview of the working environment by discussing the various levels of support in the education system. Throughout this course, the role of the Education Assistant is emphasized.?This course is designed to prepare students for their Practicum experience.
Course Prerequisites
EA 100, EA 101, EA 102, EA 103, EA 104, EA 105, EA 106, EA 107, EA 108, EA 109.
Learning Objectives
Upon completion of this course the successful student will demonstrate:
Gain awareness of the working environment
Understand the purpose of the practicum
Understand the policies and requirements to complete the practicum
Establish communication with the Practicum Supervisor
EA 111: Field Practicum (144 hours)
This practicum offers the opportunity to integrate theory and skills in a supervised practice experience in a school setting (K-12). This practicum experience is a total of 144 hours. Dependent on school district, practicum may consist of one-6 week practicum or two-3 week practicums.
Course Prerequisites
EA 100, EA 101, EA 102, EA 103, EA 104, EA 105, EA 106, EA 107, EA 108, EA 109, EA 110.
Learning Objectives*
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Execute the relationship between theoretical knowledge and practical application and the ability to apply knowledge to practice
Perform skill development in a work context
Identify the relationship between quality practice and organizational philosophy, structure, and policy and procedure
Demonstrate professional and ethical practice
Distinguish between the role and expectations for working with people who have disabilities across the lifespan and their role as an EA
Follow professional obligations and commitments as outlined by a pertinent professional code of ethics
Model and practice respect for diversity
Facilitate inclusion and participation
Identify appropriate learning content, strategies and routines for using alternative communication
Design and implement appropriate instructional strategies
Assist individuals to meet their personal needs in ways that empower, give dignity and increase self-esteem
Identify barriers to the acquisition of skills
Identify policies, protocols and intervention techniques for crisis situations
Identify strategies to maximize the communication potential of each situation
Use a variety of observation/assessment tools in an objective manner
Organize and write concise, effective documents
Research and document information for a variety of audiences and purposes
Use grammar and other writing conventions appropriately
Demonstrate constructive techniques for managing interpersonal conflict in team and group situations
Identify and analyze the context, message, audience and purpose of written documents
Demonstrate self-awareness regarding one?s skills, personal style, and values when working in groups
Communicate in a caring, respectful and clear manner
Utilize strategies for community building and community connecting
Use personal understanding of diversity/social justice issues to support and advocate for individuals in the community or school
Integrate theoretical knowledge with practice experiences,
Establish effective relationships with children and/or adults
EA 112: Practicum Feedback (3 hours)
After completion of the practicum, students must complete a practicum report using the templates provided and hand their report to their instructor for final grading. After all reports have been submitted and graded, a feedback session will be held with the instructor.
Course Prerequisites
EA 100, EA 101, EA 102, EA 103, EA 104, EA 105, EA 106, EA 107, EA 108, EA 109, EA 110, EA 111.
Learning Objectives*
Upon completion of this course, the successful student will have reliably demonstrated the ability to:
Articulate and share learning experiences gained from Practicum with classmates
Reflect on experience to identify personal and professional growth
Gain perspective from classmates and understand the role and responsibilities of an Education Assistant within a school setting
?

Faculty*
Suzanne Adams
Director, Human Services Programs
I have had the honour of working in the human services field in different capacities for over 30 years, from assisting adults with developmental disabilities to live their lives more fully to working within classroom environments. My roles in this field have provided me with experience and insight into the BC school system and the needs of students. I am a lifelong learner and continue to take courses, attend conventions and workshops to continue my professional development so that students always receive the best of me.
?
Michelle Hildebrandt
Michelle Hildebrandt has been working in the field of Applied Behaviour Analysis since 2016 and has been a Registered Behaviour Technician since 2018. She is currently pursuing her Master?s Degree at Western University in Professional Education with a specialization in Applied Behaviour Analysis. Michelle has worked with both children and adults diagnosed with developmental disabilities. She currently works at a day centre providing behaviour-analytic services to adults diagnosed with ASD.
?
Tammy Lavigne
Tammy Lavigne has taught elementary and middle school students for over 18 years. She has taught in self-contained classrooms and inclusive classrooms as a classroom teacher, special education teacher and behaviour specialist. She has taught students with autism, multiple disabilities, visual impairments, chronic health issues, anxiety, trauma, ADHD and behavioural or emotional issues. She believes that to be an effective teacher, her students must feel safe and valued first. She looks forward to helping future students become educational assistants.
?
Paula Leach
Paula Leach has a passion for education and supporting learners. She has a Master?s Degree in Special Education and has worked as a special education teacher for 9 years in schools in British Columbia and Saskatchewan. Before this experience, she worked as an education assistant for middle school and high school students and through an elementary behaviour support program.
?
Valerie Ostara
Valerie Ostara?s career started as a Youth Worker and has evolved into working as a Life Skills Coach, Special Education Teacher (Mental Health and Behavioural programs), counsellor, anxiety specialist, and Human Services instructor at schools across Alberta. She has her BA in Education with a focus on Secondary Alternative Education and Counselling, Atypical Adolescents as well as Bachelor in Child and Youth Care from MacEwan University. She is looking forward to teaching and mentoring students in their learning journeys.
?
John-David Robb
John-David has worked in education for close to 20 years in different capacities ranging from Educational Assistant to ESL teacher. He holds a Masters in Education and currently sits on a panel with the Geneva Centre for Autism as well as having completed introductory training with the Hadley School for the visually impaired along with ABA training.
?
Todd Schleyer
Todd Schleyer (BA, Cognitive Behavioral Psychology) has worked as a District Behavioural Resource and SEL educator/facilitator to over 100 schools in his local school district. He has over 20 years of experience working with children and adults in the field of special education, community mental health and developmental disabilities.
?
Aneta Stolba
Aneta has a Bachelor?s in Adult Education and Digital Technology and is in the process of acquiring a Masters in Education. As part of her recent research, Aneta developed an employer centered educational program for the North Shore Connexions Society that aims to improve employment opportunities for individuals with special needs. Aneta has a comprehensive background in teaching, as she has worked as a Kindergarten teacher, education assistant and adult educator over the last 25 years.
?
Heelai Temor
Heelai Temor has a Bachelor?s Degree in Sociology and Environmental Studies from the University of Toronto, a Post-Graduate Certificate in Behavioural Science with Honours from Humber College, and has recently completed her Bachelor of Professional Studies (Primary/Junior) from Niagara University. Currently, Heelai is a teacher with the Peel District School Board and has been working with grade four students as a homeroom teacher for the past two years.
?
*Subject to change without notice

Admission Requirements
General Admission Requirements for Domestic Students
Are you a domestic student?
You must prove the following:
You have successfully completed a B.C. Secondary School diploma or the equivalent of one
You are at least 19 years old before the first day of your program
English Language Proficiency Requirements for Domestic Students
Are you a domestic student?
You must show your language proficiency in ONE of the following ways:
You achieved a C+ (67%) or higher in BC English Studies 12, English First Peoples 12 or Literary Studies 12 or an equivalent course in Canada
You have completed two or more years in a row of full-time post-secondary education in English in one of the approved countries listed below OR you have completed three or more years in a row of full-time secondary school education in English in one of the approved countries listed below
You achieved a minimum score on one of the approved tests listed below
Approved Countries
American Samoa, Anguilla, Antigua and Barbuda, Australia, Bahamas, Barbados, Belize, Bermuda, Botswana, British Virgin Islands, Cayman Islands, Dominica, Falkland Islands, Fiji, Gambia, Ghana, Gibraltar, Grenada, Guam, Guyana, Ireland, Jamaica, Kenya, Lesotho, Liberia, Malta, Mauritius, Montserrat, New Zealand, Nigeria, Seychelles, Sierre Leone, Singapore, South Africa, St Helena, St. Kitts and Nevis, St. Lucia, St. Vincent & The Grenadines, Tanzania, Trinidad & Tobago, Turks and Caicos Islands, Uganda, United Kingdom, United States of America, US Virgin Islands, Zambia, Zimbabwe
Approved English Language Proficiency Tests and Scores
Cambridge English Advanced (CAE): minimum score of 58 or C
The Canadian Academic English Language Assessment (CAEL): minimum score of 55
Canadian English Language Proficiency Index Program (CELPIP): General 6
Duolingo: minimum score of 110 (temporary due to COVID)
International English Language Testing (IELTS): academic level with a minimum overall score of 6.0
Test of English as a Foreign Language (TOEFL) internet-based test: academic level with a minimum score of 79-80 and a minimum of 19-20 on each band
Test of English as a Foreign Language (TOEFL) paper-based test: minimum score of 550 and a minimum of 23 each for reading, writing, and listening
General Admission Requirements for International Students
Are you an international student?
You must prove the following:
You have successfully completed a B.C. Secondary School diploma or the equivalent of one
You are at least 19 years old before the first day of your program
English Language Proficiency Requirements for International Students
Are you an international student?
You must show your language proficiency in ONE of the following ways:
You achieved a C+ (67%) or higher in BC English Studies 12, English First Peoples 12 or Literary Studies 12 or an equivalent course in Canada
You have completed two or more years in a row of full-time post-secondary education in English in one of the approved countries listed below OR you have completed three or more years in a row of full-time secondary school education in English in one of the approved countries listed below
You achieved a minimum score on one of the approved tests listed below
Approved Countries
American Samoa, Anguilla, Antigua and Barbuda, Australia, Bahamas, Barbados, Belize, Bermuda, Botswana, British Virgin Islands, Cayman Islands, Dominica, Falkland Islands, Fiji, Gambia, Ghana, Gibraltar, Grenada, Guam, Guyana, Ireland, Jamaica, Kenya, Lesotho, Liberia, Malta, Mauritius, Montserrat, New Zealand, Nigeria, Seychelles, Sierre Leone, Singapore, South Africa, St Helena, St. Kitts and Nevis, St. Lucia, St. Vincent & The Grenadines, Tanzania, Trinidad & Tobago, Turks and Caicos Islands, Uganda, United Kingdom, United States of America, US Virgin Islands, Zambia, Zimbabwe
Approved English Language Proficiency Tests and Scores
Cambridge English Advanced (CAE): minimum score of 58 or C
The Canadian Academic English Language Assessment (CAEL): minimum score of 55
Canadian English Language Proficiency Index Program (CELPIP): General 6
Duolingo: minimum score of 110 (temporary due to COVID)
International English Language Testing (IELTS): academic level with a minimum overall score of 6.0
Test of English as a Foreign Language (TOEFL) internet-based test: academic level with a minimum score of 79-80 and a minimum of 19-20 on each band
Test of English as a Foreign Language (TOEFL) paper-based test: minimum score of 550 and a minimum of 23 each for reading, writing, and listening
General Admission Requirements for Mature Students
Do you identify as a mature student?
To qualify, you must meet the following requirements:
You are at least 19 years of age
You have not completed a B.C. Secondary School diploma or the equivalent of one
Application Requirements
Mature Students must submit ALL of the following:
At least one letter of reference from a person who is not related to you
A statement of intent clearly outlining your career goals and your reasons for believing you will succeed in the program
A personal profile of 250 words or less
Additional Requirements
You must meet all of the program-specific and non-academic requirements where listed. In some cases, you may need to complete a placement exam to determine academic readiness.
?
Additional Requirements for All Students
Applicants should also provide the following additional documents. These additional mandatory requirements apply prior to commencing practicums and not at the time of admission.
Clear criminal records search for the vulnerable sector.
TB test and/or X-ray and Certificate of Health.

Dates
Live Online
Full Time:
July 18, 2022 ? March 28, 2023
Webinars are held Tuesdays & Thursdays from 5:30 to 8:30 pm PST
Students must devote at least 20 hours per week to attending webinars, seminars, and laboratories online
Seminars and laboratory times are decided at the start of the cohort
Practicum: January 25, 2023 ? March 03, 2023
In-Class
Full Time:
September 12, 2022 ? May 26, 2023
Classes are held Monday to Friday from 4:00 pm ? 8:00 pm ?PST
Students must devote at least 20 hours per week to attending classes, seminars, and laboratories in-person
Seminars and laboratory times are decided at the start of the cohort
720 hours (36 weeks), including:
576 hours (30 weeks) of instruction
144 hours (6 weeks) of practicum
Practicum: April 17, 2023 ? May 25, 2023
?

Fees
Tuition fees for this program are due and payable 2 weeks prior to the cohort start date. Students with guaranteed funding arrangements will be exempt from this requirement provided they produce proof of funding before the cohort start date.
All formats of the program are eligible for Canada Student Loans, other forms of government funding, and bank financing. However, students are responsible for making their own funding arrangements and are advised to contact the relevant funder well in advance of the start date to make an application.
Application and tuition fees for this program are as follows:
Application fee: $40 (Domestic Students) or $140 (International Students)
Tuition fee (Online): $6,900 (Domestic Students) or $8,625 (International Students)
Note: Tuition fees do not include the cost of the required textbooks. The approximate textbook fee is $350.

Technical Requirements
Live Online Students
Ashton College uses web conferencing tools to help instructors and students connect and collaborate live online. For the online classes, students need to have a fully functional computer system with a webcam, speakers and microphone or headset and headphones, along with a reliable high-speed internet connection. Though the classes can be accessed using smartphones and tablets, we recommend using a laptop or desktop computer for a better learning experience.

This program was reviewed and approved by the Registrar of the Private Training Institutions Branch of the Ministry of Advanced Education and Skills Training.