Distribution of E.A. time and how that affects student learning?

TEACHERS VS. EA
The teacher responsible for a student with special needs is responsible for
designing, supervising, and assessing the educational program for that student.
Education assistants preform functions which range from personal care to assisting
the teacher with instructional programs. Under the direction of a teacher they may
play a key role in implementing the program.
While education assistants may assist in the collection of data for the purpose of
evaluating student progress, the teachers are responsible for evaluating and
reporting on the progress of the student to parents.

EA FUNDING
BCTF Beginning in 2003, significant changes have occurred in the B.C. education system which
affect educational programs offered to students with special needs, and for ESL students. These
changes included increased class size and no limits on class composition, removal of high-incidence
targeted funding, and removal of ratios, resulting in fewer specialist support/resource teachers. THE
BCTF believe that the changes have impacted many students learning and all teachers work.

The BCTF deeply troubled by cuts in specialist support staffing, and by the multiple-role
consequence of the cuts.

Because of cuts to specialist support staffing, many specialists are dealing with areas such as ESL,
Learning Assistance, and Special Education in one job package (the multiple roles assignment), but
they have little or no training or experience in some areas of specialization. This is reducing the quality
of services to students, and, because of this and other cuts, services are being directed only to the
most needy.

THE DIFFICULTY IN MEETING ALL STUDENTS NEEDS

Testimonial -- I have 5 designated students 2 with autism and no training. My
teaching assistant and I are run ragged. She has no training either. We have many
designated students in our school who are given inadequate assistant time - they
need full-time coverage for their own safety as well as the safety of others, but they
are NEVER funded for that. As a result, they lump 5 kids in one room so they can
share an assistant.
-

Obviously this is extremely ineffective and hinders student success

BC Teachers believe that there are many more students with special needs than are
recognized by the Ministry of Education. Data from a 2002 survey conducted by the
BCTF of secondary teachers show that many teachers report non-designated

students with special needs in their classrooms not receiving the extra help they
need.
WHY?!
-

limited access to diagnostic assessment in many school districts, where long

waiting lists are the norm
Ministry audits frequently, removing funds from districts which cannot
provide satisfactory evidence of designation or service provision
some districts want to avoid the limits on class composition that are required
by contract language, so they do not assess and designate some students

Research that examines the impact of EAs providing general classroom

support suggests that students in a class with a teaching assistant
present do not, on average, outperform those in one where only a
teacher is present.
researchers found that the more time pupils spend with EAs, the less time they spend being
taught by the teacher. As a result, pupils with the most need can become separated from the
teacher and the curriculum.
An EAs job is to help children with special needs get the most out of school, not to be their
teacher. There is a misconception that an EA can be used as a substitute in replacement of the
classroom teacher for children that require extra help. This is an ineffective practice causing
students to miss out on high frequency learning opportunities.