GUARANTEED Q & A’s

Q -- Tell us about yourself

I am married, mother of two daughters. I have been in the airline sector- all through my life
which gave me an opportunity to deal with multi-cultural people not only in serving them but
also as a Team mate. As, a mother of two daughters, I love working with children, as, well as the
role of the EA will provide me not only a job but also job satisfaction because I will be able to
provide my services and help to the children with special needs.

Q-- Safety Plan?

A safety plan is the individual crisis response plan that is implemented by staff to prevent
behaviour that presents the immediate risk to injury. We can find the safety plan in the students’
IEP.
Basically safety plan is in place for the safety of students, staff and others around.. All
information in the safety plan is strictly confidential, Each safety plan is unique that meets the
specific needs of the student with special needs, (Detailed specific actions for staff to minimise/
prevent injury) Safety plan promotes a safe and healthy environment to work into. The safety
plan is important to ensure the student does not injure staff members working with him. You will
need to review this plan and sign it indicating that you are aware of the measures you need to
take when working with that child.

Q-- If a child tells you that he or she is being harmed by someone outside school what would you
do?
I would follow the safeguarding procedure of the school and report the incident to the named
senior member of staff responsible but not disclose this to anyone else. I would try to reassure
the child and keep them updated on what’s happening

Q-- What would you do if a parent asked you a question about their child in the playground after
school?
I would explain that I am not allowed to talk to parents about individual children for reasons of
confidentiality and would direct the parent to arrange to speak to the class teacher.

Q – What would you do if parents abuse student at home. How are you going to help him?

- If he tells me, I will not be judgemental, I will remain objective

- I will document everything and inform the higher authorities such as teacher or the
principal
- I will not disclose it to anyone else
- I will assure the child that he is safe and he will definitely get help

Q-- What will you do if you are passing a Corridor and you hear a student alone in a class which
is dark?
First, I will have a peek through the glass to check, if, there is any adult with the child. If there is
not any adult, I will quietly enter the room. I will not switch ON the lights because the child
might be Epileptic and light may cause seizure. I will then inform the school authority with the
walkie talkie or cell phone.
Q-- Why do you want to be a teaching assistant?
I love working with kids. I have done volunteer work at (Just make up anything) and I worked
with the EA and I really enjoyed it and liked it. So, I opted for this program

Q—How are you going to prepare yourself for the day if you are on the spare board?
There are two steps:
First I will get up early so I can reach on time. Also I will prepare my EA tool kit which includes
swimming suit, runners, umbrella, rain coat etc.
Second I will read the student’s sub-book carefully and I will focus on child’s interests and
strengths and I will put my best foot forward and just have a good day for me and for the child.

Q-- What is IEP? Who makes/ develops it?

The class room teacher is responsible for planning, implementation and assessment of the
student’s educational programs. Although planning occurs collaboratively as it is a team work. It
depends on the needs of the student. The integration teacher facilitates where the class room
teacher, EA, parents, home personnel and support staff work together to make a student
successful in his work/goal.

IEP will outline appropriate accommodations and modifications o the classroom, alternative
expectation and specific strategies and supports required to maintain safe behaviour of the
students.

It provides resources to support inclusion.

Q-- What is your goal if you are on call for one day?

As an EA I will put my best foot forward and will make sure that at the end of the day- the child
and me – both of us should go home happy. I cannot change the world in one day so I will just
do my best.

Q -- High Functioning student. How are you going to help him to socialize with others?

- If he is socially not fit, I will focus more on his social skills

- I will use peer support, group activities, classroom activities, interactive activities
- Use Body system or put someone besides the student who needs help
- Mention Practicum Experience

Q -- EA and Teacher Role

EA

- To help the student get independent and have better future

- Hep the student to transition from one class to another
 - Get communication Binder signed by the teacher
- Follow teacher’s instructions
- May assist in the collection of data for tracking student’s progress
- Personal care assistance with dressing, toileting, feeding or mobility
- Take record of the student with special needs.
- Go with child for swimming, shopping and field trip.
- Take initiative and able to research use computer / technology.
- Reliable, responsible and respectful
- Follow the safety, learning, medical are in place
- Assist students one- on- one basis as directed by the teacher
- Facilitates, social inclusion of special needs students by providing positive supports to
achieve their individual educational goals
- Good interpersonal, communicational skills with people
- Creative, able to make notes if needed in an emergency situation
- Able to Communicate with parents in communication book with teacher’s permission

Teacher

- To prepare the curriculum for the class

- To prepare work sheet for the student
- Give instruction to the EA

Q – Teacher asks you to do her work. What do you do?

As an EA, I have to follow the teacher’s instructions. If it is appropriate, I don’t mind doing extra
work. I would love to do work, if, it is for the student’s betterment. But, if it is really
inappropriate or seems unethical to me and if it is not for the betterment of the child, then, I will
inform the higher authorities.

Q -- High functioning student of Grade 12. How do you integrate him?

- It is important to know the student’s like and dislikes

- Also, regular review the IEP and sub-book to understand his interests and strengths
- I will frequently ask the student what he is learning and if he is struggling I will help him
- If he loves computer, I will teach him through video clips and power point
- If he loves social and science, I will make the lesson plan so he can easily understand
- If he likes Math, I will teach him money skills
- So, all these will help him to make independent

Q – High functioning student of Grade 11. How you help him and how are you going to help him
to socialize with others? What are you going to do in the class?
 - Let the student know that you are there if he/she needs help
- Use Body System or put someone besides that student who needs help- That way he can
be social
- Do not sit with the student

I can help other students in the classroom who needs help because there is always someone who
can use my help.

Q – You are working with the student in the classroom- the Class Teacher asked you to do
something in which you are not comfortable. What are you going to so?

- I will talk to the teacher in respectful manner

- And I will let the teacher know my concern

Q – How are you going to communicate with student’s parent?

Through Communication Binder

Q – What would you do if the student is doing inappropriate things in the Class?

Talk to the student and explain to the student that what he/she is doing is not appropriate. Tell
the student if he keeps doing that then no-one is going to be friends with you.

Q – You are working with the student in Grade 2 and he has a disability which makes him do
inappropriate things in the class. Other students shy away from him. How are you going to make
other students play with him/her?

- Educate other students about his/her disability

- Let the students know why he/she behaves such way
- Tell the other students that if you play with him/her. It will make them happy

Q -- What you need to know to make the student comfortable?

- Read the sub-book carefully

- Know the students likes/ dislikes
- Keep the same routine
- Do not make sudden changes to the schedules

Q -- In Grade 2 a student has Tourette Syndrome and does not socially fir in. What do you do?

We will look for Peer support and will help the child with the help of social stories and involving
child gradually in some classroom activities, small interactive activities. We will work according
to his/her interests.

Q – New student in Grade 11 is high functioning. What would you do to him?

I will give student the assignments best suited for high functioning child and will thus know how
to proceed from there

SCENARIO’S

Q- Bolter Student

Ans.

- I will see what triggers the Behaviour. There could be sensory issues like loud noise
- I will keep a constant eye on him/her
- Stay close to the student
- Will use positive verbal instructions
- Follow safety procedures
- Will cover all the accesses
- Will use Body Posture to prevent him from Bolting

Q-- Wheelchair scenario

- Check the student’s Safety Plan, Behaviour Plan and Medical Plan
- First, I will check if the child has been to the same field trip before and if there were any
issues before, I will try to resolve them
- If not, I will check if the place is wheelchair accessible
- Check about the proper transportation of the wheelchair
- If the child is taking medication, I will take the medication along
- Take extra clothes if needed
- Take child’s food and water
- Make sure to have the emergency phone number in case of emergency
- Know the phone number of the school where you are subbing
- In the end , I will try to make the trip memorable for the child and for the whole class as
well

Q -- Student throwing Tantrums

- I will give him verbal instructions in a firm but polite tone

 - Will try to calm him down by using positive behaviour support and calming strategies
- For example Deep Breathing, Counting 1- 10, Drink Cold Water
- I will ask the teacher to take him out for a walk and give him some break. Whenever, he
fells okay, I will bring him back

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OTHER USELLES QUESTIONS

Q-- If one of a student you are supporting starts showing aggressive behaviour, throwing chairs
at you, banging his head and swearing you- what will you do?
First of all if he is in the class, I will make sure that all the other students are safe and secondly, I
will make sure that he doesn't have anything sharp around him, then I will try to calm him down
by talking to him and start a conversation with the student on a different student to take his mind
away from aggression and count down from 1 to 10 and also ask the student to take deep breaths
and drink some water.

Q-- If a child spits/Yells-Behavioural

I would try to calm him down. If he is not ready to listen to anything, I would tell him to go for a
walk/break and take him out of the class. I would go with him and try to talk about the problem
if he wants to but if he doesn’t I won’t free him . Whenever I feel him able to go in the class I
will take him in after he calm down I would try to find out the antecedent of this behaviour
which led to these consequences. I would also address him that this type of behaviour is not
appropriate in the class. If I would be able to find the reason I would like to teach him the
appropriate ways of telling his feelings. I can make cue cards or if he loves sensory(touch) I can
give him a stress ball so that when he feels angry he can use them. I would also leave a note for
the EA about the incident so she could get help record the info and able to find strategies to deal
with the problem, She could use social stories, positive reinforcement, primacking to encourage
him to behave well. I am sure we will get success to help him to reach these goals by working as
a team.

Q-- If a child hurts you

If a child hurts me, first of all, I would calm him down by giving verbal instructions and at the
same time I would remove the things away from him/her so she can't use anything like a pencil,
notebook, etc. to throw. If there is any cue card, I would show her. I would back up and tell other
students to back off as well. If she is really out of control I would send a student to the office for
help. Physically aggressive I would use strategies I learned from non-violent crisis.

Q-- Three things which the EA should do?

EA should be patient, compassionate and a good communicator.

Q-- What will be your challenges working as an EA?

Type 1--- Everyday is a new day. As an EA, if, I am on call, I will have different challenges and
new challenges at the same time, so, as an EA my challenge is organizing my self between
family and work. The other thing is sleep well and eat well and devote some time to self-care at
which I am very bad.

Q-- What is your character as a team member?

I communicate constructively. Teams need people who speaks up and express their thoughts and
ideas clearly, directly, honestly, and respect for others and for the work of the team. I do not shy
away from making a point but does it in a best way possible- in a positive, confident and
respectful manner.

Q-- How would you modify a child's behaviour?

I will re-direct the child towards the activities which he/she is interested in and also provide
positive reinforcements.

Q-- What is your goal when you are sent to a school one day?
My Goal will be that the child and me should go back to home happy.

Q-- What is your greatest achievement? (Do you relate to EA role?)

My greatest achievement is the card given t me by all the students of my class during the first
practicum.

Q-- What are the advantages of integrating special needs students into regular classrooms? Feel a
sense of belonging. Any other?
The children’s feels included and it boasts their confidence and self-esteem which is very
important

Q -- What irritates you about co-workers?

No-one is perfect in this world, we can respect others for what they are. If we always search for
the negative characteristics of others then we could never find anything positive in them! and I
have been very lucky to have work with a helpful supportive team. But that doesn't mean that I
have never been irritated by others, still we can avoid such situations for a while and can take
good decision after a discussion with them.

Q -- Tell me about a conflict with a supervisor or co-worker?

I experienced and witnessed this during my Practicum. It so happened that the LST head
instructed the EA's to download some books on to the child's device. The EA's took the
instructions but I saw them expressing their inability to complete the task as they were not
trained on that particular device. The EA then called the contact person and left a voicemail
regarding the situation and till the time I finished the practicum- the EA did not received the call
from the tech person. Though the EA tried to help but they were not able to express their
inability to the supervisor.

Q -- How do EA's implement on IEP?

EA’s implement on IEP by trying to accomplish one goal at a time and moving on to the other
goal after the first one is accomplished. The EA and the lead teacher need to work
collaboratively to achieve the student’s learning and social goals.

Q --3 greatest strengths

Team player, creative/fun and patient etc. I'm good at organizational skills, prioritization and
time management. But my greatest strength is my ability to effectively handle multiple projects
and deadlines.

Q -- People would say about me

Ans. Fun/happy/real go getter and Organized person

Q -- Weakness
Type 1--- Public speaking, however with schooling this has allowed me to work on my public
speaking = getting better at it

Type 2--- I am afraid of challenges but I now that every challenge has a solution

Q -- Why do you want to work at this school?

Having looked at the school’s website I was impressed by the positive outlook and the initiatives
used (anti-bullying/anti-racism/healthy eating) to make the school a happy and safe place for its
pupils and staff

Q -- How would you deal with a child who persistently misbehaves in the classroom?
I would work closely with the class teacher to deal with the child in a consistent way. I would
use positive encouragement and praise good behaviour when possible and follow the school’s
behaviour policy if things don’t improve

Q -- How would you motivate a child with special education needs who doesn’t want to take part
in classroom activities?
I would try and be as positive as possible with the child and encourage them to join in using
stickers, reward charts etc. and possibly a special mention in assembly for consistently hard
work.

Q -- What are the responsibilities of a special education aide?

A special education aide is responsible for assisting the teacher in carrying out daily tasks,
maintaining classroom discipline and implementing instructional tasks to a group of special
needs children.

Q -- What makes you believe that you are a good special education aide?
Ans. Since I worked as a special education paraprofessional earlier, I understand that this role
requires me to be sensitive to students’ disabilities and their needs. I can exercise compassion as
it is inherent in my nature and I can work harmoniously with coworkers. In addition, I am non-
judgmental and can handle adverse situations with delicacy and in an effective manner.

Q-- What would your reaction be if you observed a lead teacher indulging in unfair acts?
Ans. I am quite a tolerant person but when it comes to student welfare, I am a no-nonsense
individual. If I feel that something is happening that will have an undesirable effect on either the
institute or the students, I will report it immediately.

Q-- What kind of challenges do you expect to face in your role as a special education aid and
how do you expect to handle them?
Ans. I am aware of the fact that I will be working with children who have physical handicaps,
disabilities and disorders such as ADHD and autism. While it is very challenging to manage
these, I have been especially prepared to respond to the needs of children with emotional, mental
and physical disabilities. Exercising patience and understanding and ensuring that goals of a care
plan are met are my main focus here.

Q-- If the children are required to be transported, would you be willing to monitor them?
Ans. Definitely, in my previous job I monitored children during recess and in the bus on their
way home. It was part of my duty.

Q-- Tell us the three qualities which render you suitable for this role?
Ans. I am very patient, compassionate and communicator.

Q-- What do you know about behaviour management? How can you help the teacher in this
regard?
Ans. It refers to monitoring behaviour of children, anticipating disruptive behaviour and devising
measures to avoid it. I can assist the teacher in this regard by maintaining behaviour inventories,
counselling the children about acceptable behaviours and moderating in case any conflict arises.

Q-- Is teamwork required in this role?

Ans. Yes! The lead teacher and the teacher’s aide need to work collaboratively to achieve the
students’ learning goals and ensure presence of a learning supportive environment.

Q-- Can you handle more than one special needs student at a time? How?
Ans. It can be challenging sometimes, but I am able to handle more than one special needs
children simultaneously. I usually keep all of them busy. As long as they are busy, they usually
don’t seek extra attention.

Q-- How do you deal with a special needs child who refuses to perform the instructional tasks?
Ans. Over the past year of practicum & volunteering, I have learnt that a child must never be
forced to do work. If the child doesn’t feel like doing it, I’d postpone it. If the refusal persists, I’ll
either refer the problem to the teacher or I’d devise ways to make the task more appealing and
acceptable for the specific child.

Q-- Quote and instance when you successfully handled an emergency?

Ans. An epileptic child had a seizure once while I was overseeing the kids in recess. I took
immediate medical measures to avoid hurt due to seizure and called for help. The teacher
accompanied the child to the hospital and the rest of the group was very upset. I stayed with
them until the teacher returned and calmed them down effectively.

Q-- As a special education aide, what is your biggest accomplishment?

Ans. During my practicum, I had a Child with high ADHD and he was never interested in doing
the assignments or indulge in classroom activities. During my two weeks of Practicum- I
developed a relationship with him and he used to listen me and he would know when Mr. H
means something and he would do it. It was a great feeling.

Q-- How would you orient a substitute teacher’s aide if you plan to take a leave?
Ans. In addition to briefing the substitute about the issues and nature of each child, I’d bring the
replacement with myself to the classroom twice or thrice to allow ample time for rapport
building and for the kids to develop familiarity with the new face.

Q-- How would you help a child with literacy and reading difficulties?
Ans. Encourage a child to read. Give them breaks every 10 minutes. Then return back to work
every 3 minutes. It shows that they earned a break in between each session. Students with
disabilities get overwhelmed with work and feel to give up. That's why it’s important to give
them frequent breaks.

Q-- A pupil has written a story on the computer and wants to take it home to show his parents,
however there are a lot of spelling mistakes. What do you do and how can you help rectify these
mistakes?
Ans. I would go over the story with them. Read what they have written out loud. Take a few
minutes with them to think over the word with them. Take out dictionary or go to the chalkboard
to figure it out. Children or Students make mistakes. Even adults make spelling mistakes. It’s no
big deal.

Q-- Scenario: A child with special educational needs comes to you crying because other children
have laughed at him and called him stupid. How do you reassure this child?
Ans. I would ask the student to tell me who was giving them a hard time. Then take the student
with bullying behaviour out of the classroom for verbal discipline. Though I would not take
away that students recess because of a misbehaviour. The student who troubled the other one I
would put them in the hallway or corner for a time out.

Q -- Difference between EA and Teacher

I know that the teacher is the boss. As an EA I will work under the teachers directions. I would
share information, use different strategies to help the student to achieve his goal, with teacher I
will work together as a dedicated team member. I understand I without teacher’s authority I
should not write anything in students communication book. EA must not give any report to the
parents, must direct them to the teacher. Providing supportive and positive environment the
students in my job, primary role of an EA is to establish a respectful working relationship to
ensure the success of the student with special needs. As an EA I am not limited to just one child
who I am supporting but should help the whole class if needed. EA should be able to make
strong relationship with students to help them achieve to beyond their role for success. As an EA
I would give my 110% to my job by making sense at all time that I am working under the
teacher’s directions.

Q -- Safety Plan?
A safety plan is the individual crisis response plan that is implemented by staff to prevent
behaviour that presents the immediate risk to injury. We can find the safety plan in the students’
IEP.
Basically safety plan is in place for the safety of students, staff and others around.. All
information in the safety plan is strictly confidential, Each safety plan is unique that meets the
specific needs of the student with special needs, (Detailed specific actions for staff to minimise/
prevent injury) Safety plan promotes a safe and healthy environment to work into. The safety
plan is important to ensure the student does not injure staff members working with him. You will
need to review this plan and sign it indicating that you are aware of the measures you need to
take when working with that child.

Q -- If you are on spare board there is a physical dependent student going to swimming would
you think it would be a challenge to you?

No I won’t take it as a challenge because I am well organised and ready for all the challenges
and new experiences. I will carry my swimming suit everyday with me. I would check safety
plan first for the student. I would also like to check with the teacher how safe it is for me , for the
child depending on special needs. I would check sub book and IEP which thing I should take
care for him/her, which water level he/she is allowed. I would like to take some emergency
phone numbers with me if in case I need any help I can inform them. I will go into the water with
him and give my 100% to make this trip enjoyable to memorable for the student.

Q -- Role of an EA?

EA plays an important role in fostering independence , facilitating social interactions or

supporting modifications and adaptations so the student is working at a meaningful instructions
level.

Q -- Challenges of an EA? – Strengths/Weaknesses

As per my opinion it could be varied as per person but in general it could be short hours of
work, time sharing with the child. During vacation period there is no job. May be for some EA’s
the challenge could be on call, it really depends on the person. Also, finding balance between life
and work.

Q -- My Strengths
My positive attitude, my ability to build relationships with students, staff, teachers, and parents. I
believe each child is unique and all children are individuals. I believe in inclusion. So I know
how important it is to provide a positive and supportive environment. I am flexible and ever
ready to work under teacher’s directions. OPEN MINDED – open to feedback. I enjoy to work
as a team and I Know how important it is to help a child with special needs. To touch and go
beyond his goal. With my sense of humour I am able to make the environment pleasant. I know
when to push the child or make him do work and when to give a break. Able to make notes and
positive reinforcement.

I think when I’ll be on call position, my challenge could be my prep time before going to school
I would like to know my box. What I know about child’s challenges, I am going to support, I am
going to support, I would like to take initiative and research about it on the computer. I would
like to go through my notes but I am sure with my organizational skills I’ll be able to handle it
very smoothly.

Q -- What did you learn from Surrey College?

I learned that the most difficult challenged students have the ability to grow and learn. With
autism course, I learned about different strategies I can use to help the student to reach his goal
as for example, visual is a strength in an autistic individual. So I can use charts cards, big letters,
etc. With non-violent crisis, I can protect myself if any student will be physically aggressive.
Ability to research, supervision, punctuality, consciousness, computer skills, organizational skills
calm patient up to date.

First Aid/Seizure; Autism/strategies/case study.

Neurological disorders: speech and language strategies for all students.

Q -- Team Work

Tem work is an important skill I have. I believe that without working as a team it is next to
impossible ti help a learner be successful in his/her goal. There are lots of experience in my
practicum and volunteer experience where I played as a dedicated team member. Before
Christmas, my classroom teacher gave us a delegated task to make Christmas gifts. Under the
teacher’s directions, I was helping the students and the rest of the class is decorating and putting
lights on the tree. My student had an awesome time enjoyed working with team. I was fortunate
to work with them all. Fast forward program which is a software designed by brain scientists to
build an individual learning capacity through exercises designed to improve brain processing
speeds and accuracy.

Q -- In what ways do you think you can contribute to this organization?

I am sure that I can give big contribution to this organization in many ways. I’ll make use of my
personal skills, education and experience to make each child with special needs as independent
as possible. I would like to take initiative and research for the disabilities and use different
strategies to make her successful in her goal. I respect inclusion and believe most difficult
challenged students has the ability to grow and learn. I am sure by working as a collaboration
team we will be successful in our goal which is to provide the best education.

Q -- How would you modify someone's behaviour?

First of all I will find out why the behaviour is happening and also I will redirect the child and
offer him his favourite activities.

Q -- What will you do if you are passing through a corridor and you hear a student alone in a
room which is dark?

First, I will take a peek through the glass to check, if there is any adult with the child. If there is
not any adult i will quietly enter the room. I will not switch on the lights because the child might
have sensory issues. I will inform the school authority with the walkie talkie or cell phone.

Q -- What is your character as a team member?

I am flexible reliable and believes in inclusion and team work. I respect everyone’s point of view

Q -- What three things should EA’s do?

Flexible, reliable, Motivate, encourage \ remain flexible according to the need of the situation.
EA must be patient, calm and able to communicate well not only with student but also with the
teacher who will supervise him.

Q -- Are you capable of working with ELL?

Yes.

Q -- What is your job as an EA?

To help the student to get independent and have better future. To help the student to transition to
one class to another. Get communication book signed by the teacher. Follow teacher's
instruction.

Q -- What you need to know to make the student feel comfortable?

Read their sub book carefully, know students likes or dislikes, keep the routine same or do not
make any changes to the schedule. If for some reasons you have to change the schedule always
inform the teacher and share with the student as well.

Q -- If the student tells you that one of her parents hits her and she doesn't want you to tell
anyone about it. What are you going to do in that situation?
Document everything she tells you and talk to the higher authorities such as teacher or principle
without disclosing any information to anyone else. Let the student know that you are there for
her and she will get help.

Q -- What is your next goal?

At present my goal is to become an excellent EA so that i can help my students and do justice to
my job. My next goal is to

Q -- What technology did you observe on your practicum?

I observed PEBBLE. It helped the child to see the things in a magnified manner and it helped the
child in a great way in carrying out the assignments.