EDUCATION ASSISTANT
Special Education, Inclusive Classrooms, and Community Support
PROGRAM OVERVIEW
If you are interested in helping children and youth who require extra
support to achieve their full potential, assist teachers in early
childhood settings or elementary and secondary schools, or help
children and youth in the community, the Education Assistant
diploma program is designed for you. With a focus on the
individual’s social and educational needs in an inclusive environment,
students are prepared to change people’s lives through caring,
education, and promotion of healthful, purposeful lives.
Through theory and practice, case studies, specialized training, and
work experience practice, graduates are well-prepared and equipped
to enter the field of special education.
PROGRAM OBJECTIVES
The Education Assistant program is designed to prepare graduates
to:
 Support and advocate for an inclusive classroom environment
for all students in elementary or secondary school with a wide
range of abilities.
 Provide assistance to resource and/or classroom teachers in the
preparation of course materials.
 Use the appropriate technology to support students in their
learning environment, including assistive technology.
 Understand and apply augmentative and alternative
communication methods with students who have special needs.
 Participate in meetings and other discussions with stakeholders:
parents, teachers, and other members of the educational team
and community.
 Apply practical knowledge of adapted and modified materials to
an individualized education plan for appropriate and meaningful
activities.
 Apply knowledge of child and adolescent development,
language acquisition, learning and behavioural differences,
mental and intellectual disabilities, physical and health
impairments, cognitive challenges, and life skills in supporting
students with special needs.
 Become comfortable in a diverse learning environment through
successful completion of theory courses, practical activities, role
plays, and work experience components.
During the program, students will gain specialized training (as
highlighted in the Course Breakdown). Observation and recording
assignments, case studies, seminars, field trips, and guest speakers
are essential aspects of the program. Time is allotted for
‘Applications Within the Learning Environment’, in-class activities
where participants apply their knowledge through planning, writing,
presenting, and activities that simulate a learning environment which
encompasses students who require varying levels of required
support such as using sign language, TouchMath®, non-violent crisis
intervention, lesson planning adaptation, and other topics to enable
participants to build confidence and skills prior to their work
experience (practicum) periods and employment opportunities.
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PROGRAM OUTLINE
Applications within a Learning Environment
Throughout the program, students are provided a series of
assignments and learning activities where they apply their knowledge
gained in various areas to demonstrate their skills and understanding
of assisting and providing methods of teaching and interaction with
students.
 On-going practice with classmates using sign language to
communicate.
 Course-specific topics to understand and use individualized
education plans.
 Lesson planning and delivery of mini-lessons and other activities
in teaching English.
 Observation assignments that require collecting data and writing
draft reports on the client being observed and reinforced by
research.
 Research current topics and trends in special education to
present to their colleagues.
 Collaborations with classmates to organize events for the
community, such as information sessions for public awareness
and education, activities with special needs groups in the
community, and poster sessions or seminars for other groups of
students in the campus.
GRADUATION REQUIREMENTS
 Successful completion of all on-campus courses with a 70%
overall average.
 Successful completion of both practicum components.
 Successful completion of term projects/assignments.
CAREER OPPORTUNITIES
Upon successful completion of the program, graduates are prepared
to work as an education assistant in public and independent
elementary and secondary schools, early childhood education
settings, and community care and youth centres, recreation
programs, home/community support, group homes, and family
service centres.
DELIVERY METHOD(S)
 In-class instruction
 Combined delivery (both in-class and distance)
PROGRAM DURATION
Total program hours 1,125 hours
Total program length: full-time 43 weeks
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Special Education, Inclusive Classrooms, and Community Support
PROGRAM OUTLINE

ENTRANCE REQUIREMENTS COURSE BREAKDOWN

Students must meet all of the pre-requisites listed below, meet their
financial obligations with the college, and acknowledge their Course # Course Name Hours
understanding of the college’s policies and procedures provided in INTRODUCTORY COURSES
the student handbook, prior to starting classes. BC-ORIENT School and Program Orientation 4
BC-EA-ITC Introduction to Technology 8
Academic Requirements for Admissions: BC-PRD Academic Success Strategies 12
FOUNDATIONS OF SPECIAL EDUCATION
 High school graduation or equivalent * EA100 Being an Education Assistant 50
* (From an English language teaching institution) EA110 Foundations of Inclusive Education 50
OR EA120 Child and Adolescent Development 75
COMMUNICATION AND EDUCATION
 Mature student status **
EA130 Communication and Communicative Disorders 50
** (19 years of age upon starting classes, and Pass college’s admissions test.) EA135 Augmentative and Alternative Communication 50
EA141 Professional Communication for the Education 50
Administrative Requirements for Admissions: Assistant
LEARNING AND BEHAVIOUR
 Interview with the campus director, program coordinator, or
EA150 Teaching Students with Learning and 50
designate Behavioural Differences
 Current resume (record of work history) PD-NCI Non-Violent Crisis Intervention® Foundation 15
Course
 Three character references
AUTISM AND RELATED DISORDERS
It is an asset for students who have volunteer or paid work EA160 Autism Spectrum Disorder and Applied 25
experience with children who have required support in school or a Behaviour Analysis
related setting. PD-ASD Introduction to Autism Spectrum Disorders: 30
Practical Applications
PD-ABA-01 Introduction to Applied Behaviour Analysis: 30
WORK EXPERIENCE PLACEMENT REQUIREMENTS Part 1, Instruction
(Practicum, Clinical Placement or Preceptorship) EA161 Introduction to Picture Exchange 25
Communication Systems
 Criminal record check (in accordance with the Criminal Records
COGNITIVE AND PHYSICAL CHALLENGES
Review Act)
EA171 Teaching Students with Mental Health 50
 Up-to-date immunization report (form provided by college) Disorders
Note: Please refer to Student Handbook for more information. PD-ASIST Applied Suicide Intervention Skills Training 15
EA180 Working with Learners with Reading and Math 50
Challenges
CERTIFICATIONS RECEIVED EA200 English Language Learning in Special 50
 Education Assistant Diploma Education
 Nonviolent Crisis Intervention® Foundation Course EA210 Supporting Learners with Fetal Alcohol 50
Syndrome
 Introduction to Autism Spectrum Disorders: Practical EA220 Supporting Learners with Acquired Brain Injury 25
Applications (POPARD) Course Participation and Physical Impairments
 Introduction to Applied Behaviour Analysis: Part 1, Instruction EA230 Supporting Learners with Hearing and Visual 25
(POPARD) Course Participation Impairments
 Applied Suicide Intervention Skills Training (ASIST) PERSONAL CARE AND LIFE SKILLS
 Standard First Aid with CPR ‘C’ and AED EA250 Teaching Life Skills 25
 WHMIS EA261 Supporting Personal Care 50
PROFESSIONAL & WORKPLACE SKILLS

PD-WHMIS WHMIS 2015 6

PD-SFA-CPRC Standard First Aid with CPR ‘C’ and AED 15
EA398 Education Assistant Practicum I (4 weeks) * 110
EA399 Education Assistant Practicum II (4 weeks) * 110
CES4 Career and Employment Strategies 20
PROGRAM TOTAL FT: 43 weeks 1,125

Course schedule may vary from the breakdown shown above.

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* Depending on the requirements set by each school district,
Practicum I and II may or may not run consecutively.
Detailed course descriptions follow. Please note that course
content may be changed or upgraded to meet the demands of
industry; and the courses may not be listed in the order taught.
Case studies and observation/recording tasks are included in
most of the courses to immerse students into various learning
environments with various student learning challenges.
Education Assistant
Course Descriptions
BC –EA-ITC: Introduction to Technology (8 hours)
This course provides information and training for using the college’s
learning management system, online library resources and electronic
textbooks, and an introduction to the tablet technology and Microsoft
Office 365 software suite.
Throughout the college’s programs, students utilize technology
(electronic books, online library, tablet/computers), use e-mail to
communicate with instructors and submit assignments, internet for
research and class activities, and use MS Office software to prepare
letters and resumes, reports/assignments, and presentations.
Multiple resources are provided during this course for students to
read and practise their skills including courses in MS Word and MS
Excel.
BC-ORIENT: School and Program Orientation (4 hours)
This session welcomes you to the college, introduces you to your
fellow classmates, faculty, and staff, reviews the policies and
procedures related to your studies, and prepares the student for their
learning experience.
BC-PRD: Academic Success Strategies (12 hours)
The purpose of this course is to optimize learning through equipping
students with effective study techniques. This course also provides
an introduction to personality styles that will be encountered in the
workplace and allows students to practise appropriate and productive
interaction between the various styles. Emphasis is placed on the
types of communication that work best with each style in order to
achieve a good working relationship and to manage and resolve
conflicts that arise. Students are also introduced to strategies for
setting personal goals, managing time, and managing the stress that
results from study or work and builds on positive group dynamics and
setting expectations for student success.
Students will work with teams and clients in a variety of settings.
Theory, practical exercises, and activities in this course attribute to
these types of settings.
CES4: Career and Employment Strategies (20 hours)
In addition to learning career-oriented skills, students learn how to
get a job in their chosen profession. Our Employment Services
department will assist the graduate in resume writing, as well as
preparing for job interviews. Our staff is sensitive to current job
market trends and the needs of employers in each local market.
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Our graduates receive guidance and training to use career tools that
help job seekers build a better resume and cover letter, manage an
online portfolio, hone interviewing skills, and develop a personal
brand online.
Students will have the use of a computer lab which has unlimited
Internet access, as well as job search resources. Facilitators will
also be made available to advise on job finding resources, interview
skills and techniques and to carry out mock interviews.
This course also looks at the planning, preparation, execution, and
follow-up stages of an interview:
 How people find jobs
 Employer expectations
 Presenting an enthusiastic attitude
 Focusing on the right job and the hidden job market
 Transferrable skills
 Thank you letters
 Effective telemarketing
 Handling objections, self-confidence, and self-esteem
 Individual counselling and coaching
EA100: Being an Education Assistant (50 hours)
This course covers the foundations of being an education assistant
and working as part of a school team. Students are introduced to
individual education plans (IEPs) whilst supporting teaching and
learning. (IEPs are presented throughout the program as part of case
studies, observation and recording, and making adaptations to
plans.) The course discusses provincial and school board practices,
philosophies, and professional ethics. Students will analyse their
own educational beliefs and discuss how to put them into practice.
Emphasis is also placed on discussing the development self-
regulated learners, the relationship to social-emotional learning and
executive functioning, meeting the needs of diverse learners, and
motivating and engaging learners. The provincial guidelines for
special education services are also reviewed.
EA110: Foundations of Inclusive Education (50 hours)
Pre-requisites: EA100
This course is an introduction to inclusive education in BC and
Canada. Students examine positive ways of including children of all
needs and abilities in the regular classroom, shaping the skills and
strategies needed to create an inclusive classroom by individualizing
learning for each student regardless of their exceptionality. The first
part of the course provides fundamental background knowledge in
the field of special education; topics include introduction to the
individual education plan; students with learning and behaviour
exceptionalities, intellectual disabilities, communication
exceptionalities; and equity and diversity. The second part of the
course focuses on instructional approaches that emphasize teaching
students effectively regardless of exceptionality or other forms of
diversity: topics include climate, organization, and management of
inclusive classrooms; using universal design and differentiating
teaching; differentiating assessment; enhancing social relations; and
transitions.
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This course also introduces the Universal Design for Learning (UDL)
which addresses the support of students with very diverse learning
needs. This includes a set of online training modules. A further set of
training modules assists students in creating a UDL toolkit of
resources and a term assignment to present these resources. A
Certificate of Completion is issued to students upon the successful
completion of the training modules and the term assignment.
EA120: Child and Adolescent Development (75 hours)
How does a teacher learn to be outstanding? One key pathway is to
learn the science of child development and know how to apply it in
the classroom. This provides teachers (and education assistants)
with a solid foundation from which to problem solve how to best
educate each student. To be successful, one must understand each
student as a learning, feeling, relating human being. The goal of this
course is to help participants create classrooms that optimize
students’ development.
Using case studies, research, and reflections on practice, students
gain a solid foundation in developmental psychology as well as
practical skills for applying that knowledge in a classroom. The
course emphasizes diversity – individual and group –age trends, and
classroom implications, along with sections on the foundations of
child development, the cognitive child, the emotional child, the social
child, and the whole child.
This course will address human development from conception
through adolescence, with a focus on childhood to teenage years.
Students will learn about fetal development and the effect of
teratogens on an unborn child. There will be in depth review of a
child’s social, emotional, physical, cognitive and cultural
development. Students will study psychological theories and how
they relate to child development.
EA130: Communication and Communicative Disorders
(50 hours)
Students are introduced to the basic concepts and methods related
to studying communication, covering both typical speech and
language development along with information on disordered speech
and language. Foundational science is covered (the anatomy and
physiology of speech, language, and voice production) as well as
articulation and phonology and related disorders. Language
development in children and the related disorders are also studied,
including communication in a multicultural society and its
characteristics and these speech/language differences versus
disorders. Speech and language disorders in adults – neurological
impairment – are also discussed.
Other subjects in this course cover various impairments and
conditions: voice disorders; swallowing disorders; fluency disorders;
the anatomy and physiology of hearing and hearing disorders; and
hearing testing and management of hearing disorders. During this
course, students are also introduced to American Sign Language
(ASL) where they begin to learn basic vocabulary development, the
manual alphabet, simple structures, and grammatical forms of ASL,
history, finger spelling, numbers, terminology, and insight into the
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culture and community of deaf people. After this ASL introduction,
students are assigned an ongoing training assignment following the
Signing Naturally curriculum where students aim to reach a
fundamental competency in signing by following multimedia
exercises, home study and practice, and intermittent role playing and
communication labs with their classmates. Later in the program,
students will apply what they have learned into a term project where
they learn to use ASL in the classroom.
EA135: Augmentative and Alternative Communication (50 hours)
Student will learn about various methods of augmentative and
alternative communication and assistive technology, software and
programs that can assist children and adults with communication.
This course includes curriculum based on SET-BC standards:
augmentative and alternative communication (AAC) devices,
activities, and ways of thinking. Students will be introduced to,
accessibility options for computers and communication boards, and
Blisssymbolics. The course requires students to maintain a blog or
learning log and a project building an assistive technology (AT) plan
and implementation analysis after working with a special needs
student. This term project must be completed by the end of the first
practicum.
Four additional workshops, with accompanying certificates of
completion, are part of this course. These workshops include
lecture, group and online learning activities, and assignments
required to be completed. The workshops are:
 SET-BC: Assistive Technology in the Classroom (mostly self-
directed course accessed online) earning a Certificate of
Participation
 SOLO 6+ Essentials: a literacy suite of popular assistive
technology supporting Read:Outloud, Draft:Builder,
Write:Outloud, and Co:Writer. Upon completion of assigned
modules, earns a Certificate of Completion.
 Introduction to Picture-Based Software for the Classroom:
Boardmaker®: this course introduces students to this software
tool; students will create a project they could use in a classroom
and present to class. Earns a Certificate of Competence.
 Digital Education Basics: SMARTBoard – this workshop
introduces students to smart boards (interactive whiteboards),
learning how to get started with the SMART board, create
objects, and create interactive lesson activities. Students will
present a short lesson activity to complete the workshop.
EA141: Professional Communication for the Education
Assistant (50 hours)
Pre-requisite: EA100
This course provides a comprehensive study of effective
communication skills and techniques the student will use both
professionally and personally. Students will sharpen skills to work
effectively in a professional helping relationship including
communicating with parents, administrators, and colleagues. The
focus of the course is on the classroom and student, the rationale for
using certain communication strategies, and guidance on how to
implement them. Many issues are discussed, including interpersonal
and small group communication; listening skills; verbal and non-
verbal communication (from both the EA’s and student’s
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perspective); instructional strategies such as lecturing, discussions,
and storytelling; teacher influence; ethical considerations; and
racism/sexism in the classroom. Students will deliver a mini-lesson
for a lecture or a small group discussion and a communicative
reading session targeted for a small group of children.
EA150: Teaching Students with Learning and Behavioural
Differences (50 hours)
Pre-requisites: EA141
All children are special; however, children with exceptionalities have
difficulty reaching their full potential. Their intellectual, emotional,
physical, or social performance falls below or rises above that of
other children. They have special needs related to physical,
psychological, emotional, or social factors, or a combination of these.
This course examines students with exceptionalities within Canadian
schools. It stresses the psychological, cognitive, social, and physical
differences that more and less able learners bring to the
teaching/learning situation, the unique difficulties faced by children
who are exceptional, the developmental consequences of various
exceptionalities, and the multiple types of interventions necessary to
accommodate these students effectively. The age range spans
infants to young adults. Emphasis is placed on children with mild
differences in learning and children with behavioural disorders.
Three professional development courses are provided to students
and will occur before, during, or immediately after this course.
Course descriptions are included in this outline:
 PD-NCI: Nonviolent Crisis Intervention® Foundation Course
 PD-NCIB: Nonviolent Crisis Intervention®: CPI Booster Session
(POPARD)
EA160: Autism Spectrum Disorder and Applied Behaviour
Analysis (25 hours)
Children with autism are sometimes challenging to accommodate in
the classroom setting. Students will learn characteristics of autism,
teaching strategies and behaviour modifications/adaptions in order to
assist children who are on the autism spectrum. ASD topics include
characteristics of ASD; diagnosis and assessment; cognitive profiles
and ranges of ability; theory of mind; sensory difference; social and
communication skills; challenging behaviour; effective instructional
practices; and applications in the classroom.
The course also includes an introduction to Applied Behavioral
Analysis; ABA topics include basic ABA theory and definitions;
implementing basic ABA instructional strategies and techniques; how
to collect reliable and consistent data when working with students;
the ABCs of behaviour; reinforcement strategies for students; the
discrete trial teaching format; errorless learning techniques; recording
the level of prompting for instruction when collecting data; definition
of prompts; shaping a behaviour or skill; identifying chaining
strategies and prompting levels; completing a task analysis and
collecting data; and identifying naturalistic opportunities for
instruction. Specialized certification training extends the content of
this course (PD-ASD and PD-ABA01) so the subject matter of ASD
and ABA encompass three weeks’ training.
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Students also attend a workshop training session that provides an
overview of the Pyramid Approach to Education. It provides an
overview of how to set up an effective teaching environment for
students with autism and/or related developmental disabilities.
Students who successfully complete this workshop earn a Certificate
of Participation.
Also, in conjunction with POPARD’s “Nuts & Bolts” training
workshops, classroom discussion and practice, and reinforcement of
concepts, additional workshops will be led by the instructor, selecting
topics related to teaching students with autism and related disorders.
Each training workshop is followed up with classroom discussion and
assigned tasks and presentations. Topics may include:
 Choice in the classroom
 Break time and choice
 Task organizers
 Sentence frames
 The visual bridge
 PECS: introduction, getting ready, overview of the phases
of PECS, and tips for success
 Pervasive Developmental Disorder (PDD)
 Emotional regulation in the classroom
 Developing behavioural emergency plans and linking them
with positive behavioural support
 Self-management: introduction, self-awareness, self-
monitoring and self talk, self regulation and self
reinforcement
 Non-verbal communication
 Discrete trial teaching (DTT)
 Understanding challenging behaviours
 Goal setting and program monitoring for functional skills
 Asperger Syndrome
Another workshop during the student’s training is associated with
ASD. Functional curriculum was designed to assist classroom
teachers at the elementary and secondary school level in providing a
functional curriculum for students with autism and pervasive
developmental disorders. This workshop covers functional
curriculum assessment and data recording, functional academics,
arts and crafts, self-help and life skills, community training, vocational
and work experience, and curriculum for students with severe
intellectual disabilities.
Students will learn the concepts and apply them to practice in each of
the eight key subject areas, ultimately preparing a curriculum ‘binder’
and presentation report of samples of adapting the concepts to real
life. This curriculum binder is a term project due by the end of the
second practicum; upon completion, students earn a Certificate of
Competency for functional curriculum.
EA161: Introduction to Picture Exchange Communication
Systems (PECS) (25 hours)
Pre-requisite: EA160
The Picture Exchange Communication System (PECS) is used to
rapidly teach communication skills to those with limited functional
speech. PECs promotes communication with a social context
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without lengthy prerequisite training. Training in PECs begins by
teaching a spontaneous request and goes on to teach additional
communicative functions such as responding to questions and
commenting. An added attraction for preschool children with autism
and related disorders is the high proportion of children who acquire
independent speech.
Participants will learn how to implement the six phases of PECS, plus
attributes, through presenter demonstrations, video examples, and
role-play opportunities. Participants will leave the course with an
understanding of how to implement PECS with individuals with
autism, related developmental disabilities, and/or limited
communication skills. A project assignment due by the end of the
course must be completed to receive an additional Certificate of
Completion.
EA171: Teaching Students with Mental Health Disorders
(50 hours)
Students are introduced to the definition of mental illness and
disorders, the terminology used by professionals working in the field
of mental health, and the issue of mental illness and its stigma in the
classroom and society in general. Many areas are covered including
neurodevelopmental disorders; disruptive behaviour disorders;
attention deficits; anxiety and obsessive-compulsive disorders;
trauma and stressor-related disorders; suicidal behaviour; mood
disturbances; and eating disorders.
Some special attention is given to the role of educators in supporting
students’ mental health and well-being. A presentation/report is
assigned for students to demonstrate their knowledge from research
on a specific mental health disorder.
Students will identify trauma-informed approaches to supporting
children, youth and families, and the principles of trauma-informed
practice; trauma awareness; safety and trustworthiness; choice,
collaboration and connections and strengths based and skill building.
Students will participate in completing an online certificate.
EA180: Working with Learners with Reading and Math
Challenges (50 hours)
Pre-requisite: EA150
Throughout this course, students will learn various strategies in
language and math, such as Base 10 principles and TouchMath.
Students will be required to put together two lessons and present to
class (one for reading, one for math).
Students will also earn a certificate after completing sessions and
assignments for “Overview of the Orton-Gillingham Approach”.
Topics include the characteristics of the individual with dyslexia;
principles of the Orton-Gillingham Approach; brain organization and
multi-sensory instruction; phonology and the language system;
structure of the English language; history of the English language;
and lesson planning using the approach.
Students will then participate in seminar training that guides them
step-by-step through TouchMath® computation and methodology.
This multisensory approach combines auditory, visual, and
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tactile/kinesthetic elements that enable students of all learning styles
to be successful. Participants will practise and quickly master
TouchMath counting, addition, subtraction, multiplication, and
division.
EA398: Education Assistant Practicum I (4 weeks)
Students are required to complete a practicum at an assigned school
(either private/independent or public institution) for a total of four
weeks. Students will be monitored by both the practicum host and
the college throughout the duration of the practicum; this ensures
students apply their knowledge and skills learned during the program
into practice. The practicum may be in a variety of settings, such as
an elementary school, high school class, and special programs.
There are two practicum sessions that will be completed by students
in two different settings, for a total of eight weeks. The actual hours
may vary depending on the practicum host arrangements, typically
six or more hours per day, five days per week (less hours for
touchback sessions). These practicum touchback sessions are
scheduled weekly during the practicum period (approximately three
hours per session); a cohort will attend these sessions at the college
(for discussing their practicum experience, raising questions, sharing
best practices, and submitting assignments).
EA200: English Language Learning in Special Education (50
hours)
This course provides students with knowledge of how language is
developed in a child, starting with foundations of linguistics;
communication development in infancy; phonological development;
semantic development; morphology and syntax; development of
communicative competence; theoretical approaches to language
acquisition; variation in language development; atypical language
development; language and literacy in school years; and bilingual
language development. The second part of the source reviews
language development and reasons it is difficult to learn from some
students and the basics of distinguishing between various
communication disorders versus second language acquisition. Some
basic principles and approaches to teaching English as a second
language are outlined.
EA210: Supporting Learners with Fetal Alcohol Syndrome
(50 hours)
Pre-requisite: EA200
This course is organized around areas of concern and a clear
understanding of the needs of students with Fetal Alcohol Syndrome
or Fetal Alcohol Effect (FAS/E) by defining FAS/E, describing the
common learning and behavioural characteristics of children with
FAS/E, and strategies that may be helpful in meeting the challenges
these children present in the classroom. Needs and strategies for
several characteristics are discussed, including attention difficulties,
cause and effect thinking, social skills, personal skills, memory skills,
language development, reading and writing, motor skills,
mathematics skills, science skills, and fine arts.
Students will also learn to develop a sample IEP through case
studies of examples; other activities include observation and
discussion during a meeting with parents, common misinterpretations
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of normal responses in students with FAS/E, and various skills
checklists (scenarios and group work).
EA220: Supporting Learners with Acquired Brain Injury,
Physical, and Chronic Health Impairments (25 hours)
Pre-requisite: EA200
In recent years, there has been an increasing awareness of students
with acquired brain injury (ABI) in the school system. Advancements
have led to an increase in the number of children and adolescents
who are surviving and being served in our schools. Length of stay in
hospitals and rehabilitation centres also is decreasing and students
return to the school system. This course introduces students to
planning and supporting these students.
Topics include structure and function of the brain; defining ABI;
characteristics associated with ABI; planning support; teaching
students; managing challenging behaviour, students with mild ABI;
and transition planning. Students will participate in case studies and
discussions and the EA’s role in supporting students with ABI, as well
with those who have physical impairments and/or chronic health
impairments.
EA230: Supporting Learners with Hearing and Visual
Impairments (25 hours)
This course introduces students to ways to support students who are
hard of hearing and deaf, as well as those with visual impairments.
The first part of the course discusses students with hearing
impairments and how to support and establish learning relationships
in the classroom. Content includes working with teachers, especially
vision resource teachers; talking with students and parent interviews;
when to get help and when you need it; changes to IEPs;
collaborating with the educational team; and the nature and degree
of visual impairment. It also explains the student’s functional vision
(charts), safety and environment, and supporting the student through
planning, instruction, assessment, the print user, the Braille user, and
available resources.
The second part of the course focuses on visually impaired students
including preparation to support/teach students; meetings with
teachers, educational team, students; classroom adaptation;
communication tips; tips for students; and equipment needs. Training
sessions are also included this course, including:
 Using ASL in the Classroom – this follows up on ‘Introductory
American Sign Language’ with lecture, discussions, and a
project using sign language with a student, including practical
examples and presentation.
 Working with Gifted Students – using provincial guidelines,
students are introduced to gifted education, including
identification and student profiles; content (acceleration,
telescoping, compacting, independent study, tiered
assignments, learning centres, and curricular models); process
(higher level and creative thinking, problem solving); the
learning environment and products.
EA250: Teaching Life Skills (25 hours)
Pre-requisite: PD-ABA-01
During this course, students will have had training (e.g. Applied
Behavioural Analysis) and be able to practically apply behaviour
management theory and understand their effects on a child’s
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behaviour. Students will be challenged to apply knowledge of ABA
and Positive Behaviour Support (PBS) in role plays and hands-on
assignments in order to practise how to teach life skills and
behaviour management. Using provincial guidelines, students will
learn about adaptations and modifications to IEPs where outcomes
address functional life skills.
EA261: Supporting Personal Care (50 hours)
This course is designed to provide crucial information on physical
management skills and specialized health care procedures for
students with disabilities. Participants learn specific strategies for
addressing such physical management areas as lifting, transferring,
positioning, and mobility. Step-by-step procedures are also provided,
such as tube feeding and clean intermittent catheterization, as well
as information on what to do if a problem occurs. Discussion also
predicates these self-help skills with the concept of encouraging
independence. Self-help skills include eating and feeding techniques,
tube feeding, toilet training, urinary collection, and colostomy
management. Respiratory procedures are also learned:
tracheostomy care, secretion management, oxygen management,
and ventilator management (in BC, these procedures can only be
performed by nurses, so the lines of responsibility are clearly
indicated). Other topics and procedures include assisting students
with diabetes, seizures, and glucose testing.
All of the skills and procedures learned are practised in the college’s
health care lab and strict guidelines are presented to emphasize the
role of an EA in providing personal care skills within the role of the
educational team, nurse, and other colleagues. Students are tested
on several procedures and must successfully and safely complete
the skills checklists, as well as demonstrate the knowledge of the
material in written examinations.
EA399: Education Assistant Practicum II (4 weeks)
Pre-requisite: EA398
Students are required to complete a practicum at an assigned school
(either private/independent or public institution) for a total of four
weeks. Students will be monitored by both the practicum host and
the college throughout the duration of the practicum; this ensures
students apply their knowledge and skills learned during the program
into practice. The practicum may be in a variety of settings, such as
an elementary school, high school class, and special programs.
There are two practicum sessions that will be completed by students
in two different settings, for a total of eight weeks. The actual hours
may vary depending on the practicum host arrangements, typically
six or more hours per day, five days per week (less hours for
touchback sessions). These practicum touchback sessions are
scheduled weekly during the practicum period (approximately three
hours per session); a cohort will attend these sessions at the college
(for discussing their practicum experience, raising questions, sharing
best practices, and submitting assignments).
PD-ABA-01: Introduction to Applied Behaviour Analysis: Part 1,
Instruction (30 hours)
This course, also offered by POPARD, reflects current research and
evidence-based practice in teaching students with ASD. In addition,
research-based methods of effective adult instruction are used in this
course. These include pre-reading, practical hands-on activities,
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demonstration, coaching, and application exercises as well as a
variety of ways of evaluating participant learning.
Completion of this course provides the participant with an overview of
ABA history and theory, with an emphasis on practical applications in
school settings. Participants will have the opportunity to practise
teaching using discrete trial and task analysis formats. They will also
see how ABA principles are applied to other teaching situations and
to program development for students with autism spectrum disorders.
PD-ASD: Introduction to Autism Spectrum Disorders – Practical
Applications (30 hours)
Pre-requisite (or co-requisite): EA160
This course, provided by the Provincial Outreach Program for Autism
and Related Disorders (POPARD), reflects current research and
evidence-based practice in teaching students with ASD. In addition,
research-based methods of effective adult instruction are used in this
course. These include practical hands-on activities, demonstration,
coaching, and application exercises as well as a variety of ways of
evaluating participant learning.
Fifty percent of the mark will be based on completion of activities
performed daily in class, individually and/or in small groups; the
remaining 50% of the mark will be based on a closed-book quiz
written on the final day of the course, comprised of multiple choice,
fill in the blanks, and short answer questions.
PD-ASIST: Applied Suicide Intervention Skills Training (ASIST)
(15 hours / 2 days)
ASIST is an internationally recognized two-day workshop which uses
multimedia presentations in a practice-oriented training to build skills
and confidence in suicide intervention. The ASIST workshop is
divided into five sections that follow in a logical progression to
gradually build comfort and understanding around suicide and
suicide intervention.
PD-NCI: Nonviolent Crisis Intervention® Foundation Course
(2 days)
Pre-requisite (or co-requisite): EA150
This is a two-day workshop of certified training on behaviour
management. The first day focuses participants on gaining a basic
understanding of crisis intervention methods with the emphasis on
early intervention and non-physical methods for preventing or
managing disruptive behaviour. The second day of training expands
on crisis intervention methods to include the study and practise of
holding skills, used as a last resort when an individual becomes an
immediate danger to themselves or others.
PD-SFA-CPRC: Standard First Aid with CPR-C and AED (2 days)
This 2-day course suited for the general public and workplace and
meets first aid requirements for Canada Labour Code Standard First
Aid, and Licenced Child and Adult Care Facilities. This course is
suited for police, first responders, lifeguards, ski patrollers, caring
citizens and families with children.
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PD-WHMIS: WHMIS 2015 (1 day)
Canadian law requires that any person exposed to hazardous
materials in the workplace must be trained in the Workplace
Hazardous Materials Information System (WHMIS). This course has
been developed to meet and exceed the Canadian Occupational
Health and Safety Regulations. WHMIS 2015 training includes the
new Globally Harmonized System of Classification and Labelling for
chemicals (GHS), as well as WHMIS legislation introduced in 1988.
OCCUPATIONAL PROFILE
Education assistants support students and assist teachers and
counsellors with teaching and non-instructional tasks. They assist in
areas of personal care, teaching, and behaviour management under
the supervision of teachers or other child care professionals. They
are employed in public and private elementary, secondary, and
special needs schools and treatment centres.
National Occupational Classification
The 2011 National Occupational Classification code for this
occupation is 4413 – Elementary and Secondary School Teacher
Assistants.
Main duties
Elementary and secondary school teacher assistants perform some
or all of the following duties:
 Assist students with integration into the classroom and school
setting.
 Help students individually or in small groups with assignments
and reinforce learning and retention concepts under the
supervision of a classroom teacher.
 Assist students with special needs using techniques such as
sign language, braille, and remedial programs.
 Monitor and report student progress to the classroom teacher.
 Accompany and supervise students during activities in school
gymnasia, laboratories, libraries, resource centres, and on field
trips.
 May assist the teacher in the operation of projectors, tape
recorders, and other audio-visual or electronic equipment.
 May assist in the school library or office and perform other
duties assigned by the school principal.
 May monitor students during recess, at noon hour, or during the
day.
Duties will vary depending on the jurisdiction, school district, and
educational setting, and include duties not listed above.
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PROGRAM OUTCOMES
Upon completion of the Education Assistant program, graduates will
be able to:
Programs, planning, and organizing learning experiences
 Discuss a learner’s strengths and weaknesses and consider the
best possible areas of a program’s focus.
 Attend program planning meetings, based on school and district
policies, to assist with developing Individual Education Plans (IEPs)
and transition plans for children and youth with special needs.
 Share relevant information about the performance and behaviour of
individual learners to support IEP goals, transition, and program
design.
 Discuss the goals and objectives of learning activities.
 Discuss and clarify, on a regular basis, the ways in which teacher
assistants can assist the teacher with instructional programs,
classroom management, and expectation setting for students.
 Gather relevant information through working with students to
provide feedback into the learning activity planning process.
 Discuss adaptations and modifications to curriculum and resource
materials.
 Produce materials and implement strategies to accommodate
individual learner needs/styles.
 Discuss what instructional learning resources are needed to reach
IEP goals (e.g. flash cards, social stories, abacus, etc.)
 Assist with the development of instructional learning resources.
 Review learning resources for concept and skill development, with
teachers, to clarify and share experiences and expectations.
 Review and reinforce learning activities using lesson plans and
learning strategies developed by the teacher/team to help students
master concepts and skills.
 Plan activities to meet school-based learning goals for individuals
and groups.
 Assist students with learning activities and/or independent study
projects developed by the teacher/team.
 Monitor and report to the teacher/team on the implementation of
the program.
 Plan activities to meet learning and skill development goals for
worksites and other community-based settings.
 Support learning and skill development activities in worksite and
community-based settings.
 Review work plans daily and weekly.
 Follow work plan priorities.
 Keep the teacher up to date on the implementation of work plan
programs.
 Discuss and clarify classroom management structure, discipline
plans, and expectations for students.
 Carry out work with developed structures and plans, being
consistent with expectations for students.
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Implementation and delivery of programs
 Discuss successful practice with goals in mind (e.g. IEPs,
behaviour plans, safety plans, etc.)
 Facilitate student learning individually and in small groups.
 Discuss specific philosophies, techniques, strategies, and
appropriate language for a behavioural program.
 Implement the techniques and strategies, as discussed, for a
behaviour plan.
 Document, monitor, and report to the teacher/team on the
implementation of a behavioural program.
 Discuss the specific techniques, strategies, and appropriate
language in individual situations.
 Implement the specific techniques, strategies, and appropriate
language, as discussed and/or demonstrated, to individual plans.
 Discuss and identify your workplace settings.
 Monitor the effectiveness of workplace settings and report to your
teacher and/or principal.
Student progress assessment, evaluation, reporting, and recording
 Discuss information related to assessment and learner profiles.
 Carry out functional (informal) assessment activities to assist the
teacher in developing learner profiles.
 Discussion information with the entire team.
 Attend meetings of student-specific support teams.
 Exchange and discuss information that evaluates the progress
according to goals of the IEP.
 Observe and document learner strengths, achievements, and
needs through daily learning activities.
 Assist in the collection of data for the purpose of evaluating student
progress.
 Discuss relevant confidential information for reports (informal,
ongoing, and formal, written).
 Provide information to teachers for home/school formal/informal
communications.
 Clarify data requirements for required school, school district, and
provincial records.
 Assist in maintaining learner records required by school, school
district, and provincial policy.
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Supportive environments for learners, their families, school, and
district staff
 Discuss workplace concerns to facilitate early problem solving
through informal and regularly scheduled meetings.
 Document and share workplace concerns.
 Follow guidelines established by the school/district to protect the
safety and well-being of children, youth, and staff.
 Remain current in school, district, and provincial policies and
procedures.
 Review and monitor that policies are being implemented.
 Share information.
 Maintain confidentiality.
 Support occupational and physiotherapists, speech language
pathologists, vision- and hearing-impaired specialists, and nurses
in the delivery of required services.
 Follow established protocol regarding the administration of
medicine and/or medical procedures.
 Carry out personal and health care routines as directed.
 Carry out specific procedures only if the appropriate training has
been provided.
 Follow all established reporting procedures.
Standards of Practice of Education Assistants (EAs) in BC
Although there is no formal policy, the Education Assistant Standards
of Practice Working Group (April 2014) produced a set of standards
that were proposed and generally followed in public and independent
schools.
Standard 1: Professionalism
1. Possess the knowledge and skills to perform the duties of an EA
in a manner consistent with acknowledged best practices and in
accordance with legal responsibilities.
a. Work within the EA role in an educational setting (i.e.
school, district, provincial).
b. Demonstrate necessary literacy, numeracy, and
technology skills.
c. Use theory to guide practices.
d. Have an awareness of legal responsibilities regarding
students at risk of abuse, neglect, self-harm, and/or
suicide.
2. Act in an ethical and respectful manner.
a. Respect the diversity of all individuals.
b. Treat students, families, and colleagues in a
respectful, safe, and fair manner with consideration of
physical, psychological, social, and emotional needs.
c. Maintain appropriate boundaries, privacy, and
confidentiality of student and family information.
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3. Be responsible and accountable.
a. Demonstrate effective use of time in the workplace.
b. Demonstrate appropriate use of technology in the
workplace.
c. Demonstrate effective practice within one’s range of
competencies and self-identify gaps in knowledge and
skills.
d. Participate in ongoing learning activities.
4. Promote the purpose, principles, and values of inclusion.
a. Appreciate the history of supporting individuals with
exceptionalities (institutionalization to inclusion).
b. Foster a climate of belonging and acceptance within
the school and community.
Standard 2: Collaboration and Communication
1. Utilize effective communication and interpersonal skills.
a. Use clear verbal communication to inform, instruct,
problem-solve, resolve conflicts, seek information, and
ask questions (clarify).
b. Use clear written communication to maintain notes
and documentation to share with the school team.
c. Maintain confidentiality and follow the protocols of
communication set out in the School Act and Board
policy.
2. Work within a team to support students in planning and
implementing educational goals.
a. Work respectfully with diverse teams.
b. Collaborate in the planning and/or implementation of
documents, such as individual education plans,
behaviour plans, care plans, and safety plans.
c. Seek the advice of appropriate team members when
needed.
Standard 3: Supporting Learning and Development
1. Work within a team to support academic and cognitive
development.
a. Employ a range of systematic instructional strategies.
b. Be aware of provincial learning outcomes and
resources.
c. Work with teachers to adapt or modify learning
activities and support differentiated instruction.
d. Demonstrate an understanding of the role and use of
technology, including adapted and assistive
technology, and software programs to support student
learning.
2. Work within a team to support social and emotional
development.
a. Employ principles of behaviour and emotional support
systems.
b. Implement strategies to support pro-social behaviour,
self-regulation, and social skills.
c. Employ measures to prevent and de-escalate
challenging behaviours.
d. Recognize the signs and protection strategies related
to abuse, neglect, or potential mental health issues.
e. Encourage peer interaction and relationships.
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3. Work within a team to support students with physical and
medical needs.
a. Support students with personal care needs in a safe,
ethical, and respectful manner.
b. Make accommodations to support the physical and
medical needs of students.
c. Demonstrate familiarity with the implementation of
health care protocols.
4. Work within a team to support and develop student
communication.
a. Support the development of receptive and expressive
communication.
b. Make accommodations to support students with
communication needs.
c. Demonstrate an understanding of augmentative and
assistive communication systems to support students.
5. Work within a team to support self-determination and
independence in school, community, and transition into adult
life.
a. Demonstrate an understanding of the purpose and
principles of independence, self-determination, and
transition planning.
b. Support the development of meaningful and
contemporary functional skills in the classroom and
community settings that will support a transition to life
as an adult in the community.
c. Foster individual self-determination and self-advocacy
skills.
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Please Note:
a) The courses listed above may not be presented in the order that they
appear on this outline.
b) Required textbooks and supplies may be purchased outside of the
College, provided those purchases are preapproved to ensure they are
the correct textbooks and supplies and are available for the required
portions of the program.
c) A portion of a program may be delivered through the use of on-line and/or
computer assisted learning courses or a blended use of learning
modalities including computer assisted, instructor moderated and/or on-
line delivery.
d) In order to facilitate the ongoing development and updating of programs,
the College may implement amendments or modifications to programs
in order to accommodate these revisions at any time. Examples of
possible amendments include modification of content, curricular
updates, changes in course titles, changes in course materials,
textbooks, class schedules, distribution of course time or content
across the program, sequencing of course delivery, instructor or course
substitution, changes in the technology, software or equipment used.
Changes are effective when made.
e) In order to facilitate the ongoing development and updating of programs,
the College may implement amendments or modifications to programs
in order to accommodate these revisions at any time. Examples of
possible amendments include modification of content, curricular
updates, changes in course titles, changes in course materials,
textbooks, class schedules, distribution of course time or content
across the program, sequencing of course delivery, instructor or course
substitution, changes in the technology, software or equipment used.
Changes are effective when made.
f) The practicum is mandatory. Students will be evaluated on practicum
performance and are required to receive a passing grade to
successfully complete the program. Additional conditions may apply to
some practicum placements e.g. obtaining a required grade point
average prior to practicum, immunizations, and additional conditions
may apply for international students including obtaining a work permit
(C-30).
g) As practicum placement generally takes place towards the end of a
student's program, students are advised that the location of a practicum
may vary depending on the circumstances at the time the student is to
go into his/her practicum. Students are also advised that to facilitate
practicum placement, practicums and clinical experiences may take
place outside the area in which the College is located, outside of local
municipalities, and/or in other health regions. In unusual circumstances,
a practicum may be delayed due to unforeseen circumstances e.g.
hospital based practicum delayed due to flu outbreak, etc. Students are
required to demonstrate a high level of professional responsibility in
maintaining successful practicums.
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Student Name
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Student Signature
__________________________________________
Date
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