Education Assistant Diploma Program (Live Online and In-Class)

  • Format:

    Live Online

  • Duration:

    720 hours

  • Application Fee:

    $200 (Domestic)

    $300 (International)

  • Tuition Fee:

    $6,900 (Domestic)

    $8,625 (International)

Start Date

Live Online live-logo

Full Time: October 18, 2021 – June 24, 2022

Practicum:

May 17, 2022 – June 24, 2022

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In-Class

Full Time: January 24, 2022 – September 30, 2022

Practicum:

May 09, 2022 – May 27, 2022

and

September 12, 2022 – September 29, 2022

 

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Testimonials

Ashton College supports mature students like myself.  With all the challenges mature students often face in going back to school, it is often difficult to meet the demands.  My instructor Suzanne Adams was very understanding of her students’ needs and very accommodating.  I truly valued all the assistance I received in making my dreams of pursuing an education a reality.

Nicole Erakovic

Education Assistant: Program Overview


The Education Assistant Course provides students, who are working with individuals and their disabilities, with the necessary skills and knowledge to become effective in real-life educational settings. This program focuses on the most prevalent disabilities and their developmental, functional and educational impacts on an individual. The goal of the program is to fully equip and prepare students to work with individuals with special needs using various support and educational strategies to aid their learning.

Education Assistants need to have a detailed understanding of a given disability, as well as a rich arsenal of knowledge in educational and developmental strategies. This is why education becomes a crucial component that prepares future Education Assistants for a successful career.

Learning Objectives

Upon completion of the Education Assistant course, students will be able to demonstrate the following:

Knowledge

  • Ask critical questions to gain knowledge of how to support someone with a specific disability
  • Understand the needs and issues specific to the most prevalent disabilities, such as intellectual disabilities, autism, psychiatric, conduct, behavioural, hearing and vision impairments and major physical disabilities
  • Support and adapt educational strategies for the disabilities listed above
  • Gain an in-depth understanding of one disability
  • Develop strategies for carrying out research

Skills

  • Conduct comprehensive research into a specific disability to develop expertise
  • Analyze cases related to disabilities using collaborative and cooperative problem-solving strategies
  • Develop and make an effective presentation to the community on a disability

Attitudes

  • Recognize the importance of the individuality of a person who has a disability
  • Appreciate the complex relationship between the disability and the whole person
  • Become aware of how our own perceptions affect our understanding of disabilities

Career Opportunities As an Education Assistant

Graduates of the Education Assistant Diploma program will be able to obtain a position as an Educational Assistant in either private or public school settings. Other educational fields include:

  • After-school tutoring
  • Home support teams for children with autism
  • Respite care
  • Behaviour intervention assistance
  • Developmental disabilities programs and preschool environments (as an ECE Special Needs Assistant)

The demand for education assistants, either across the province or territories or in each specific school district, is dependent on the budget priorities, student enrollment, inclusion policies, and other hiring factors. Qualifications and hiring processes for education assistants may vary between the school districts.

 

Course Descriptions

EA 100: Introduction to Psychology

This course in psychology is designed to give the student the factual foundation in techniques. Through the study of human behaviour and mind, students will gain insights into the history of the field of psychology and will explore the past and current theories in such areas as cognition, motivation and wellness.

Learning Objectives

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

  • Gain a general knowledge of the major subfields of psychology
  • Attain a working understanding of some of the major theories in psychology
  • Develop the ability for critical thinking

EA 101: Human Development

This course focuses on research and theory and uses fundamental developmental issues as a foundation for integrating studies and for demonstrating how complementary research methods work together. It also demonstrates that the results of child-development research can be used to enhance the lives of children and their families. Students will increase their current knowledge of human development in the domains of physical, cognitive, social and emotional growth from infancy to adolescence.

Learning Objectives

Upon completion of this course the successful student will have reliably demonstrated the ability to:

  • Define developmental theory and explain how theories are used to understand child behaviour and development
  • Examine and discuss major theories of child development such as those of Piaget, Vygotsky, Freud, Erikson, and Bronfenbrenner.
  • Evaluate the effectiveness of theories in terms of their practical applications in parenting and teaching
  • Demonstrate knowledge of the physical, social/emotional, cognitive and language development of children, both typical and atypical, in major developmental stages
  • Examine and evaluate the role of family, teachers, and other professionals in facilitating children’s development
  • Analyze the effect of biological, environmental and cultural influences on development of children of all ages

EA 102: Disability Studies I

This course introduces students to a variety of low and high incidence disabilities, such as visual and hearing impairments, significant developmental delays, complex health issues, serious physical impairments and multiple disabilities. Extra syndromes covered in this course, outside of the textbook, are Angelman Syndrome, PKU and Fragile X.

Learning Objectives

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

  • Describe Universal Design for Learning and how it benefits the classroom
  • Apply Differentiated Instruction to different subject areas.
  • Describe the different learning and behaviour exceptionalities.
  • Describe chronic health conditions
  • Discuss diversity in the classrooms
  • Discuss how to enhance social relations

EA 103: Disability Studies II

Continuing from Disability Studies I (EA 102), this course is a thorough introduction to the field of disabilities across the lifespan, from early childhood to adulthood. Topics include service delivery models, speech and language disorders, cultural and linguistic diversity as applied to learning disabilities, emotional and behavioural disorders, classroom management, universal design, special gifts and talents and working with families. Extra syndromes covered in this course, outside of the textbook, are Cornelia de Lange, Dup15Q and Prader-Willi Syndrome.

Learning Objectives

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

  • Discuss the historical overview of special education
  • Discuss the different service delivery models used
  • Describe classroom adaptations and/or accommodations
  • Discuss the basic concepts of intellectual disability
  • Identify strategies for successful inclusion
  • Identify curricular content considerations for academic, social skills and transitional instruction
  • Identify changes in the Canadian family structure
  • Define and describe sensory impairments, traumatic brain injury, health problems and physical disabilities
  • Explain what speech and language disorders are

EA 104: Supporting Students with Autism Spectrum Disorders

This course introduces students to Autism Spectrum Disorders (ASD), its prevalence, history, treatment methods, strategies and interventions. Students will put together resource materials for use in their field of practice.

Learning Objectives

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

  • Explain the DSM-V criteria for ASD
  • Describe the history of ASD
  • Discuss the range of deficits seen in people with ASD
  • Apply evidence-based practices to assist students
  • Apply Discrete Trial Training procedures
  • Explain what sensory impairments are and their characteristics
  • Develop social stories, picture exchange communication binder, etc.
  • Explain the role of Autism centres in Canada

EA 105: Supporting Students with Fetal Alcohol Spectrum Disorders

This course introduces students to Fetal Alcohol Spectrum Disorders (FASD), its prevalence, history, treatment methods, strategies and interventions. Students will put together resource materials for use in their field of practice.

Learning Objectives

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

  • Discuss values, attitudes and stereotypes of FASD
  • Define FASD, incidence and prevalence rates
  • Explain why it is difficult to determine prevalence rates
  • Explain the risks of alcohol on the fetus
  • Discuss the impact of alcohol on a developing fetal brain
  • Discuss co-occurring medical problems and physical birth defects
  • Explain primary disabilities
  • Explain secondary disabilities
  • Apply instructional methods to assist learning
  • Explain the purpose of the FASD Wheel and LEIC form

EA 106: Understanding and Guiding Students with Challenging Behaviours

This course will emphasis Applied Behaviour Analysis, Positive Behaviour Supports and Functional Behavioural Assessments (POPARD). These traditional and current behaviour management philosophies are utilized daily in the dynamic learning environment of which you will be a part of. 

Learning Objectives

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

  • Describe the basic theory behind applied behaviour analysis
  • Discuss why there is concern about its use
  • Identify a target behaviour for modification
  • List and describe behavioural assessments, graphing and data analysis
  • Describe the options to increase or decrease the frequency of behaviour
  • Explain how to establish discriminations
  • Explain how to teach generalization and set up maintenance schedules
  • Outline the theory behind Positive Behaviour Supports
  • Demonstrate how to build positive relationships with students
  • Develop Individual Behaviour Support Plans

EA 107: Dyslexia and The Orton Gillingham Approach

This course will cover Dyslexia, its subtypes and interventions used in the school districts to help students succeed. Topics include the nature of the individual with Dyslexia, the principles of the Orton Gillingham Approach, multisensory instruction, Dyslexia and the brain; and the phonology, structure and history of the English Language.

Learning Objectives

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

  • Define dyslexia
  • Define and discuss the common learning disabilities subtypes
  • Explain the formal and informal assessment process
  • Define the principles of teaching literacy
  • Explain the multisensory approach to learning
  • Explain the Orton Gillingham approach and its history
  • Explain the development of reading
  • Demonstrate interventions

EA 108: Assistive Technology

This course is designed to show how assistive technology can be used in schools to enhance the teaching and learning of students with disabilities. It addresses the challenge of how teachers and educational assistants can use assistive technology in all kinds of classroom settings both to teach new skills to students and to provide students with access to the general education curriculum.

Learning Objectives

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

  • Define assistive technology
  • Discuss how to use assistive technology to support reading and writing
  • Explain universal design for learning and differentiated instruction.
  • Apply visual supports to support behaviour
  • Show how to integrate augmentative communication in the classroom, home and community
  • Explain the decision-making process in selecting appropriate assistive technology tools

EA 109: Developing Skills

This course is designed to give students a variety of workshops that will increase their specialization. Workshops include Floortime, Mindup, Touch Math and more.

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

  • Understand and apply the principles of Touch Math
  • Explain what ABLLS-R is and how it is used to evaluate students’ language skills
  • Explain the purpose of Floortime and how to use it
  • Apply mindfulness to the lives of students

EA 110: Practicum Orientation

In this course, students will be introduced to their Practicum requirements. Students will also get an overview of the working environment by discussing the various levels of support in the education system. Throughout this course, the role of the Education Assistant is emphasized. This course is designed to prepare students for their Practicum experience.

Course Prerequisites

EA 100, EA 101, EA 102, EA 103, EA 104, EA 105, EA 106, EA 107, EA 108, EA 109.

Learning Objectives

Upon completion of this course the successful student will demonstrate:

  • Gain awareness of the working environment.
  • Understand the purpose of practicum.
  • Understand the policies and requirements to complete the practicum.
  • Establish communication with Practicum Supervisor

EA 111: Field Practicum

This practicum offers the opportunity to integrate theory and skills in a supervised practice experience in a school setting (K-12). This practicum experience is a total of 144 hours. Dependent on school district, practicum may consist of one-6 week practicum or two-3 week practicums.

Course Prerequisites

EA 100, EA 101, EA 102, EA 103, EA 104, EA 105, EA 106, EA 107, EA 108, EA 109, EA 110.

Learning Objectives*

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

  • Execute the relationship between theoretical knowledge and practical application and the ability to apply knowledge to practice,
  • Perform skill development in a work context,
  • Identify the relationship between quality practice and organizational philosophy, structure, and policy and procedure,
  • Demonstrate professional and ethical practice,
  • Distinguish between the role and expectations for working with people who have disabilities across the lifespan and their role as an EA,
  • Follow professional obligations and commitments as outlined by a pertinent professional code of ethics,
  • Model and practice respect for diversity,
  • Facilitate inclusion and participation,
  • Identify appropriate learning content, strategies and routines for using alternative communication,
  • Design and implement appropriate instructional strategies,
  • Assist individuals to meet their personal needs in ways that empower, give dignity and increase self-esteem,
  • Identify barriers to the acquisition of skills,
  • Identify policies, protocols and intervention techniques for crisis situations,
  • identify strategies to maximize the communication potential of each situation,
  • Use a variety of observation/assessment tools in an objective manner,
  • Organize and write concise, effective documents,
  • Research and document information for a variety of audiences and purposes,
  • Use grammar and other writing conventions appropriately,
  • Demonstrate constructive techniques for managing interpersonal conflict in team and group situations,
  • Identify and analyze the context, message, audience and purpose of written documents,
  • Demonstrate self-awareness regarding one’s skills, personal style, and values when working in groups,
  • Communicate in a caring, respectful and clear manner,
  • Utilize strategies for community building and community connecting,
  • Use personal understanding of diversity/social justice issues to support and advocate for individuals in the community or school,
  • Integrate theoretical knowledge with practice experiences,
  • Establish effective relationships with children and/or adults

EA 112: Practicum Feedback

After completion of the practicum, students must complete a practicum report using the templates provided and hand their report to their instructor for final grading. After all reports have been submitted and graded, a feedback session will be held with the instructor.

Course Prerequisites

EA 100, EA 101, EA 102, EA 103, EA 104, EA 105, EA 106, EA 107, EA 108, EA 109, EA 110, EA 111.

Learning Objectives*

Upon completion of this course, the successful student will have reliably demonstrated the ability to:

  • Articulate and share learning experiences gained from Practicum with classmates.
  • Reflect on experience to identify personal and professional growth.
  • Gain perspective from classmates and understand the role and responsibilities of an Education Assistant within a school setting.

 

Admission Requirements

General Admission Requirements

All Applicants, unless seeking Mature Student status, must provide proof and satisfy the following criteria:

  • Successful completion of a high school diploma or Adult Graduation Diploma; AND Are or will reach the age of nineteen (19) years on or before the start of the Program; or If less than nineteen (19) years of age on or before the start of the desired Program, have parental or guardian consent.
  • To qualify as a Mature Student, an Applicant must satisfy the following criteria:
    • Be 21 years of age or older; AND
    • Have not completed a high school diploma or an Adult Graduation Diploma; or
    • Have not attended high school for at least four (4) years; and/or
    • Have not received recognition for prior post-secondary education and training.

Applicants who qualify as Mature Students may be admitted to a Program at the discretion of the Registrar. In lieu of graduation documentation, the Registrar may require Applicants to provide any or all of the following:

  • Transcripts of completed education (secondary school or coursework at other post-secondary institutions);
  • Professional reference(s) from current or former employer(s);
  • Statement of intent clearly outlining the Applicant’s career goals and reasons for believing they will succeed in the desired Program;
  • Personal profile; and/or
  • Other forms of documentation that would aid in an Applicant’s candidacy.

Mature Students must meet all program-specific and non-academic requirements and, if deemed necessary, may be required to complete a pre-admission placement examination to determine academic readiness.

English Language Proficiency Requirements

Applicants must meet the College’s English Language Proficiency Requirements in ONE of the following ways:

  • Achieving a grade of 70% or higher in Canadian provincial/territorial English 12 or English Literature 12, or an equivalent examination; or
  • Immediately prior to applying to the College, completing two or more consecutive years of full-time post-secondary education in English within Canada or a country listed below; or achieving the competency standard of one of the Tests of English Language Proficiency
Two years of completed post-secondary study in English are accepted from the following Countries:

Antigua and Barbuda, Australia, Bahamas, Barbados, Belize, Bermuda, Botswana, British Virgin Islands, Cayman Islands, Dominica, Falkland Islands, Fiji, Gambia, Ghana, Grenada, Guam, Guyana, Ireland, Jamaica, Kenya, Lesotho, Liberia, Malta, Mauritius, Montserrat, New Zealand, Nigeria, Seychelles, Sierra Leone, Singapore, South Africa, St. Kitts and Nevis, St. Lucia, St. Vincent & The Grenadines, Tanzania, Trinidad & Tobago, Turks and Caicos Islands, Uganda, United Kingdom, United States of America, Zambia, Zimbabwe

Acceptable English Language Proficiency Tests and Scores:
  • Cambridge English Advanced (CAE): A minimum score of 58.
  • The Canadian Academic English Language Assessment (CAEL): A minimum score of 60
  • Canadian English Language Proficiency Index Program (CELPIP): Academic Level of 4L and a CELPIP-General Level 7 in all components
  • Canadian Language Benchmarks (CLB): A minimum score of 7
  • International English Language Testing (IELTS): Academic level with a minimum overall score of 6.0
  • International Test of English Proficiency (iTEP): Academic Level 3
  • Michigan Test of English Language Proficiency (MELAB): A minimum score of 76
  • Test of English as a Foreign Language (TOEFL):
    • Internet-based test: Academic Level with a minimum score of 79-80 (19-20 on each band); or
    • Paper-based test: 550 score; 23 on each for Reading, Writing, and Listening
  • Duolingo: 110 (Temporary until December 2021)

Additional requirements

Applicants should also provide the following additional documents. These additional mandatory requirements apply prior to commencing practicums and not at the time of admission.

  1. Clear criminal records search for the vulnerable sector.
  2. TB test and/or X-ray and Certificate of Health.

Dates

Live Online

Full Time:

  •  October 18, 2021 – June 24, 2022
    • Webinars are held Tuesdays & Thursdays from 5:30 pm – 8:30 pm PST
    • Seminars and laboratory times are decided at the start of the cohort
    • 720 hours (36 weeks), including:
      • 190 hours of synchronous instruction and 380 hours of asynchronous e-learning modules (30 weeks)
      • 144 hours (6 weeks) practicums

In-Class

Full Time:

  • January 24, 2022 – September 30, 2022
    • Webinars are held Monday to Friday from 8:30 am – 12:30 pm  PST
    • Seminars and laboratory times are decided at the start of the cohort
    • 720 hours (36 weeks), including:
      • 190 hours of synchronous instruction and 380 hours of asynchronous e-learning modules (30 weeks)
      • 144 hours (6 weeks) practicums

 

Fees

Tuition fees for this program are due and payable 2 weeks prior to the cohort start date. Students with guaranteed funding arrangements will be exempt from this requirement provided they produce proof of funding before the cohort start date.

All formats of the program are eligible for Canada Student Loans, other forms of government funding, and bank financing. However, students are responsible for making their own funding arrangements and are advised to contact the relevant funder well in advance of the start date to make an application.

Application and tuition fees for this program are as follows:

  • Application fee: $200 (Domestic Students) or $300 (International Students)
  • Tuition fee (Online): $6,900 (Domestic Students) or $8,625 (International Students)

Note: Tuition fees do not include the cost of the required textbooks. The approximate textbook fee is $875.

Technical Requirements

Live Online Students

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

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

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