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

  • Format:

    Live Online and In-Class

  • Duration:

    720 hours

  • Application Fee:

    $40 (Domestic)

    $140 (International)

  • Tuition Fee:

    $6,900 (Domestic)

    $8,625 (International)

    + textbook fee

    ~$350

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Start Date

Term : Fall

Live Online live-logo

Full Time: September 12, 2022 – May 23, 2023

 

For the schedule, please refer to the dates section

In-Class

Full Time: September 12, 2022 – May 26, 2023

 

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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

When I was taking the EAD course during last year I was already on call. This past September I continued to be on call, then landed a temporary position in December which turned into a continuing in January! There is definitely a shortage out there, with less EAs on the on call list and more positions opening up. The EAD course at Ashton College has opened my eyes to a lot of needs out there to be a better EA. If I can I really try and help and check on every student.

Patricia Toop, Education Assistant Alumni, 2021

Education Assistant: Program Overview


The Education Assistant Course helps students learn how to work effectively with people who have disabilities. The program focuses on the most common disabilities and their effects on a person's development, abilities, and education. The goal of this program is to help students become better equipped to work with special needs individuals by teaching them different support and educational strategies.

Education Assistants need to be able to understand disabilities in detail, as well as have a lot of knowledge about 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 research into a specific disability to develop expertise
  • Analyze cases related to disabilities using collaborative problem-solving strategies
  • Develop an effective presentation to the community on a disability

Attitudes

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

Career Opportunities As an Education Assistant

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

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

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

 

Course Descriptions

EA 100: Introduction to Psychology (60 hours)

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

Course Prerequisites

None.

Learning Objectives

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

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

EA 101: Human Development (60 hours)

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

Course Prerequisites

EA 100.

Learning Objectives

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

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

EA 102: Disability Studies I (60 hours)

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

Course Prerequisites

EA 100, EA 101.

Learning Objectives

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

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

EA 103: Disability Studies II (60 hours)

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

Course Prerequisites

EA 100, EA 101, EA 102.

Learning Objectives

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

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

EA 104: Supporting Students with Autism Spectrum Disorders (75 hours)

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

Course Prerequisites

EA 100, EA 101, EA 102, EA 103.

Learning Objectives

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

  • Explain the DSM-V criteria for ASD
  • Describe the history of ASD
  • Discuss the range of deficits seen in people with ASD
  • Apply evidence-based practices to assist students
  • Explain what sensory impairments are and their characteristics
  • Develop social stories, picture exchange communication binder, etc.
  • Summarize the role of Autism centers in British Columbia and across Canada as applicable

EA 105: Supporting Students with Fetal Alcohol Spectrum Disorders (60 hours)

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

Course Prerequisites

EA 100, EA 101, EA 102, EA 103, EA 104.

Learning Objectives

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

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

EA 106: Understanding and Guiding Students with Challenging Behaviours (90 hours)

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

Course Prerequisites

EA 100, EA 101, EA 102, EA 103, EA 104, EA 105.

Learning Objectives

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

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

EA 107: Dyslexia and The Orton Gillingham Approach (45 hours)

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

Course Prerequisites

EA 100, EA 101, EA 102, EA 103, EA 104, EA 105, EA 106.

Learning Objectives

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

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

EA 108: Assistive Technology (45 hours)

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

Course Prerequisites

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

Learning Objectives

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

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

EA 109: Specialized Skills (30 hours)

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

Course Prerequisites

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

Learning Objectives

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

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

EA 110: Practicum Orientation (3 hours)

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

Course Prerequisites

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

Learning Objectives

Upon completion of this course the successful student will demonstrate:

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

EA 111: Field Practicum (144 hours)

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

Course Prerequisites

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

Learning Objectives*

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

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

EA 112: Practicum Feedback (3 hours)

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

Course Prerequisites

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

Learning Objectives*

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

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

 

Faculty*

Suzanne Adams, Program Director

I have had the honour of working in the human services field in different capacities for over 30 years, from assisting adults with developmental disabilities to live their lives more fully to working within classroom environments. My roles in this field have provided me with experience and insight into the BC school system and the needs of students. I am a lifelong learner and continue to take courses, attend conventions and workshops to continue my professional development so that students always receive the best of me.

 

Michelle Hildebrandt

Michelle Hildebrandt has been working in the field of Applied Behaviour Analysis since 2016 and has been a Registered Behaviour Technician since 2018. She is currently pursuing her Master’s Degree at Western University in Professional Education with a specialization in Applied Behaviour Analysis. Michelle has worked with both children and adults diagnosed with developmental disabilities. She currently works at a day centre providing behaviour-analytic services to adults diagnosed with ASD.

 

Tammy Lavigne

Tammy Lavigne has taught elementary and middle school students for over 18 years. She has taught in self-contained classrooms and inclusive classrooms as a classroom teacher, special education teacher and behaviour specialist. She has taught students with autism, multiple disabilities, visual impairments, chronic health issues, anxiety, trauma, ADHD and behavioural or emotional issues. She believes that to be an effective teacher, her students must feel safe and valued first. She looks forward to helping future students become educational assistants.

 

Paula Leach

Paula Leach has a passion for education and supporting learners. She has a Master’s Degree in Special Education and has worked as a special education teacher for 9 years in schools in British Columbia and Saskatchewan. Before this experience, she worked as an education assistant for middle school and high school students and through an elementary behaviour support program.

 

Valerie Ostara

Valerie Ostara’s career started as a Youth Worker and has evolved into working as a Life Skills Coach, Special Education Teacher (Mental Health and Behavioural programs), counsellor, anxiety specialist, and Human Services instructor at schools across Alberta. She has her BA in Education with a focus on Secondary Alternative Education and Counselling, Atypical Adolescents as well as Bachelor in Child and Youth Care from MacEwan University. She is looking forward to teaching and mentoring students in their learning journeys.

Loraine Regisford

Loraine Regisford has a Master’s of Education Degree, a Bachelor of Arts in Public Administration as well a Diploma in Community Development. She also holds numerous certifications applicable to the Human Services environment. Loraine has been teaching post-secondary for a number of years. With over 30 years of experience in Human Services, she has significant experience working within the public and private sectors. Her career has given her the opportunity to work with a variety of clients and within diverse communities.

 

John-David Robb

John-David has worked in education for close to 20 years in different capacities ranging from Educational Assistant to ESL teacher. He holds a Masters in Education and currently sits on a panel with the Geneva Centre for Autism as well as having completed introductory training with the Hadley School for the visually impaired along with ABA training.

 

Todd Schleyer

Todd Schleyer (BA, Cognitive Behavioral Psychology) has worked as a District Behavioural Resource and SEL educator/facilitator to over 100 schools in his local school district. He has over 20 years of experience working with children and adults in the field of special education, community mental health and developmental disabilities.

 

Aneta Stolba

Aneta has a Bachelor’s in Adult Education and Digital Technology and is in the process of acquiring a Masters in Education. As part of her recent research, Aneta developed an employer centered educational program for the North Shore Connexions Society that aims to improve employment opportunities for individuals with special needs. Aneta has a comprehensive background in teaching, as she has worked as a Kindergarten teacher, education assistant and adult educator over the last 25 years.

 

Heelai Temor

Heelai Temor has a Bachelor’s Degree in Sociology and Environmental Studies from the University of Toronto, a Post-Graduate Certificate in Behavioural Science with Honours from Humber College, and has recently completed her Bachelor of Professional Studies (Primary/Junior) from Niagara University. Currently, Heelai is a teacher with the Peel District School Board and has been working with grade four students as a homeroom teacher for the past two years.

 

 

*Subject to change without notice

Admission Requirements

General Admission Requirements for Domestic Students

Domestic students need ONE of the following:

  • Canadian Passport
  • Certificate of Canadian Citizenship
  • Confirmation of Permanent Residence
  • Legal documentation from IRCC

And you must prove the following:

  • You have successfully completed a B.C. Secondary School diploma or the equivalent of one
  • You are at least 19 years old before the first day of your program

English Language Proficiency Requirements for Domestic Students

Are you a domestic student?

You must show your language proficiency in ONE of the following ways:

  • Completion of BC English Studies 12, English First Peoples 12 or Literary Studies 12 with a minimum grade of C+ (or equivalents); or
  • Completion of three or more consecutive years of secondary education or two or more consecutive years of post-secondary education at a recognized institution where the language of instruction is English; or
  • Achieve the competency standard of a Test of English Language Proficiency as set out in Section 5.4 below. Scores for standardized English language tests are only valid for a 24-month period from the date of testing.

English is presumed to be the language of instruction in the following countries:

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

Approved English Language Proficiency Tests and Scores

  • Cambridge English Advanced (CAE): minimum score of 58 or C
  • The Canadian Academic English Language Assessment (CAEL): minimum score of 55
  • Canadian English Language Proficiency Index Program (CELPIP): General 6
  • Duolingo: minimum score of 110 (temporary due to COVID)
  • International English Language Testing (IELTS): academic level with a minimum overall score of 6.0
  • Test of English as a Foreign Language (TOEFL) internet-based test: academic level with a minimum score of 79-80 and a minimum of 19-20 on each band
  • Test of English as a Foreign Language (TOEFL) paper-based test: minimum score of 550 and a minimum of 23 each for reading, writing, and listening

General Admission Requirements for International Students

International students need:

  • A valid passport from their country of citizenship and a valid study permit

And you must prove the following:

  • You have successfully completed a B.C. Secondary School diploma or the equivalent of one
  • You are at least 19 years old before the first day of your program

English Language Proficiency Requirements for International Students

Are you an international student?

You must show your language proficiency in ONE of the following ways:

  • Completion of BC English Studies 12, English First Peoples 12 or Literary Studies 12 with a minimum grade of C+ (or equivalents); or
  • Completion of three or more consecutive years of secondary education or two or more consecutive years of post-secondary education at a recognized institution where the language of instruction is English; or
  • Achieve the competency standard of a Test of English Language Proficiency as set out in Section 5.4 below. Scores for standardized English language tests are only valid for a 24-month period from the date of testing.

English is presumed to be the language of instruction in the following countries:

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

Approved English Language Proficiency Tests and Scores

  • Cambridge English Advanced (CAE): minimum score of 58 or C
  • The Canadian Academic English Language Assessment (CAEL): minimum score of 55
  • Canadian English Language Proficiency Index Program (CELPIP): General 6
  • Duolingo: minimum score of 110 (temporary due to COVID)
  • International English Language Testing (IELTS): academic level with a minimum overall score of 6.0
  • Test of English as a Foreign Language (TOEFL) internet-based test: academic level with a minimum score of 79-80 and a minimum of 19-20 on each band
  • Test of English as a Foreign Language (TOEFL) paper-based test: minimum score of 550 and a minimum of 23 each for reading, writing, and listening

General Admission Requirements for Mature Students

Do you identify as a mature student?

To qualify, you must meet the following requirements:

  • You are at least 19 years of age at the start of their program
  • You have not completed a B.C. Secondary School diploma or the equivalent of one

Application Requirements

Mature Students must submit ALL of the following:

  • At least one letter of reference from a person who is not related to you
  • A statement of intent clearly outlining your career goals and your reasons for believing you will succeed in the program
  • A personal profile of 250 words or less

Additional Requirements

You must meet all of the program-specific and non-academic requirements where listed. In some cases, you may need to complete a placement exam to determine academic readiness.

 

Additional Requirements for All Students

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

  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:

  • September 12, 2022 – May 23, 2023
    • Webinars are held Tuesdays & Thursdays from 5:30 to 8:30 pm PST
    • Students must devote at least 20 hours per week to attending webinars, seminars, and laboratories online
    • Seminars and laboratory times are decided at the start of the cohort
    • 720 hours (36 weeks), including:
      • 576 hours (30 weeks) of instruction
      • 144 hours (6 weeks) of practicum
  • Practicum: April 12, 2023 – May 19, 2023

In-Class

Full Time:

  • September 12, 2022 – May 26, 2023
    • Classes are held Monday to Friday from 4:00 pm – 8:00 pm  PST
    • Students must devote at least 20 hours per week to attending classes, seminars, and laboratories in-person
    • Seminars and laboratory times are decided at the start of the cohort
    • 720 hours (36 weeks), including:
      • 576 hours (30 weeks) of instruction
      • 144 hours (6 weeks) of practicum
  • Practicum: April 17, 2023 – May 25, 2023

Fees

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

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

Application and tuition fees for this program are as follows:

  • Application fee: $40 (Domestic Students) or $140 (International Students)
  • Tuition fee (Online): $6,900 (Domestic Students) or $8,625 (International Students)

Note: Tuition fees do not include the cost of the required textbooks. The approximate textbook fee is $350.

Technical Requirements

Live Online Students

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

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

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