Education Assistant Diploma

  • Format:

    Online

  • Duration:

    Full-Time
    41 weeks
    (Including breaks)

    Part-Time
    61 weeks
    (Including breaks)

  • Application Fee:

    $40 (Domestic)

    $140 (International)

  • Tuition Fee:

    $6,900 (Domestic)

    $8,625 (International)

    + textbook fee

    ~$400

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Start Date

Online

SPRING SEMESTER
Full-Time
Program Duration:  May 6, 2024 – February 28, 2025

Synchronous: Mondays, Wednesdays, and Fridays; Times: 8:30 am to 12:30 pm PST

Asynchronous: Tuesdays and Thursdays

Practicum: January 20, 2025 – February 27, 2025

All synchronous sessions are recorded and are available for asynchronous viewing for seven days after the synchronous session.

Online

SPRING SEMESTER
Part-Time
Program Duration: April 8, 2024 – June 20, 2025

Synchronous: Mondays and Fridays; Times: 5:00 pm to 9:00 pm PST

Asynchronous: Wednesdays

Practicum May 12, 2025 – June 19, 2025

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Testimonials

It was such a great experience being in the Ashton program! I love the way they arrange the EA program. Also, courses 103-104 were a wonderful experience by Todd Schleyer! He is one of the best teachers who knows his students well and makes strong relationships with his students. Thanks, Ashton College being trustable and supportive.

Sara Soleymani – EAD Alumni, 2022

I found each course module extremely interesting and engaging, with each one building on the previous knowledge we had gained. I think my practicum was probably my favorite part of the whole course. You see, I knew I loved the course, but I was so nervous about the thought of the “real world.” Would I like it? Am I prepared well enough? Well, after the first week, I loved it, and I knew I had chosen the best career for me.
Thank you!

Bethany Gallant, Education Assistant Diploma, 2023

Very convenient, online classes were fun, and student services was great.

Lianna Rossander – EAD Alumni, 2022

Overview


The Education Assistant Diploma helps students learn how to work with people who have disabilities. The online program focuses on the most common disabilities and their effects on a person's development, abilities, and education. The goal of the Education Assistant Diploma Online is to help students become better equipped to work with individuals with special needs 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

At the end of the Education Assistant Diploma Online, 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 disabilities, such as intellectual disabilities, autism, psychiatric, conduct, 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 with 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 program will be able to obtain a position as an Education 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 budget priorities, student enrollment, inclusion policies, and other hiring factors. Qualifications and hiring processes for education assistants may vary between 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

None.

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

None.

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

None.

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

None.

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

None.

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

None.

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

None.

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 (30 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

None.

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

None.

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, and 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

 

View practicum guidelines and FAQs: www.ashtoncollege.ca/practicum-and-community-field-experience/

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, and 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, and 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

Subject to change without notice

Michelle Hildebrandt Ashton College InstructorMichelle Hildebrandt

Michelle Hildebrandt has been working in the field of Applied Behaviour Analysis since 2016 and has been a Registered Behavior Technician (RBT) 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 Autism Spectrum Disorder (ASD).

 

Paula Leach Ashton College Instructor 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 nine years in schools across 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.

 

Paige Leung Ashton College InstructorPaige Leung

Paige Leung began her career in applied behaviour analysis as a home-based behaviour interventionist, where she found her passion working with children and their families. She now has a Bachelor of Arts in Child and Youth Care and a Master of Arts in Special Education with a concentration in Applied Behavior Analysis. Since completing her education, Paige has become a Board Supervised Behavior Analyst (BCBA) where she continues to work in both clinical and private settings.

 

Valerie Ostara Ashton College InstructorValerie 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 Bachelor of Arts in Education with a focus on Secondary Alternative Education and Counselling, Atypical Adolescents and a Bachelor in Child and Youth Care from MacEwan University. She is looking forward to teaching and mentoring students in their learning journeys.

 

Loraine Regisford Ashton College InstructorLoraine Regisford

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

 

John-David Robb Ashton College Instructor 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 Master’s in Education and currently sits on a panel with the Geneva Centre for Autism. He has also completed introductory training with the Hadley School for the visually impaired and Applied Behaviour Analysis (ABA) training.

 

Todd Schleyer Ashton College InstructorTodd 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.

 

Heelai Temor Ashton College InstructorHeelai 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.

 

Alyssa Schienbein

Alyssa Schienbein is passionate about working in the area of child development with people who have exceptionalities. From anxiety to Down’s syndrome to cerebral palsy to trauma, Alyssa is versed and continually learning. Her goal is to provide fun, engaging, and educational activities that help target lagging skills. Alyssa creates an inclusive and welcoming environment and strives to provide top quality education in her programs.

As an educator she specialises in creating unique learning opportunities to enhance important skills like literacy, numeracy and motor skills and movement. In addition to working as an elementary school teacher, she has spent the last 9 years working with people with exceptionalities ranging from ages 4 to 84. As a Care Aide and Respite Worker, Alyssa has been able to connect on a personal and professional level – gaining increased admiration and understanding with each new client.

Alyssa has a Bachelor of Education, a Special Education Certification and has completed a Master of Special Education and Educational Psychology from the University of Saskatchewan.

 

Camece Samms

Camece holds a Child and Youth Work diploma, Social Service Worker diploma and a certificate in Children’s Mental Health. Most recently, she graduated from the University of Guelph-Humber with a BASc in Family and Community & Social Services.

She worked as a Special Needs Educational Assistant with Peel District School Board for 13 years. During her time at PDSB, she worked in various roles such as: Focus on Youth Program Assistant, Learning Recovery Tutor, Professional Learning Module Facilitator and finally Work Experience Coordinator. In this role, she assisted special needs students ages 19-21 with securing work experience and worked with local businesses to promote, develop, and implement employment experiences for students. Camece has transitioned to working in the Career & Employment Sector and has worked as a Resource and Information Specialist and is now a Co-op Consultant at Georgian College.

Her desire to see individuals overcome barriers to achieve their true potential is what drives her in her day to day work. She is looking forward to empowering students at Ashton College.

 

Jennifer O’Brien

Jennifer O’Brien is a passionate educator who has been working in the field for almost 23 years. She holds a Bachelor Degree as well as a Master of Education from Memorial University of Newfoundland in St. John’s and currently works for the Fort McMurray Catholic School District as a Classroom Support Teacher. Over the years, Jennifer has worked in a variety of educational settings with students in the Early Entry Program through to grade twelve. Her goal is to guide and inspire teachers and educational assistants to grow their inclusive practices and strategies while supporting students with a variety of developmental disabilities. As a parent of two teenagers with special needs, she understands how impactful the appropriate support can be on student learning and mental health. Jennifer strives to create comfortable and safe learning environments where students are not only challenged but also empowered to be at the centre of their own learning and actively engaged. She is excited to begin this new chapter of her career at Ashton College!

 

Desroy Headley

Child and Youth Care Practitioner, Education Assistant
Desroy Headley holds a Bachelor of Education, an Advanced Diploma, and a Master of Arts in Child and Youth Care. He is currently completing a certificate program in Behavioural Health. As a Practitioner, he has worked in community-based counselling, primarily offering mental health support to children, adolescents, and families with complex needs related to family issues, bullying, discrimination, substance abuse, and mental health challenges.

In his scope of practice, Desroy has worked in group homes, IBI centres, schools, and mental health organizations, providing mental health support and clinical guidance through a range of therapeutic approaches and modalities. These encompass Art and Play Therapy, DBT and CBT, Mediation and Talking Circles, and Wrap Around Therapy, among others. Desroy also provides therapeutic assistance to children, families, and adults with ASD, ADHD, and FASD, remaining fervently committed to supporting the developmental disabilities sector.

In his practitioner role, Desroy has also devised crisis response plans and programs tailored to meet the specific needs of the individuals and families under his care. He has also extended his mental health care and support to Northern Indigenous communities, serving youth and families. Through these diverse experiences, he has cultivated a deep passion for mental health and trauma work, which is integral to his identity as both a practitioner and an educator.

 

Megan Delcourt

Megan Delcourt – Pereira is excited to join the faculty at Ashton College. With 15 years of experience in the public education sector, Megan looks forward to offering insight and evidence-based methodologies to students. She holds both an undergraduate and postgraduate degree in Psychology and is currently a PhD candidate.
Megan’s goal is to inspire and challenge those entering the public education sector, providing them with the tools necessary to support and serve children and adolescents with a variety of exceptionalities. Together with her students, she wants to learn, grow, and inspire each other.
Some of Megan’s passions include cottaging, photography, animals, design, travel, and working with hard-to-serve children and youth.

Zeinab Chalhoub

Zeinab Chalhoub has worked with individuals with Autism and Attention Deficit Disorder for over ten years. Her career began in her hometown in Ontario, where she trained and worked with individuals with a wide range of disabilities. Her previous role as co-director at Autism Services Inc. allowed her to work and train staff members who were upcoming in the field of Educational Assistants.
Zeinab has experience working in classroom and therapeutic/clinical settings, implementing applied behavioral analysis strategies. As a long-term respite worker and Instructor therapist, she is driven to support all students and enhance their learning potential to the best of her abilities. As an Ontario Certified Teacher, Zeinab enjoys working with students and facilitating a classroom environment that is welcoming and inclusive to all her learners.
Zeinab graduated from the University of Windsor, Ontario, with a bachelor’s degree in Movement Science (Kinesiology), minoring in Psychology. She also holds a bachelor’s degree in education and is a certified trainer in Behavior Management Systems.

Carlye McCloy-Brown

Carlye is originally from the UK and started her career as an Education Assistant. After working with a number of students diagnosed with Autism, she later moved to London to work in a specialist Autism, Communication, and Behavioural School to better understand the needs of students and their families. She then had the opportunity to complete her teacher training through a Graduate scheme, which enabled her to train as a Special Education Teacher. Alongside this, she obtained a Postgraduate Diploma in the Psychology of Education and was also a student Research Assistant, contributing to a published paper about Autism and Mental Health. Before leaving the UK, she worked as a Classroom Teacher, Subject Coordinator, Staff Governor, and Trainee Teacher Mentor.

Since moving to Canada, Carlye has continued to work within the Autism Community here in BC through a number of different roles. These include Program Facilitator, Intergenerational Sing & Sign Teacher, Family-School Liaison Consultant, Transition Specialist, Neurodiverse Early Years & Events Coordinator, and Neurodiverse Office & Resources Coordinator. Carlye currently works as a Positive Behaviour Consultant, supporting families who need additional support.

Throughout her work, Carlye believes that a positive relationship with her students and their families is key. She strives for a collaborative approach through transparent communication and mutual respect, taking into account everyone’s goals, strengths, and preferences as much as possible, especially those of the child or young person. Carlye is extremely passionate about teaching, as it’s in her DNA as a 3rd Generation Teacher. With 15 years of experience in the field, she cannot imagine doing anything else in this challenging yet rewarding career.

She is looking forward to sharing her knowledge and experiences with others so that they too have the right tools and approaches to make a difference to children and young people within our community. It is an honour to have the opportunity to inspire the next generation of Education Assistants, Teachers, behaviour and Communication Specialists, and beyond.

Anne Miller, Board Certified Behaviour Analyst, Teacher

Anne Miller has been working in the field of Education and Applied Behaviour Analysis since 2000. She holds a Master of Science in Teaching, is a member in good standing of the Ontario College of Teachers, and is a Board Certified Behaviour Analyst.
Anne has experience supporting individuals with multiple exceptionalities, including ASD, FASD, ABI, Trauma, and Intellectual Disabilities. She is passionate about the use of Applied Behaviour Analysis and Positive Behaviour Supports to prevent and reduce student problem behaviour while increasing communication, coping, and self-regulation skills.
Anne works full-time as a Behaviour Analyst with the Simcoe County District School Board and provides professional development learning opportunities to educational assistants, teachers, and administrators. Her passion has always been in education, and she looks forward to sharing her experience with the students at Ashton College.

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

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

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.

Fees

Tuition fees for the program are payable in 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. International students are required to pay tuition fees in full at least two weeks prior to the 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 $400.
Ashton College does not sell textbooks directly. Students are required to purchase their textbooks through third-party vendors.

Technical Requirements

Get the Best of Both Worlds: Live and Asynchronous Learning at Ashton College

Ashton College understands that everyone learns differently, which is why we offer a unique blended learning approach for our live online courses. This approach combines the real-time interaction and immediate feedback of live sessions with the flexibility and self-paced learning of asynchronous materials.

Experience the benefits of both worlds:

Live Online Sessions:

Interact with instructors and classmates in real-time using interactive sessions, breakout rooms, and screen sharing.

Get instant feedback and ask questions for a deeper understanding.

Asynchronous Learning:

Learn at your own pace with recorded lectures, online readings, and discussion forums.

Review materials as needed and revisit difficult concepts for better comprehension.

We encourage you to participate in both components to maximize your learning experience:

Enjoy the interactivity and community of live sessions.

Benefit from the flexibility of studying at your own pace.

Technical Requirements:

Computer System: Fully functional computer with webcam, speakers, and microphone (headset recommended).

Internet Connection: Reliable high-speed internet connection.

Device: While accessible on 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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