Education Assistant Diploma

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

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

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

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

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

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

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

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

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

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

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/

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

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

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

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

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

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

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.