Prepare to participate in field placements. Investigate the role of the Educational Assistant, and collaborate with other professionals through research, interviews and guest speakers.

Foundations of Education will review the historical development, legislation, ethical practices, access to services, the special education team, and the EA role. Curriculum documents, the Canadian Charter of Rights and Freedoms, the AODA , workplace Safety and other legislation will be discussed. Students will develop awareness of the rights, responsibility and supports for working with exceptional students across a variety of settings.

The student will explore components of interpersonal communication through listening skills, perception checking, dealing with conflict and understanding verbal/non-verbal messages. Personality inventories will be implemented to understand the development of self-concept. Analyze and state the factors for developing a positive lifestyle by implementing case studies. Task analysis will also be explored, which will assist in organizing and analyzing information and situations at various behavioural levels. Learn about various viewpoints regarding behaviour management including philosophy, approaches, specific techniques and how to implement these methods in an educational setting.

Develop technology skills to effectively support students at all levels. Examine technology literacy skills and the use of technology in education to access and maximize learning in all areas of the Ontario curriculum. If you do not have adequate basic computer skills (word processing and internet searching), you must take an introductory computer course.

Using an online program, IXL Math, math skills to a grade 10 level will be reviewed, following the five strands of math as per the Ontario curriculum guidelines set by the Ministry of Education. Students will review concepts in Number Sense and Numeration, Measurement, Geometry, Patterning and Algebra, and Data Management and Probability. In class work will focus on creating visual representations of math concepts and problems to assist exceptional learners. A range of hands on and virtual manipulatives will be explored.

Students will develop strategies to manage personal safety concerns and safety issues for students. Relevant to the EA role, students will review Safety legislation, receive training on WHMIS, AODA, safe physical care, lifts, physical restraint, medication, and special conditions (e.g. allergies, mental health). This course must be completed prior to registering for a placement.

Examine opportunities and challenges presented to the Educational Assistant with increasingly diverse educational settings. Develop a knowledge base, sensitivity and awareness of strategies to support inclusiveness and equity in the classroom for all students, especially those from marginalized groups.

Behaviour and Mental Health Challenges will focus on the role of the Educational Assistant in managing behaviour and supporting those with behaviour and mental health challenges. Through the identification and awareness of symptoms, strategies and interventions, students will become familiar with available resources and supports in both the school and community. The development of a continuum of strategies in response to escalating behaviours and evaluating implementation through concrete data collection will prepare students to effectively manage behaviour and support mental health challenges.

This course introduces the student to the knowledge base developmental psychology provides as a guide to social service practice. Students will become familiar with the range of social, emotional, physical and psychological factors affecting human development throughout the lifespan.

Please note: Due to similar content covered in this course and courses in the Early Childhood Education (ECE) diploma program, PSY106 will not accepted as a General Education elective credit for ECE.

This course will provide an opportunity to become familiar with adaptive devices, both hardware and software, that will provide the Educational Assistant with valuable skills when working with students.

Designed to familiarize the Educational Assistant with Literacy, Mathematics and other subjects areas of the Ontario Curriculum. Lessons focus upon the strategies and skills EAs may use to assist students' development of curriculum expectations. Issues related to concrete materials and technology will also be addressed.

Details the types of communications exceptionalities (e.g. autism, L.D.) and implications of these for students with communication challenges in an educational setting. It will cross reference related, previously-learned material (e.g. behaviour management) and other aspects of communications.

Understanding the concepts of Total Communication and its use within a classroom setting will help support the role of the Educational Assistant. Total Communication will focus on many combined elements including visual communication, hearing loss, body language interpretation, non-verbal communication and assistive devices.

A comprehensive examination of the Autism Spectrum Disorder, this course will provide educational staff with the tools they need to work successfully with children diagnosed with this complex condition. Pulling content information from a team of professionals including school boards, Hamilton Health Sciences Corporation, and including International Autism authorities Dr. Peter Szatmari and Dr. Lonnie Zwaigenbaum, a strong emphasis will be placed on communication, social skills, behavioral challenges, family, sensory and educational issues.

The main objective of this course is to prepare Educational Support students to assist students by understanding how we learn. Students will acquire knowledge about how we learn and remember information. They will develop problem-solving skills. They will develop strategies for identifying and assessing learning styles and preferences and gain experience in differentiating curriculum based activities to meet the needs of a variety of learners.

Transition Planning will develop the skills and awareness of supports available to assist the exceptional learner with transitions throughout school, and ultimately to adulthood. Learning will focus on maximizing the exceptional learners potential and autonomy through developing basic life skills, vocational training and job readiness. As an EA or job coach, ES students will collaborate to support the transition to successful living; including vocational, residential, social and recreational opportunities. Portfolio development and job search skills for the EA and for the exceptional learner, will also be a major component of the course.

Intellectually Challenged: will describe intellectual challenges, team roles, expectations, skills and supports for individuals who are intellectually challenged. Physically Challenged will describe various types of physical challenges and how to effectively assist students with physical challenges. Multiply Challenged will describe multiple challenges, roles, exceptions, skills and supports for individuals with multiple challenges.