Educational Support
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Program Overview
The Educational Support program will give you the skills to become an Educational Assistant. Become a teaching assistant and make a difference in the lives of learners.
Program Details
Program Code
EDS1W
Credential:
Ontario College Diploma
Duration
60 weeks
Start Dates
Locations
Availability
Full Time Offerings
2024 September
Woodstock
Open
2023 September
Woodstock
Closed
Your Learning Experience
Our Educational Support program will give you the knowledge and skills to support a wide range of exceptionalities as a teaching assistant. You will learn how to develop strategies to encourage independence in accordance with learners’ Individual Education Plans (IEPs) including areas such as mobility, communication, and personal hygiene.
Additionally, you will have real-life opportunities to connect theory and practice in every level of the program. You will experience placements in learning environments ranging from elementary schools to colleges. During your placements you will cultivate skills to effectively support learners with exceptionalities under the guidance of experienced mentors.
- Gain experience during hands-on placements in every level of the program led by an experienced EA;
- Develop a working knowledge of assistive technologies and other learning enhancement tools;
- Cultivate the set of skills necessary to effectively assist students with special needs in personal care, life skills, behaviour, and academics;
Examine teaching strategies to assist in re-teaching material in a developmentally appropriate manner.
Graduates of the Educational Support program will have the skills and knowledge required to become an Educational Assistant (EA). As an Educational Assistant, you will be a valued member of a school team, working together to positively impact students. EAs play an instrumental role in making a difference in the lives of learners with exceptionalities, while helping to create an inclusive learning environment.
Career Information
Graduates of Fanshawe’s Educational Support program will have the knowledge and skills to perform duties such as supervision, behavioural monitoring, documentation and class preparation with exceptional students up to the age of 21 years. Educational assistants (EAs) are needed in a variety of academic venues, including:
- public schools
- private schools
- elementary schools
- secondary schools
- treatment centres
- special needs schools
- school boards
- community-based educational programs
Did you know Fanshawe consistently ranks high in graduation employment rates among large colleges in Ontario?
Here are some examples of career opportunities for graduates of Fanshawe’s Educational Support program:
Educational Support Assistant
Support activities that help children’s physical/emotional well-being through enhancing their emotional, social, language, cognitive and physical skills.
Learning Support Assistant
Provide secretarial and administrative support to a number of learning coordinators.
Education Assistant
Support the delivery and development of educational programs.
Learning Outcomes
- Provide educational support in compliance with pertinent education-related legislation, standards, regulations and policies, health and safety legislation and regulations, as well as organizational policies, practices and procedures;
- Develop and implement strategies to promote and support positive school climates that contribute to a safe, caring and secure educational setting;
- Collaborate with members of the Individual Education Plan (IEP) team by assisting in the development and revision of the IEPs of learners with exceptionalities;
- Implement components of educational support programs of instruction under the direction and support of the IEP team and/or relevant members of the school community;
- Lead by example to promote empathetic, positive and pro-social behaviour in all learners to facilitate the development of social competence in learners with exceptionalities in accordance with their IEPs;
- Promote the development of independence in, and provide assistance to, learners with exceptionalities in their performance of routine activities of daily living (ADLs) and instrumental activities of daily living (IADLs) in accordance with their IEPs;
- Develop and implement strategies to support learners with exceptionalities in the appropriate use of assistive technologies and daily living aids in accordance with their IEPs;
- Monitor, document and report on the behaviour, performance and progress of learners with exceptionalities in accordance with their IEPs;
- Prepare and present a plan for engaging in ongoing personal and professional development to promote competence in the educational support field.
Admission Requirements
Ontario Secondary School Diploma (OSSD), or equivalent, or a mature applicant.
Students who do not have a high school diploma may wish to consider taking the Academic and Career Entrance (ACE) grade 12 Equivalency Certificate.
International Admission Equivalencies
Admission equivalencies for Fanshawe depends on your country of study. Please enter your location to see the requirements for your country below.
English Language Requirements
English Language Requirements
| Test | Score |
|---|---|
| TOEFL iBT | 79 |
| IELTS Academic | Overall score of 6.0 with no score less than 5.5 in any of the four bands |
| CAEL | Overall score of 60 with no score less than 50 in any of the four bands. score of 80 in listening |
| PTE Academic | 53 |
| Cambridge English | Overall score of 169 with no language skill less than 162 |
| ESL4/GAP5 | Minimum grade of 80% in Level 8, 75% in Level 9, or 70% in Level 10 |
| Duolingo | Overall score of 105, with no score lower than 95 |
Recommended Academic Preparation
Recommended Academic Preparation
- Grade 12 Challenge and Change in Society (M)
- Grade 11 Health Care (C)
- Grade 12 Individuals and Families in a Diverse Society (M)
- Grade 12 Issues in Human Growth and Development (M)
- Grade 11 Living and Working with Children (C)
- Grade 12 Parenting and Human Development (E)
- Grade 12 Human Development Throughout the Lifespan (M)
Applicant Selection Criteria
Applicant Selection Criteria
Where the number of eligible applicants exceeds the available spaces in the program, the Applicant Selection Criteria will be:- Preference for Permanent Residents of Ontario
- Receipt of Application by February 1st (After this date, Fanshawe College will consider applicants on a first-come, first-served basis until the program is full)
- Achievement in the Admission Requirements
Post-Admission Requirements
Post-Admission Requirements
The following items are applicable to the program and are time sensitive. Please refer to www.fanshawec.ca/preplacement for important information about preparing for placement by the due date.
- Possession of a Standard First Aid course certificate (either St. John Ambulance or Canadian Red Cross or equivalent) and a Basic Rescuer course certificate (Level "C" CPR)
- Evidence of Good Health
- Police Record Check and Vulnerable Sector Screening, including a check of the Pardoned Sexual Offenders Database
- Placement Agreement
Courses
| Level 1 | ||||
| Take all of the following Mandatory Courses: | ||||
| WRIT-1094 | Reason & Writing 1 for Community Studies | 3 | ||
| This course will introduce Community Studies students to essential principles of reading, writing, and reasoning at the postsecondary level. Students will identify, summarize, analyze, and evaluate multiple short readings and write persuasive response essays to develop their vocabulary, comprehension, grammar, and critical thinking. | ||||
| EDUC-1103 | Educational Assistants in the Classroom | 3 | ||
| This course provides an introduction to the foundations and principles of education, and the role of an Educational Assistant in a classroom setting. Students will learn how to differentiate their role from that of a teacher, the importance of confidentiality and safety in the workplace, and the value of personal and professional boundaries. Through research, discussion, and reflection students will develop an understanding of classroom setting and their responsibilities as an Educational Assistant. | ||||
| PSYC-1101 | Interpersonal Development | 3 | ||
| This course will introduce the concepts of bias-free values and multiple perspectives of diversity as foundations for effective interpersonal relationships. In this course, students will assess personal values and Professional disposition which influence attitudes towards and relationships with, children, families and colleagues. Sensitive, effective and supportive communication methods will be identified and practiced within the classroom setting. Both verbal and non-verbal communication skills and attitudes required for collaborative professional interactions will be emphasized throughout. | ||||
| COMM-1141 | Working in Multidisciplinary Teams | 3 | ||
| Working in an educational setting means interacting with people in a variety of roles, and knowing how to manage those relationships. Students will learn how to operate within a multidisciplinary educational team, develop communication and conflict management skills, and cultivate an understanding of professional expectations. Through role-playing, group discussions, and working through case studies, students will explore future workplace scenarios and learn how to navigate working on a team. | ||||
| BSCI-1268 | Exceptionalities-Intro | 3 | ||
| Every day as an Educational Assistant is unique, as they interact with a wide range of learners with exceptionalities. In this course, students will be introduced to communication, physical behavioural, intellectual, and multiple exceptionalities and the characteristics associated with each, while keeping in mind that each situation is unique. In addition, they will engage with assistive technologies that support independence and inclusion in the learning environment. Through research, discussion, and practical application students will develop their knowledge of working with learners with exceptionalities. | ||||
| FLDP-1040 | Field Placement Orientation | 1 | ||
| Students will be introduced to the profession and expectations of Educational Assistants. The class content will support the student in understanding the importance of building relationships with children, principles of practice, professionalism, as well as what to expect day-to-day. Professional attitudes and behaviours are expected at an introductory level. | ||||
| FLDP-1041 | Observation Practicum | 0.8 | ||
| Students will gain perspective on the role of an Educational Assistant, and what it looks like to apply the theories they are learning in the classroom to real life scenarios. This experience will expose students to a variety of situations they could potentially encounter during their career, and give them a better understanding of how an Educational Assistant operates in a classroom setting. While being paired with an Educational Assistant mentor who is currently working in a school, students will practice documenting without judgment, charting and data collecting, and reflecting while observing students from multiple age groups with varying needs. | ||||
Tuition Summary
Woodstock
*Total program costs are approximate, subject to change and do not include the health and dental plan fee, bus pass fee or program general expenses.