Program delivery note

Program delivery note: Fanshawe will temporarily deliver this program as listed under "locations" to the right of your screen or in the "+ more details" menu on mobile. Delivery format may change for January 2021 and onwards.

Become an Educational Assistant (EA) and take your place as a valued member of a school team - 2021/2022

Please note: The Fall 2020 intake of this program has been suspended.

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.

Our Educational Support program will give you the knowledge and skills to support a wide range of exceptionalities. 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.

Educational Support program highlights:

  • 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.
 

Admission Requirements - 2021/2022

Admission Requirements

OSSD with courses from the College (C), University (U), University/College (M), or Open (O) stream
OR
Academic and Career Entrance Certificate (ACE)
OR
Ontario High School Equivalency Certificate (GED)
OR
Mature Applicant with appropriate preparation

English Language Requirements

Applicants whose first language is not English will be required to demonstrate proficiency in English by one of the following methods:

  • A Grade 12 College Stream or University Stream English credit from an Ontario Secondary School, or equivalent, depending on the program's Admission Requirements
  • Test of English as a Foreign Language (TOEFL) test with a minimum score of 79 for the Internet-based test (iBT), with test results within the last two years
  • International English Language Testing System (IELTS) Academic test with an overall score of 6.0 with no score less than 5.5 in any of the four bands, with test results within the last two years. SDS Program Requirements.  
  • Canadian Academic English Language (CAEL) test with an overall score of 60 with no score less than 50 in any of the four bands, with test results within the last two years
  • Pearson Test of English Academic (PTE) with a minimum score of 53, with test results within the last two years
  • A Cambridge English Test (FCE/CAE/CPE) with an overall score on the Cambridge English Scale of 169 with no language skill less than 162, with test results within the last two years
  • An English Language Evaluation (ELE) at Fanshawe College with a minimum score of 70% in all sections of the test, with test results within the last two years
  • Fanshawe College ESL4/GAP5 students: Minimum grade of 80% in ESL4/GAP5 Level 8, 75% in ESL4/GAP5 Level 9, or 70% in ESL4/GAP5 Level 10

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

Where the number of eligible applicants exceeds the available spaces in the program, the Applicant Selection Criteria will be:
  1. Preference for Permanent Residents of Ontario
  2. 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)
  3. Achievement in the 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

Educational Support-2021/2022

Level 1
Take all of the following Mandatory Courses:
WRIT-1094Reason & Writing 1 for Community Studies3
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-1103Educational Assistants in the Classroom3
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-1101Interpersonal Development3
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-1141Working in Multidisciplinary Teams3
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-1268Exceptionalities-Intro3
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-1040Field Placement Orientation1
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-1041Observation Practicum0.8
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.

Level 2
Gen Ed - Take a 3 credit General Education elective course.
Take all of the following Mandatory Courses:
COMM-3082Communications for Community Studies3
This course, designed for students who plan to work in the field of Community Studies, focuses on professional written and verbal communication skills. Students learn to prepare a variety of work-related documents. In addition, students learn about research methods and documentation formats. The principles of effective writing - organization, grammar, style, clarity, and tone - are reinforced throughout the course. The goal of the course is to prepare students for the communication tasks and considerations they will encounter in the Community Studies workplace in order to meet the needs of employers and/or the communities they will serve.
ECED-3022Partnerships with Families3
This course identifies the importance of establishing respectful, inclusive and responsive relationships with families. Students examine positive strategies for engaging families that promote collaboration and well-being for children in their families. Students examine the role of advocacy and community resources and how they best support individual families and their needs.
RSCH-1010Observation, Tracking, Graphing Practice2
Being able to effectively observe, document, and assess a student's abilities in a learning environment will allow an Educational Assistant to successfully plan appropriate activities and accommodations for learners with exceptionalities. This course will equip students with the skills to know what to look for, how to properly record their observations, and how to interpret information on documents such as Individual Education Plans (IEPs). Through case studies, discussion, and relevant research students will gain experience in realistic settings that will develop the necessary skills they will need in their career as an Educational Assistant.
INFO-1271Technology in Education 13
Technology plays a valuable role in education, and can be a useful tool when working with learners with exceptionalities. Students will learn to develop strategies and opportunities that will allow learners to access the curriculum using assistive technology in accordance to their current needs and Individual Education Plans (IEPs). Through research, workshops, and hands-on experience with assistive technology, students will develop a working knowledge of the latest software for the classroom setting.
BSCI-1269Exceptional Learners 13
This course will continue to build on the knowledge acquired from Intro to Exceptionalities, and dive deeper into how students can support learners with exceptionalities. Students will grow their knowledge of communication, physical behavioural, intellectual, and multiple exceptionalities, as well as how to develop strategies to support independence and inclusion in the learning environment in accordance with their IEPs. In addition, students will study Applied Behaviour Analysis (ABA) to effectively implement strategies to reduce and prevent problem behaviours for the individual learner. Through analysis, workshops, and collaboration students will continue to develop their knowledge of working with learners with exceptionalities.
FLDP-1042Field Practicum 14
In an elementary classroom setting, students will have the opportunity to work with students with special needs in a supervised environment with guidance from a mentor. Students will use this experience to implement strategies that will help develop their skills to support learners with exceptionalities.
FLDP-1043Field Seminar 11
This course is designed to integrate theory with practice, as well as to provide peer support for problem solving and sharing successful practicum experiences. This gives students an open forum to write, discuss, practice and reflect on the skills, knowledge and dispositions needed to be successful in the field. The students will develop a professional e-portfolio as a tool for documenting their skills, knowledge of the Vocational Learning Outcomes and on going professional learning.

Level 3
Gen Ed - Take a 3 credit General Education elective course.
Take all of the following Mandatory Courses:
PSYC-3040Developmental Psychology3
It is important for Educational Assistants to understand human development, and how change happens in each stage of life including, but not limited to, social, emotional, physical, and cognitive growth. Students will examine psychological theories, learn how to identify abnormal patterns in development, and how to apply create a positive and pro-social environment that promote growth for learners with exceptionalities. Through analysis, research, and workshops, students will cultivate an understanding of human development and how that impacts education.
EDUC-3018Education in the Classroom3
Educational Assistants need to have an understanding of the Ontario Curriculum in order to effectively support learners with exceptionalities in the classroom environment. In this course, students will develop their knowledge of the literacy and mathematics curriculum students will be learning. This knowledge will aid students' ability to implement strategies to promote and support students in the learning environment. Through research, case study analysis, and workshops, students will focus on meeting the needs of learners with exceptionalities in the classroom as it relates to the Ontario Curriculum.
EDUC-3019Instructional Strategies2
Every classroom is unique, just as every student is unique. Every student with exceptionalities learns differently and has diverse needs. Because of this, Educational Assistants need to be able to appropriately apply concepts such as differentiate instruction (DI) and universal design for learning (UDL) in order to meet their individual needs, and will allow them to participate and learn effectively in an inclusive classroom. Students will utilize applied research, discussion, and projects in order to develop their skills in planning to meet students' individual learning styles and needs.
BSCI-3053Exceptional Learners 23
This course will continue to build on the knowledge acquired from Intro to Exceptionalities, and dive deeper into how students can support learners with exceptionalities. Students will grow their knowledge of communication, physical behavioural, intellectual, and multiple exceptionalities. In addition, they will learn strategies to support learners with exceptionalities with their performance of routine activities of daily living (ALDs) and instrumental activities of daily living (IALDs), and continue to study Applied Behaviour Analysis (ABA). Through analysis, workshops, and collaboration students will continue to develop their knowledge of working with learners with exceptionalities.
BSCI-3054Inclusion & Diversity3
The educational sector is becoming increasingly diverse, and Educational Assistants will need to know how to interact appropriately within that environment. Students will cultivate awareness and sensitivity, develop strategies to promote inclusion and equity, and create a safe and welcoming educational environment for learners with exceptionalities. Through case studies, research, and discussion, students will examine how inclusion practices enhance the classroom and reflect on best practices to support learners with exceptionalities.
FLDP-3044Field Practicum 24
In a secondary classroom setting, students will have the opportunity to work with students with special needs in a supervised environment with guidance from a mentor. Students will use this experience to implement strategies that will help develop their skills to support learners with exceptionalities.
FLDP-3045Field Seminar 21
This course is designed to integrate theory with practice, as well as to provide peer support for problem solving and sharing successful practicum experiences. This gives students an open forum to write, discuss, practice and reflect on the skills, knowledge and dispositions needed to be successful in the field. The students will continue to develop their professional e-portfolio as a tool for documenting their skills and knowledge and on going professional learning.

Level 4
Gen Ed - Take a 3 credit General Education elective course.
Take all of the following Mandatory Courses:
BSCI-3055Applied Behaviour Analysis3
In any learning environment, being able to effectively manage behaviour is important if learning is to occur. In this course, students will learn how to identify challenging or problematic behaviour, develop a working knowledge of preventative and remedial interventions strategies, and how to properly document and assess the behaviour of learners with exceptionalities. Through case studies, workshops, and research students will learn how to appropriately identify and address behaviour management issues.
INFO-3167Technology in Education 23
This course will continue to build on the knowledge acquired from Technology in Education I. Students will add more strategies to their toolbox that will support learners with exceptionalities' independence in the classroom including devices including, but not limited to, listening or reading aids, computer software, and speech and augmentation aids. Through research, workshops, and hands-on experience with assistive technology, students will develop a deeper working knowledge of the latest technologies and devices for the classroom setting.
HLTH-3064Supporting Personal Care3
Educational Assistants will work with learners with a range of exceptionalities, including physical and medical. In order to successfully support learners who present these exceptionalities students will require a specific type of knowledge base including, but not limited to, feeding techniques, safe handling, toileting, positioning and transferring techniques, as well as assistive devices and mobility aids. Through workshops, research, and hands-on training, students will be equipped to successfully support learners with physical and medical exceptionalities in a safe and secure educational setting.
FLDP-5020Field Practicum 36.8
In an elementary or secondary classroom setting, students will have the opportunity to work with students with special needs in a supervised environment with guidance from a mentor. Students will use this experience to implement strategies that will help develop their skills to support learners with exceptionalities.

Gen Ed - Electives
Take 9 General Education Credits -
Normally taken in levels 2, 3 and 4

Program Residency
Students Must Complete a Minimum of 20 credits in the
Program at Fanshawe to meet the Program Residency
requirement and Graduate from this Program.

Careers - 2021/2022

Career Opportunities

Educational Assistants (EAs) are needed in a variety of academic venues, from school boards and schools to special education and community-based educational programs. This proposed diploma program will prepare graduates to work effectively with exceptional students up to the age of 21 years.

More Information - 2021/2022

A Two-Year Ontario College Diploma Program
Program Code: EDS1W
Campus Code: WC (WC - Woodstock)
September Admission
15 week terms
Academic Calendars available at www.fanshawec.ca/academicdates
 

Contact

Woodstock/Oxford Regional Campus:  519-421-0144

Program Description

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. Our Educational Support program will give you the knowledge and skills to support a wide range of exceptionalities. 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.

Program Highlights:

  • 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

Other Information

  • Upon graduation and prior to working as an Educational Assistant, graduates will be required to join the Canadian Union of Public Employees (https://cupe.ca/).

Learning Outcomes

  1. 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;
  2. Develop and implement strategies to promote and support positive school climates that contribute to a safe, caring and secure educational setting;
  3. Collaborate with members of the Individual Education Plan (IEP) team by assisting in the development and revision of the IEPs of learners with exceptionalities;
  4. 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;
  5. 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;
  6. 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;
  7. 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;
  8. Monitor, document and report on the behaviour, performance and progress of learners with exceptionalities in accordance with their IEPs;
  9. Prepare and present a plan for engaging in ongoing personal and professional development to promote competence in the educational support field.

Program Pathways

For information about Program Pathways visit www.fanshawec.ca/programpathways.

Program Details

More details

2021/2022 academic year: Refer to the More Info tab to view offerings for the 2021/22 academic year. Canadian students can start applying in early October for programs with Sep. 2021, Jan. 2022 and May 2022 start dates through ontariocolleges.ca.

Canadian Students

Start Dates
Locations
Availability

Full Time Offerings

2021 September
Woodstock
Open

International Students

Start Dates
Locations
Availability
2021 September
Woodstock
Open
Program Code
EDS1W
Delivery
Day Time
Full-Time
Credential
Ontario College Diploma
Duration
60 weeks

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