Pre-requisite: EA100 This course provides a comprehensive study of effective communication skills and techniques the student will use both professionally and personally. Students will sharpen skills to work effectively in a professional helping relationship including communicating with parents, administrators, and colleagues. The focus of the course is on the classroom and student, the rationale for using certain communication strategies, and guidance on how to implement them. Many issues are discussed, including interpersonal and small group communication; listening skills; verbal and nonverbal communication (from both the EA’s and student’s perspective); instructional strategies such as lecturing, discussions, and storytelling; teacher influence; ethical considerations; and racism/sexism in the classroom. Students will deliver a mini-lesson for a lecture or a small group discussion and a communicative reading session targeted for a small group of children.

All children are special; however, children with exceptionalities have difficulty reaching their full potential. Their intellectual, emotional, physical, or social performance falls below or rises above that of other children. They have special needs related to physical, psychological, emotional, or social factors, or a combination of these. This course examines students with exceptionalities within Canadian schools. It stresses the psychological, cognitive, social, and physical differences that more and less able learners bring to the teaching/learning situation, the unique difficulties faced by children who are exceptional, the developmental consequences of various exceptionalities, and the multiple types of interventions necessary to accommodate these students effectively. The age range spans infants to young adults. Emphasis is placed on children with mild differences in learning and children with behavioural disorders.

This is a two-day workshop of certified training on behaviour management. The first day focuses participants on gaining a basic understanding of crisis intervention methods with the emphasis on early intervention and non-physical methods for preventing or managing disruptive behaviour. The second day of training expands on crisis intervention methods to include the study and practice of holding skills, used as a last resort when an individual becomes an immediate danger to themselves or others.

Children with autism are sometimes challenging to accommodate in the classroom setting. Students will learn the characteristics of autism, teaching strategies, and behaviour modifications/adaptations to assist children who are on the autism spectrum. Autism Spectrum Disorder (ASD) topics include the following: characteristics of ASD, cognitive profiles and ranges of ability, diagnosis and assessment, theory of mind, challenging behaviour, sensory differences, communication and social skills, effective instructional practices, and applications in the classroom. Students will also learn how a diagnosis of autism affects families and how to work collaboratively with these families. The course also includes a foundational introduction to Applied Behavioral Analysis; ABA topics include the following: basic ABA theory and definitions, implementing basic ABA instructional strategies and techniques, how to collect reliable and consistent data when working with students, the ABCs of behaviour, and reinforcement strategies for children. Students will also learn the following: discrete trial teaching format, errorless learning techniques, recording the level of prompting for instruction when collecting data, the definition of prompts, shaping a behaviour or skill, identifying chaining strategies and prompting levels, completing a task analysis and collecting data, and identifying naturalistic opportunities for instruction.

The Picture Exchange Communication System (PECS) rapidly teaches communication skills to those with limited functional speech. PECs promote communication in a social context without lengthy prerequisite training. Training in PECs begins by teaching a spontaneous request and goes on to teach additional communicative functions such as responding to questions and commenting. An added attraction for preschool children with autism and related disorders is the high proportion of children who acquire independent speech. Students will learn how to implement the six phases of PECS, plus attributes, through video examples and practice opportunities. There is an understanding of how to implement PECS with individuals with autism, related developmental disabilities, and/or limited communication skills. PECS is created and demonstrated through the assignments (Communication Binder, PECS demonstrations, and PECS Board). These assignments are well-versed in the school settings therefore students will greatly benefit from creating and implementing PECS. Case studies and online modules will be used to get a deeper understanding of PECS.

Students are introduced to the definition of mental illness and disorders, the terminology used by professionals working in the field of mental health, and the issue of mental illness and its stigma in the classroom and society in general. Many areas are covered including neurodevelopmental disorders; disruptive behaviour disorders; attention deficits; anxiety and obsessive-compulsive disorders; trauma and stressor-related disorders; suicidal behaviour; mood disturbances; and eating disorders. Some special attention is given to the role of educators in supporting students’ mental health and well-being. A presentation/report is assigned for students to demonstrate their knowledge from research on a specific mental health disorder. Students will identify trauma-informed approaches to supporting children, youth and families, and the principles of trauma-informed practice; trauma awareness; safety and trustworthiness; choice, collaboration and connections and strengths based and skill building. Students will participate in completing an online certificate.

ASIST is an internationally recognized two-day workshop which uses multimedia presentations in a practice-oriented training to build skills and confidence in suicide intervention. The ASIST workshop is divided into five sections that follow in a logical progression to gradually build comfort and understanding around suicide and suicide intervention.

Throughout this course, students will learn various strategies in language and math, such as Base 10 principles and TouchMath. Students will be required to put together two lessons and present to class (one for reading, one for math). Students will also earn a certificate after completing sessions and assignments for “Overview of the Orton-Gillingham Approach”. Topics include the characteristics of the individual with dyslexia; principles of the Orton-Gillingham Approach; brain organization and multi-sensory instruction; phonology and the language system; structure of the English language; history of the English language; and lesson planning using the approach.Students will then participate in seminar training that guides them step-by-step through TouchMath® computation and methodology. This multisensory approach combines auditory, visual, and tactile/kinesthetic elements that enable students of all learning styles to be successful. Participants will practise and quickly master TouchMath counting, addition, subtraction, multiplication, and division.

This course provides students with knowledge of how language is developed in a child, starting with foundations of linguistics; communication development in infancy; phonological development; semantic development; morphology and syntax; development of communicative competence; theoretical approaches to language acquisition; variation in language development; atypical language development; language and literacy in school years; and bilingual language development. The course also reviews language development and the reasons it is difficult to learn for some students and the basics of distinguishing between various communication disorders versus second language acquisition. Some basic principles and approaches to teaching English as a second language are outlined as well.

This course is organized around areas of concern and a clear understanding of the needs of students with Fetal Alcohol Syndrome or Fetal Alcohol Effect (FAS/E) by defining FAS/E, describing the common learning and behavioural characteristics of children with FAS/E, and strategies that may be helpful in meeting the challenges these children present in the classroom. Needs and strategies for several characteristics are discussed, including attention difficulties, cause and effect thinking, social skills, personal skills, memory skills, language development, reading and writing, motor skills, mathematics skills, science skills, and fine arts. Students will also learn to develop a sample IEP through case studies of examples; other activities include observation and discussion during a meeting with parents, common misinterpretations of normal responses in students with FAS/E, and various skills checklists (scenarios and group work).

This course introduces students to planning and supporting students with brain injuries, who may suffer from both physical and chronic health impairments. Topics include structure and function of the brain; defining Acquired Brain Injury; characteristics associated with ABI planning supports and teaching these students; managing challenging behaviours, students with Mild Traumatic Brain Injury (MTBI); and transition planning. Students will participate in discussions regarding the role of Educational Assistants in supporting students with ABI, and participate in looking at case studies and the development of an IEP.

This course introduces students to ways to support learners who are hard of hearing and deaf, those with visual impairments, and those identified as gifted. Students will develop an understanding of the definition of those who are hard of hearing or deaf, visually impaired or gifted. They will learn how to prepare to teach these students, their identification and assessment, understanding the needs of these students, and planning and implementing programs. The second part of the course is using American Sign Language in the classroom. This follows up on “Introductory Sign Language” with reviews, discussions, and a project using sign language with a student, including practical examples and presentation.

During this course, students will have had training (e.g. Applied Behavioural Analysis) and be able to practically apply behaviour management theory and understand their effects on a child’s behaviour. Students will be challenged to apply knowledge of ABA and Positive Behaviour Support (PBS) in role plays and hands-on assignments in order to practise how to teach life skills and behaviour management. Using provincial guidelines, students will learn about adaptations and modifications to IEPs where outcomes address functional life skills.

This course is designed to provide crucial information on physical management skills and specialized health care procedures for students with disabilities. Participants learn specific strategies for addressing such physical management areas as lifting, transferring, positioning, and mobility. Step-by-step procedures are also provided, such as tube feeding and clean intermittent catheterization, as well as information on what to do if a problem occurs. Discussion also predicates these self-help skills with the concept of encouraging independence. Self-help skills include eating and feeding techniques, tube feeding, toilet training, urinary collection, and colostomy management. Respiratory procedures are also learned: tracheostomy care, secretion management, oxygen management, and ventilator management (in BC, these procedures can only be performed by nurses, so the lines of responsibility are clearly indicated). Other topics and procedures include assisting students with diabetes, seizures, and glucose testing. All of the skills and procedures learned are practised in the college’s health care lab and strict guidelines are presented to emphasize the role of an EA in providing personal care skills within the role of the educational team, nurse, and other colleagues. Students are tested on several procedures and must successfully and safely complete the skills checklists, as well as demonstrate the knowledge of the material in written examinations.

Canadian law requires that any person exposed to hazardous materials in the workplace must be trained in the Workplace Hazardous Materials Information System (WHMIS). This course has been developed to meet and exceed the Canadian Occupational Health and Safety Regulations. WHMIS 2015 training includes the new Globally Harmonized System of Classification and Labelling for chemicals (GHS), as well as WHMIS legislation introduced in 1988.

Course content includes:

• WHMIS introduction
• WHMIS 1988 classes, divisions, and symbols; personal protective equipment; labels and storage; material safety data sheets
• WHMIS 2015 groups, classes, and categories
• WHMIS 2015 Physical Hazard and Health Hazards groups’
• WHMIS 2015 labels and storage
• WHMIS 2015 safety data sheets

“Core Competency: Understand Level I/CPR First Aid 1. Explain the techniques of CPR 2. Identify the symptoms of various emergencies 3. Explain the prevention of disease transmission Core Competency: Skill (the key behaviours that a student is expected to be able to perform upon completion of subject) Core Competency: Perform Level I/CPR First Aid 1. Respond to cardiovascular emergencies 2. Perform the techniques to combat choking, airway and breathing emergencies 3. Use proper safety measures

Students are required to complete a practicum at an assigned school (either private/independent or public institution) for a total of four weeks. Students will be monitored by both the practicum host and the college throughout the duration of the practicum; this ensures students apply their knowledge and skills learned during the program into practice. The practicum may be in a variety of settings, such as an elementary school, high school class, and special programs. There are two practicum sessions that will be completed by students, for a total of eight weeks. The actual hours may vary depending on the practicum host arrangements, typically six or more hours per day, five days per week (less hours for touchback sessions). These practicum touchback sessions are scheduled weekly during the practicum period (approximately three hours per session); a cohort will attend these sessions at the college (for discussing their practicum experience, raising questions, sharing best practices, and submitting assignments).

Students are required to complete a practicum at an assigned school (either private/independent or public institution) for a total of four weeks. Students will be monitored by both the practicum host and the college throughout the duration of the practicum; this ensures students apply their knowledge and skills learned during the program into practice. The practicum may be in a variety of settings, such as an elementary school, high school class, and special programs. There are two practicum sessions that will be completed by students, for a total of eight weeks. The actual hours may vary depending on the practicum host arrangements, typically six or more hours per day, five days per week (less hours for touchback sessions). These practicum touchback sessions are scheduled weekly during the practicum period (approximately three hours per session); a cohort will attend these sessions at the college (for discussing their practicum experience, raising questions, sharing best practices, and submitting assignments).

In addition to learning career-oriented skills, students learn how to get a job in their chosen profession. Our Employment Services department will assist the graduate in resume writing, as well as preparing for job interviews. Our staff is sensitive to current job market trends and the needs of employers in each local market.
Our graduates receive guidance and training to use career tools that help job seekers build a better resume and cover letter, manage an online portfolio, hone interviewing skills, and develop a personal brand online.
Students will have the use of a computer lab which has unlimited Internet access, as well as job search resources. Facilitators will also be made available to advise on job finding resources, interview skills and techniques and to carry out mock interviews.

This course also looks at the planning, preparation, execution, and follow-up stages of an interview:

• How people find jobs
• Employer expectations
• Presenting an enthusiastic attitude
• Focusing on the right job and the hidden job market
• Transferrable skills
• Thank you letters
• Effective telemarketing
• Handling objections, self-confidence, and self-esteem
• Individual counselling and coaching