In this course, students will be introduced to academic writing styles with a thematic focus on current issues. This course will help students to express themselves clearly and correctly in written form. Students will critically analyse assigned readings and express their thoughts. The course will also focus on the development of an academic paper utilizing the APA style of documentation.
Technology is changing the way students’ learn and how schools work. From interactive whiteboards to 3D printing, current and emerging technology supports the development of 21st century learning skills that are the “new basics” for education in Ontario schools. This course examines the use of technology with a focus on establishing a basic technology skill set as well as an attitude of lifelong learning. Assignments focus on the application of this skill set by asking students to review websites and software, demonstrate accessibility features and create tutorials on new applications. Special attention is paid to assistive technology.
The role and responsibilities of the educational assistant in today's school has continued to evolve, becoming more complex and requiring an increasingly broad range of specialized skills. This course introduces students to the position of the school-based educational assistant, focussing on areas such as professionalism, boundaries, communication, privacy and confidentiality and attitude while also providing context through discussion of current education-related legislation, standards, regulations and policies. Assignments include case studies and interviews of employed educational assistants. Current educational issues and concerns will be discussed as students become fully versed in the duties of the educational assistant.
Ensuring the safety and well-being of both students and staff is a key focus in today's schools. In this course, students will learn how to respond to safety concerns in the school environment by following organizational policies and procedures focussed on promoting positive and appropriate student behaviour. The topic of progressive discipline is covered in depth. Specific safety concerns, such as child abuse, bullying, mental health, suicide and drug abuse, are examined in the context of the responsibilities of educational assistants. Students will also learn how to maintain their own safety in the workplace by examining government established standards in relation to occupational health and safety and workplace violence.
This course will provide you with the practical skills, knowledge and attitudes you need for success as a college student. You will learn how to study effectively, how to take notes, how to manage your time, how to set goals and more. Developing these skills will also serve you as an educational assistant supporting the learning skills and work habits of K-12 students. You will also explore various topics of a more personal nature, such as how to foster a positive mindset and how to support your own well-being. These topics also serve the educational assistant who benefits from a complete self-care practice.
This course explores life from a chronological perspective, beginning from conception, then moving through the stages of infancy, childhood, and concluding with adolescence. Each developmental period will be examined in relation to physical, motor, cognitive, social-emotional, and biological factors that affect development.
In this course, students will learn about the special needs population in Ontario, the service delivery model, the Individual Education Plan (IEP) and the identification and placement process. The role of the educational assistant as part of a multi-disciplinary team will be a focus as students are introduced to the related professions and transition planning. Contemporary issues in special education will also be examined.
Taken concurrently with the field placement course, the seminar is designed to support students in maximizing their learning from field while at the same time developing key components of a professional practice. Students will have the opportunity to apply critical thinking skills and reflective thinking skills as they engage in professional learning communities focused on their field placement experience. They will learn interviewing skills through a unit that culminates in a mock interview process as part one of their preparation for the hiring process. A final focus is the continued development of the e-portfolio.
This field placement provides students with the opportunity to observe experiences typical to the role of an educational assistant in a school board. Students will apply learning from completed and on-going Educational Support courses, with a focus on demonstrating professional conduct and appropriate interpersonal skills. They will also gain context for current and future program learning. Students will maintain a journal to process their experiences at field placement.
The first half of this course begins by connecting to the child development course to answer the question, “how do children and adolescents learn?” The course then introduces students to the curriculum in Ontario, with a special focus on the Kindergarten program. Students will become familiar with the basics of instructional design, including planning, implementation and assessment, in alignment with Ministry of Education policies and guidelines. In the second half of this course, students are introduced to current instructional best practice in the teaching of language arts. With an emphasis on responding to each learner's unique way of learning and stage of development, students will learn how to support the achievement of related curriculum objectives through a wide range of strategies.
A key component of the role of the educational assistant is the support of positive student behaviour. This course utilizes the progressive discipline framework and focuses first on the promotion of appropriate behaviour and the prevention of inappropriate behaviour. This includes time spent on foundational skills like relationship-building and social skills, as well as an in-depth look at the theory of positive reinforcement. Students will learn how to support their fellow educators in providing structured learning environments before the course turns to responding to inappropriate behaviour. The main assignment gives students an opportunity to apply course learning to a field placement experience.
Using a combination of theory and acquired skills, students will learn to express themselves more effectively while preserving the dignity of everyone involved. They will develop the confidence necessary to control their lives without trying to control others in the process. This course facilitates personal growth as the students develop more effective self-expression and healthier relationships. Experiential learning, using a variety of techniques, will be emphasized. Students will participate in role-play, discussions, presentations and personal reflections.
Building on previous coursework that examined Ontario’s curriculum, common instructional approaches and the lesson plan itself, this theory course moves into specific teaching methods, strategies and approaches that are essential for ensuring student success in relation to the learning goals. Direct instruction, advance organizers, questioning, visual supports and other important topics for the educational assistant are covered. Special attention is paid to the individualization of support.
This course is part one in a two-part series that introduces students to the characteristics of children and adolescents with diverse needs. Misconceptions, definitions, types, characteristics, causes, and treatments for students with learning disabilities, behaviour exceptionalities, and speech and language disorders are addressed. Strategies that will lead to student progress and support the whole child are the focus of the course. Students will develop an understanding of current related issues. Appropriate assistive technology is explored.
This course supports students in the second of a series of three supervised experiences in school settings. Through the seminar, students will continue to develop their reflective practice as they engage in informal discussions and prepare formal presentations designed to support continued growth of their skill set. Through the use of professional learning communities, students will analyze scenarios of common events with the end goal of developing a plan as a team. In addition, they will continue to build on their e-portfolio.
The field placement will provide students with experiences typical to the role of an educational assistant in a local school board. Students will spend 28 days in the school environment. They will participate as part of an educational team and will gain experience with pupils who have diverse needs. Students will have the opportunity to demonstrate the knowledge, skills, and attitudes they have learned so far in the program. Students must meet the requirements of the program before a placement will be arranged.
Building on previous course work, this next step in behavior support focuses on social-emotional and cognitive supports. This starts with looking at skill development in relation to topics like self-esteem and motivation before moving into new topics such as social-emotional learning (SEL) and self-regulation. This course also provides educational assistants with skills and knowledge around supporting students in crisis, from de-escalation strategies through to safety planning. Students will also learn about how these types of individualized approaches are documented, through things like behaviour support plans and safety plans. A reference package as the key assessment supports students in developing an accessible document comprised of usable strategies.
In this course, students will learn how to meet the physical and health needs of a variety of learners under the umbrella of the whole child approach. Students will develop a basic knowledge about pharmacology, common medications and their side effects and the role of the educational assistant in medication administration, documentation and monitoring. They will develop a knowledge of infection prevention and control practices and their importance in the provision of care to students and personal safety. The student will learn about their role as part of a trans-disciplinary team and will recognize that all tasks performed by an educational assistant will be carried out under appropriate supervision, according to board policy, and in compliance with legal and ethical standards.
Designed to help students understand how children learn mathematics, this hands-on course also concentrates on building the student's own skill set with mathematics. Students will construct personal knowledge of mathematical processes, concepts, skills and techniques, through meaningful opportunities to learn. Students will examine and apply the concepts of the five strands in the Math curriculum. Specific strategies that support students with diverse needs are included. Students will utilize the Ontario mathematics curriculum and related resource documents.
This course begins with the basic principles of Applied Behaviour Analysis. Students will learn how to write behavioural objectives, procedures for collecting data, and how to determine the function of behaviour. Behaviour change procedures, programming strategies for the generality of behaviour change, and differential reinforcement are also covered. In addition, the class presents an overview of ethical and social issues in Applied Behaviour Analysis.
This course introduces students to exceptionalities that are not as prevalent in the population. Children and adolescents with intellectual and developmental disabilities or fetal alcohol spectrum disorder are included as well as those who are blind or partially sighted, or deaf or hard of hearing. Misconceptions, definitions, types, characteristics, causes, and treatments are covered. Strategies that will lead to student progress and support the whole child are the focus of the course. Students will develop an understanding of current related issues. Appropriate assistive technology is explored.
This course supports students in the third of a series of three supervised experiences in school settings. Through the seminar the student will continue to develop their reflective practice and critical thinking skills as they engage in discussions that require them to apply their acquired knowledge and skills to-date. Key assignments include the evaluation and analysis of field placement experiences as well as a mock interview.
The field placement will provide students with experiences typical to the role of an educational assistant in a local school board. Students will spend 28 days in the school environment. They will learn how to be a part of an educational team and will gain experience with pupils who have diverse needs. Students will have the opportunity to demonstrate the necessary knowledge, skills, and attitudes that will enable him/her to work competently as an educational assistant. Students must meet the requirements of the program before a placement will be arranged.
Autism Spectrum Disorder (ASD), also called ‘Autism’, is a lifelong neurodevelopmental disorder that affects how people communicate and relate to others. The range and intensity of disability varies, meaning that educators will need to find different ways to leverage the unique strengths and abilities of each individual. This can be accomplished by ensuring that Educational Assistants have an understanding of ASD and evidence-based strategies to support effective teaching practices. Upon completion of this course, students will be better prepared to support engaging learning opportunities and successful school experiences for students with the ASD diagnosis.
In this course, students will be introduced to academic writing styles with a thematic focus on current issues. This course will help students to express themselves clearly and correctly in written form. Students will critically analyse assigned readings and express their thoughts. The course will also focus on the development of an academic paper utilizing the APA style of documentation.
The role and responsibilities of the educational assistant in today's school has continued to evolve, becoming more complex and requiring an increasingly broad range of specialized skills. This course introduces students to the position of the school-based educational assistant, focussing on areas such as professionalism, boundaries, communication, privacy and confidentiality and attitude while also providing context through discussion of current education-related legislation, standards, regulations and policies. Assignments include case studies and interviews of employed educational assistants. Current educational issues and concerns will be discussed as students become fully versed in the duties of the educational assistant.
Ensuring the safety and well-being of both students and staff is a key focus in today's schools. In this course, students will learn how to respond to safety concerns in the school environment by following organizational policies and procedures focussed on promoting positive and appropriate student behaviour. The topic of progressive discipline is covered in depth. Specific safety concerns, such as child abuse, bullying, mental health, suicide and drug abuse, are examined in the context of the responsibilities of educational assistants. Students will also learn how to maintain their own safety in the workplace by examining government established standards in relation to occupational health and safety and workplace violence.
This course will provide you with the practical skills, knowledge and attitudes you need for success as a college student. You will learn how to study effectively, how to take notes, how to manage your time, how to set goals and more. Developing these skills will also serve you as an educational assistant supporting the learning skills and work habits of K-12 students. You will also explore various topics of a more personal nature, such as how to foster a positive mindset and how to support your own well-being. These topics also serve the educational assistant who benefits from a complete self-care practice.
In this course, students will learn about the special needs population in Ontario, the service delivery model, the Individual Education Plan (IEP) and the identification and placement process. The role of the educational assistant as part of a multi-disciplinary team will be a focus as students are introduced to the related professions and transition planning. Contemporary issues in special education will also be examined.
A key component of the role of the educational assistant is the support of positive student behaviour. This course utilizes the progressive discipline framework and focuses first on the promotion of appropriate behaviour and the prevention of inappropriate behaviour. This includes time spent on foundational skills like relationship-building and social skills, as well as an in-depth look at the theory of positive reinforcement. Students will learn how to support their fellow educators in providing structured learning environments before the course turns to responding to inappropriate behaviour. The main assignment gives students an opportunity to apply course learning to a field placement experience.
Using a combination of theory and acquired skills, students will learn to express themselves more effectively while preserving the dignity of everyone involved. They will develop the confidence necessary to control their lives without trying to control others in the process. This course facilitates personal growth as the students develop more effective self-expression and healthier relationships. Experiential learning, using a variety of techniques, will be emphasized. Students will participate in role-play, discussions, presentations and personal reflections.
Technology is changing the way students’ learn and how schools work. From interactive whiteboards to 3D printing, current and emerging technology supports the development of 21st century learning skills that are the “new basics” for education in Ontario schools. This course examines the use of technology with a focus on establishing a basic technology skill set as well as an attitude of lifelong learning. Assignments focus on the application of this skill set by asking students to review websites and software, demonstrate accessibility features and create tutorials on new applications. Special attention is paid to assistive technology.
Taken concurrently with the field placement course, the seminar is designed to support students in maximizing their learning from field while at the same time developing key components of a professional practice. Students will have the opportunity to apply critical thinking skills and reflective thinking skills as they engage in professional learning communities focused on their field placement experience. They will learn interviewing skills through a unit that culminates in a mock interview process as part one of their preparation for the hiring process. A final focus is the continued development of the e-portfolio.
This field placement provides students with the opportunity to observe experiences typical to the role of an educational assistant in a school board. Students will apply learning from completed and on-going Educational Support courses, with a focus on demonstrating professional conduct and appropriate interpersonal skills. They will also gain context for current and future program learning. Students will maintain a journal to process their experiences at field placement.
The first half of this course begins by connecting to the child development course to answer the question, “how do children and adolescents learn?” The course then introduces students to the curriculum in Ontario, with a special focus on the Kindergarten program. Students will become familiar with the basics of instructional design, including planning, implementation and assessment, in alignment with Ministry of Education policies and guidelines. In the second half of this course, students are introduced to current instructional best practice in the teaching of language arts. With an emphasis on responding to each learner's unique way of learning and stage of development, students will learn how to support the achievement of related curriculum objectives through a wide range of strategies.
This course explores life from a chronological perspective, beginning from conception, then moving through the stages of infancy, childhood, and concluding with adolescence. Each developmental period will be examined in relation to physical, motor, cognitive, social-emotional, and biological factors that affect development.
Building on previous coursework that examined Ontario’s curriculum, common instructional approaches and the lesson plan itself, this theory course moves into specific teaching methods, strategies and approaches that are essential for ensuring student success in relation to the learning goals. Direct instruction, advance organizers, questioning, visual supports and other important topics for the educational assistant are covered. Special attention is paid to the individualization of support.
This course is part one in a two-part series that introduces students to the characteristics of children and adolescents with diverse needs. Misconceptions, definitions, types, characteristics, causes, and treatments for students with learning disabilities, behaviour exceptionalities, and speech and language disorders are addressed. Strategies that will lead to student progress and support the whole child are the focus of the course. Students will develop an understanding of current related issues. Appropriate assistive technology is explored.
This course supports students in the second of a series of three supervised experiences in school settings. Through the seminar, students will continue to develop their reflective practice as they engage in informal discussions and prepare formal presentations designed to support continued growth of their skill set. Through the use of professional learning communities, students will analyze scenarios of common events with the end goal of developing a plan as a team. In addition, they will continue to build on their e-portfolio.
The field placement will provide students with experiences typical to the role of an educational assistant in a local school board. Students will spend 28 days in the school environment. They will participate as part of an educational team and will gain experience with pupils who have diverse needs. Students will have the opportunity to demonstrate the knowledge, skills, and attitudes they have learned so far in the program. Students must meet the requirements of the program before a placement will be arranged.
Building on previous course work, this next step in behavior support focuses on social-emotional and cognitive supports. This starts with looking at skill development in relation to topics like self-esteem and motivation before moving into new topics such as social-emotional learning (SEL) and self-regulation. This course also provides educational assistants with skills and knowledge around supporting students in crisis, from de-escalation strategies through to safety planning. Students will also learn about how these types of individualized approaches are documented, through things like behaviour support plans and safety plans. A reference package as the key assessment supports students in developing an accessible document comprised of usable strategies.
In this course, students will learn how to meet the physical and health needs of a variety of learners under the umbrella of the whole child approach. Students will develop a basic knowledge about pharmacology, common medications and their side effects and the role of the educational assistant in medication administration, documentation and monitoring. They will develop a knowledge of infection prevention and control practices and their importance in the provision of care to students and personal safety. The student will learn about their role as part of a trans-disciplinary team and will recognize that all tasks performed by an educational assistant will be carried out under appropriate supervision, according to board policy, and in compliance with legal and ethical standards.
Designed to help students understand how children learn mathematics, this hands-on course also concentrates on building the student's own skill set with mathematics. Students will construct personal knowledge of mathematical processes, concepts, skills and techniques, through meaningful opportunities to learn. Students will examine and apply the concepts of the five strands in the Math curriculum. Specific strategies that support students with diverse needs are included. Students will utilize the Ontario mathematics curriculum and related resource documents.
This course begins with the basic principles of Applied Behaviour Analysis. Students will learn how to write behavioural objectives, procedures for collecting data, and how to determine the function of behaviour. Behaviour change procedures, programming strategies for the generality of behaviour change, and differential reinforcement are also covered. In addition, the class presents an overview of ethical and social issues in Applied Behaviour Analysis.
This course introduces students to exceptionalities that are not as prevalent in the population. Children and adolescents with intellectual and developmental disabilities or fetal alcohol spectrum disorder are included as well as those who are blind or partially sighted, or deaf or hard of hearing. Misconceptions, definitions, types, characteristics, causes, and treatments are covered. Strategies that will lead to student progress and support the whole child are the focus of the course. Students will develop an understanding of current related issues. Appropriate assistive technology is explored.
This course supports students in the third of a series of three supervised experiences in school settings. Through the seminar the student will continue to develop their reflective practice and critical thinking skills as they engage in discussions that require them to apply their acquired knowledge and skills to-date. Key assignments include the evaluation and analysis of field placement experiences as well as a mock interview.
The field placement will provide students with experiences typical to the role of an educational assistant in a local school board. Students will spend 28 days in the school environment. They will learn how to be a part of an educational team and will gain experience with pupils who have diverse needs. Students will have the opportunity to demonstrate the necessary knowledge, skills, and attitudes that will enable him/her to work competently as an educational assistant. Students must meet the requirements of the program before a placement will be arranged.
Autism Spectrum Disorder (ASD), also called ‘Autism’, is a lifelong neurodevelopmental disorder that affects how people communicate and relate to others. The range and intensity of disability varies, meaning that educators will need to find different ways to leverage the unique strengths and abilities of each individual. This can be accomplished by ensuring that Educational Assistants have an understanding of ASD and evidence-based strategies to support effective teaching practices. Upon completion of this course, students will be better prepared to support engaging learning opportunities and successful school experiences for students with the ASD diagnosis.
This program is delivered synchronously online through Distance Education.
Students in Thunder Bay should apply to Distance Education as the campus location.
Help Students Reach Their Goals!
Confederation College’s Educational Support program will give you the skills and knowledge you need to join a multidisciplinary education team, working with children from Junior Kindergarten to Grade 12. You will learn a wide range of current strategies and techniques to support whole child development, as well as instructional best practices, applied behaviour analysis, assistive technologies, and personal care. You’ll develop the knowledge and skills needed to create safe learning environments for children with diverse abilities and backgrounds, including those with a wide range of learning, behavioural, communication, physical, developmental, and intellectual exceptionalities.
Learn through three field placement experiences in elementary and high school settings that support the application of coursework to real-world environments
Train to work as a key part of a multidisciplinary education team
Assist students in kindergarten through high school, who have special and diverse needs, with everything from personal care to behaviour to academics
Graduates of the Educational Support program go on to employment in elementary and secondary schools as well as with community agencies. Career categories include:
Educational Assistant (EA)
Student Support Professional (SSP)
Special Education Assistant
Special Education Support Personnel
Communication Assistant
Library Assistant
Support Service Worker
19 years of age or older
OR
Ontario Secondary School Diploma (or equivalent) with courses from the College (C), University (U), University/College (U/C), or Open (O) preparation levels with Grade 12 English (C/U) Level.
Successful completion of the Mature Student Assessment.
Successful completion of the General Education Development Test (GED).
Appropriate credits from the Academic and Career Entrance program (ACE).
Please be advised that catchment (location) restrictions do apply. We are currently only accepting students within the area of Northwestern Ontario. If you are unsure if your location would qualify, please contact us by emailing [email protected].
This program is not currently available for international students.
If you do not meet these admission requirements, we encourage you to consider the College Access or General Arts and Science Certificate or General Arts and Science Diploma programs, or the Academic and Career Entrance program (ACE); if you successfully complete one of these programs, you will be eligible to apply to programs in the Community Services area.