Ontario College Diploma in Educational Support (formerly Educational Assistant) Curriculum
Formerly named: Educational Assistant
Accepting Applications for September 2021
Vocational 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.
Courses and Descriptions
Human development across the lifespan will be studied by exploring the interrelationship between biological, psychological and sociocultural influences from conception to end of life. Upon completion of the course, learners will have an understanding of individual development, in addition to the impact of lifespan development on families and communities. Learners will have the opportunity to follow an individual's development throughout the lifespan, using a variety of biopsychosocial factors.
Communications I is an introductory course that provides a foundation in college-level communications by teaching students to read critically, write appropriately for a variety of audiences, conduct and cite research, and revise for clarity and correctness. In seminars and labs, students will engage in both independent and collaborative activities, including the development of a digital portfolio designed to help them become more effective communicators in academic and professional environments.
In this course, students will learn the roles and responsibilities of an Educational Support Worker as a part of the multi-disciplinary team. Topics discussed will include professionalism, confidentiality and communication as well as an overview of legislation, regulations, school board procedures and policies. In addition, students will gain an understanding of current trends and issues within the field of education.
This course prepares students to use technology efficiently and effectively in college and workplace environments. Topics include Windows 10, Microsoft Office 365 (Word, PowerPoint, Excel, and Outlook), myCampus Portal, D2L, Internet, file management, collaboration tools, LinkedIn, and various social media platforms as they relate to professionalism in the field of Human Services. Course content is delivered through in-class labs using lecture, guided instruction, discussions, and hands-on activities, and through online self-directed learning (SDL) tutorials, articles and activities. Students will improve their technology skills and build a professional online image.
This course is an introduction to the study of Indigenous (First Nations, Metis, and Inuit) peoples in Canada. Students will explore the complex historical and contemporary relationships between Indigenous and non-Indigenous peoples. The course will also guide students to begin to understand the diversity and depth of Indigenous societies, worldviews, and knowledge through a multi-disciplinary lens.
This course offers a systematic approach to exploring human behaviour. The concepts and empirical findings are examined using a variety of theoretical approaches. Major topics include perception, motivation, learning, memory, intelligence, and personality.
Course description needed
The two main goals of this course are to provide the students with an initial exposure to the field in their program speciality area and to prepare them to plan and negotiate future field practice experiences with a school or agency related to their field.
This course will introduce students to the major areas of exceptionality as they are found in children. Knowledge and skills related to individual program planning will also be included.
This course will explore various assistive technologies and devices used within the school setting. Assistive technology (AT) refers to equipment that improves the functional capabilities of individuals with exceptionalities. Students will discuss the roles of AT and its ability to promote independent participation of learners in the learning process. Students will have the opportunity to become familiar with a variety of assistive technologies, both hardware and software, and how they can be implemented in a classroom.
All graduates of diploma programs require general education credits. These courses allow you to explore issues of societal concern by looking at the history, theory and contemporary applications of those issues.
Your program has designated some required general education courses. In addition, you have the opportunity to choose from a list of electives each semester.
Many of these courses and some other general education courses are also available through evening classes, by distance education, or on-line. See our Part-Time Studies Calendar for these opportunities.
You may already possess general education equivalencies from other colleges or universities. Please see the General Education Co-ordinators at the Peterborough and Lindsay locations for possible exemptions.
In order to obtain the Indigenous Perspectives Designation, students must choose GNED128 as one of their Gen Ed Electives in Semester 2.
Communications II, building on the foundation of Communications I, is a blended course that teaches students to write and communicate for a variety of professional situations. In seminars, labs and online modules, students will develop a professional portfolio that demonstrates their abilities to meet the challenges of a changing workplace.
Two days a week, over a 15 week semester, students in the Educational Assistant Program work directly with students with special needs under the direction of the classroom teacher. Students use this opportunity to develop the skills they are acquiring concurrently in college classes.
This course will provide the opportunity for students to develop the knowledge, skills and attitudes required to effectively support individuals with Neurodevelopmental Disabilities in a school setting. Neurodevelopmental Disabilities are exceptionalities that are associated primarily with the functioning of the neurological system and brain, and can produce challenges in personal, social, academic, or occupational functioning.
This course studies the educational implications that may accompany physical disabilities resulting from a variety of disorders such as neurological defects, orthopaedic conditions, birth defects, infection or disease. The student will acquire knowledge of methods, materials and equipment that will assist in meeting the pupils' special needs at school.
This course builds on a foundation of behavioural theory, paradigms, and perspectives and investigates a wide variety of approaches in managing, modelling, encouraging and supporting positive student behaviour in schools. Pro-active and re-active strategies, culturally-sensitive approaches, connections to safe and healthy school policies and procedures, and current issues in behaviour management will be addressed.
Normally, students will have completed all other courses in this program before beginning this course. They must have the written permission of the program co-ordinator to enroll in this course if they have not completed all other courses.