Student will learn about various methods of augmentative and alternative communication and assistive technology, software and programs that can assist children and adults with communication. This course includes curriculum based on SET-BC standards: augmentative and alternative communication (AAC) devices, activities, and ways of thinking. Students will be introduced to, accessibility options for computers and communication boards, and Blisssymbolics. The course requires students to maintain a blog or learning log and a project building an assistive technology (AT) plan and implementation analysis after working with a special needs student. This term project must be completed by the end of the first practicum.
 
Four additional workshops, with accompanying certificates of completion, are part of this course. These workshops include lecture, group and online learning activities, and assignments required to be completed.

The workshops are:

SET-BC: Assistive Technology in the Classroom (mostly selfdirected course accessed online) earning a Certificate of Participation
SOLO 6+ Essentials: a literacy suite of popular assistive technology supporting Read:Outloud, Draft:Builder, Write:Outloud, and Co:Writer. Upon completion of assigned modules, earns a Certificate of Completion.
Introduction to Picture-Based Software for the Classroom: Boardmaker®: this course introduces students to this software tool; students will create a project they could use in a classroom and present to class. Earns a Certificate of Competence.
Digital Education Basics: SMARTBoard – this workshop introduces students to smart boards (interactive whiteboards), learning how to get started with the SMART board, create objects, and create interactive lesson activities. Students will present a short lesson activity to complete the workshop and earn a Certificate of Completion: SMARTBoard Basics.

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.

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 practise 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 second part of the source reviews language development and reasons it is difficult to learn from 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.

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).

In recent years, there has been an increasing awareness of students with acquired brain injury (ABI) in the school system. Advancements have led to an increase in the number of children and adolescents who are surviving and being served in our schools.  Length of stay in hospitals and rehabilitation centres also is decreasing and students return to the school system. This course introduces students to planning and supporting these students.
 
Topics include structure and function of the brain; defining ABI; characteristics associated with ABI; planning support; teaching students; managing challenging behaviour, students with mild ABI; and transition planning. Students will participate in case studies and discussions and the EA’s role in supporting students with ABI, as well with those who have physical impairments and/or chronic health impairments.

This course introduces students to ways to support students who are hard of hearing and deaf, as well as those with visual impairments. The first part of the course discusses students with hearing impairments and how to support and establish learning relationships in the classroom.  Content includes working with teachers, especially vision resource teachers; talking with students and parent interviews; when to get help and when you need it; changes to IEPs; collaborating with the educational team; and the nature and degree of visual impairment. It also explains the student’s functional vision (charts), safety and environment, and supporting the student through planning, instruction, assessment, the print user, the Braille user, and available resources.
 
The second part of the course focuses on visually impaired students including preparation to support/teach students; meetings with teachers, educational team, students; classroom adaptation; communication tips; tips for students; and equipment needs. Training sessions are also included this course, including:

- Using ASL in the Classroom – this follows up on ‘Introductory American Sign Language’ with lecture, discussions, and a project using sign language with a student, including practical examples and presentation.  A Certificate of Completion is awarded when students have completed their assignments and practice lessons in the classroom setting.

- Working with Gifted Students – using provincial guidelines, students are introduced to gifted education, including identification and student profiles; content (acceleration, telescoping, compacting, independent study, tiered assignments, learning centres, and curricular models); process (higher level and creative thinking, problem solving); the learning environment and products.

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 

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. 

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).

Pre-requisite: EA398
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). 

This course builds on the skills learned in the Student Success Strategies course or its equivalent. It provides information on how to use the communication skills learned in order to make a successful presentation to a prospective employer. Students also learn how to uncover the hidden job market and identifyemployment opportunities. Self-assessment during this course allows students to identify their personal skills that are transferable to the work place and to describe these skills to a prospective employer. Students may be videotaped during a mock interview and will participate in the analysis of their performance in the “interview”.