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Courses - September 2022

Level 1

Course Details

College Reading & Writing Skills
COMM1085

Description:

This course introduces students to the reading, writing, and critical thinking skills needed for academic and workplace success. Students will analyse a variety of texts and apply the steps of planning, writing, and revising to produce writing that meets the expectations of selected audiences and purposes. The course prepares students for college-level writing tasks, research, and documentation by asking them to produce clear, informed, and purposeful documents relevant to both academic and professional contexts.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Conestoga 101
CON0101

Description:

This self-directed course focuses on introducing new students to the supports, services, and opportunities available at Conestoga College. By the end of this course, students will understand the academic expectations of the Conestoga learning environment, as well as the supports available to ensure their academic success. Students will also be able to identify on-campus services that support their health and wellness, and explore ways to get actively involved in the Conestoga community through co-curricular learning opportunities.

  • Hours: 1
  • Credits: 0
  • Pre-Requisites:
  • CoRequisites:

Role of the Educational Assistant
EDUC1550

Description:

Through a lens of professional relationship building and communication, students will examine the roles and responsibilities of the Educational Assistant as a member of the multi-disciplinary educational team. Students will review and discuss how provincial legislation and school board policies, procedures, and protocols relate to the responsibilities of this role. In addition, they will review and develop strategies for creating inclusive environments that contribute to safe, caring, and secure educational settings for children and youth.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Student Growth and Development
EDUC1560

Description:

This course introduces students to human development theories, covering concepts of child and youth development related to social, physical, emotional, psychosocial, and communication domains. The contribution of theorists and research will be examined as they relate to practices in supporting student learning. Students will explore the concepts and theories of educational psychology that have been influential in creating supportive teaching methods and educational practices and will differentiate learning opportunities for varying developmental levels and ages of students.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Introduction to Exceptionalities
EDUC1570

Description:

This course will introduce students to categories of exceptionalities in educational settings associated with behavioural, communicational, intellectual, physical, and multiple exceptionalities. Students will review, describe and compare characteristics of a range of exceptionalities related to each of the categories. They will discuss how assistive technologies and daily living aides support student learning and independence.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Introduction to Practice: Educational Support
EDUC1630

Description:

This course will prepare students to participate in field placement by introducing them to the day-to-day activities of the practice of Educational Assistants. Elements of a cohesive classroom, developing professional communication skills, and strategies to establish positive relationships in educational settings are emphasized through class experiences. With a view to supporting learners with exceptionalities, students will be introduced to differentiated learning strategies, the purpose and elements of an IEP, and the role of EA's in their development and implementation.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Safety in the Workplace
OHS1320

Description:

This course focuses on developing awareness and skills for the student to safely manage and conduct him or herself within a variety of employment settings. Through the units of the course, participants will have the opportunity to enhance their understanding and knowledge of general Health and Safety guidelines, including WHMIS, Fire Safety and Workplace Violence. The unit on Accessibility for Ontarians with Disabilities Act will instruct the student on the requirements for Accessible Customer Service and Integrated Accessibility Standard Regulations. General information on Safe Driving, Privacy of Information and Hand Washing will be addressed as well. The course also provides participants with critical information regarding their insurance coverage (WSIB or other) while employed. As well as guidelines to follow in the event of an injury. Participants will receive a printable Record of Completion upon successful conclusion of this course, in order to demonstrate awareness of safe working practices to their employers.

  • Hours: 14
  • Credits: 1
  • Pre-Requisites:
  • CoRequisites:

Level 2

Course Details

Professional Communication
COMM1305

Description:

With a view to developing professional communication strategies, this course will enable students to learn how to effectively communicate with teachers, administrators, and parents as emerging professionals. Professional presence, including appearance, verbal and non-verbal communication skills, attitude, and etiquette, will be reviewed as students will develop hands-on experience through presentations, mock interviews, and communication assignments.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Principles of Learning
EDUC1590

Description:

With a particular focus on supporting learners with exceptionalities, this course will provide students with an understanding of the principles of learning that guide educational instruction. Students will be introduced to the principles of universal design for learning and will examine how these principles correspond with various exceptionalities. Students will learn various observational strategies to monitor, document, and report on the behaviour and progress of learners. In addition, students will examine differentiated learning and its role in supporting learning in educational settings.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

The Exceptional Learner
EDUC1600

Description:

Building on the foundational information from Introduction to Exceptionalities, this course will focus on examining and creating strategies that support the exceptional learner. Students will expand their understanding of learner needs under the categories of behavioural, communicational, intellectual, physical, and multiple exceptionalities. In addition, students will broaden their definition of exceptional learners to include gifted students and students learning English as an additional language. Students will explore educational strategies to support and respect social, cultural, and linguistic diversity.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites: EDUC1570
  • CoRequisites:

Field Placement 1 (Educational Support)
FPLT1610

Description:

Through a combination of classroom seminars and field experience, this course will strengthen students understanding of the fundamentals of practice as Educational Assistants. Working as members of educational teams, students will engage in the development and application of differentiated learning to support various exceptional learners. With guidance from team members, students will participate in and support the implementation of IEP’s.

  • Hours: 185
  • Credits: 6
  • Pre-Requisites: EDUC1630 OR FPLT1580
  • CoRequisites:

Electives: General Education
Student must complete a minimum of 42 Hours

Level 3

Course Details

Supporting Students with Behavioural Exceptionalities
EDUC2150

Description:

This course will challenge students to create and examine strategies for supporting students with behavioural exceptionalities. They will describe and analyse learning characteristics associated with behavioural exceptionalities and explain their relationship to educational environments. Therapies related to a variety of behavioural exceptionalities will be discussed as students design, examine and evaluate preventative and non-physical interventions for supporting students with behavioural exceptionalities.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites: EDUC1600
  • CoRequisites:

Supporting Students with Autism Spectrum Disorder
EDUC2160

Description:

This course will provide students with an in-depth overview of Autism Spectrum Disorder, including related provincial legislation and school policies. Classification and etiology of Autism Spectrum Disorder (ASD) will be explored. Characteristics and management of behaviour will be examined and explained through the lens of Applied Behaviour Analysis principles as students review and examine evidence-based practices in the field of Autism.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites: EDUC1600
  • CoRequisites:

Supporting Communication through Assistive Technology
EDUC2170

Description:

This course will examine various assistive technologies that augment the functional capabilities of learners with exceptionalities to support their communication and independence. Students will describe the roles of assistive technology and daily living aids in their ability to promote the independent participation of learners in the learning process. They will develop applied skills in the use of a range of devices, including but not limited to; reading aids, listening aids, speech, and augmentation aids, writing and keyboarding aides, digital media, and computer access aids.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites: EDUC1600
  • CoRequisites:

Field Placement II (Educational Support)
FPLT2280

Description:

Through a combination of classroom seminars and field experience, this course will sharpen students understanding of the practice of Educational Assistants as they expand their skills. Continuing to work as members of educational teams, students will engage in the development and application of differentiated learning to support various exceptional learners. With guidance from team members, students will integrate knowledge about learners with exceptionalities to create communication strategies that support learner independence.

  • Hours: 207
  • Credits: 7
  • Pre-Requisites: EDUC1615 OR FPLT1610
  • CoRequisites:

Electives: General Education
Student must complete a minimum of 42 Hours

Level 4

Course Details

Team Work and Collaboration
EDUC2190

Description:

Team work and collaboration are essential in creating a positive work environment in educational settings. Educational Assistants are required to work in a high-paced environment that requires team work and collaboration. Through this course, students will examine and demonstrate the principles of team work and collaboration. They will reflect on their practices to create and evaluate techniques to resolve issues in classroom situations that are respectful and supportive of learners.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Empowering Students Through Integrated Learning
EDUC2200

Description:

With a view to facilitating learner independence in educational settings, this course will challenge students to integrate course knowledge and practice experience as they promote positive and pro-social behaviour to contribute to a safe and respectful learning environment for all learners. Students will review and reflect on their role as Educational Assistants in developing and implementing strategies and appropriate use of assistive technologies, daily living aids, and differential learning strategies in accordance with learning plans.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites:
  • CoRequisites:

Supporting Students with Physical and Medical Exceptionalities
EDUC2210

Description:

This course will provide students with knowledge and techniques to work with children with physical and medical exceptionalities in educational settings. Students will review the various medical exceptionalities learners may present and will demonstrate strategies for supporting them. In addition, students will demonstrate the use of safe handling, positioning, and transferring techniques, including body mechanics, to support learners. As a component of this course, students will be introduced to the care and use of assistive devices and mobility aids required to support learners.

  • Hours: 42
  • Credits: 3
  • Pre-Requisites: EDUC1600
  • CoRequisites:

Field Placement III (Educational Support)
FPLT2291

Description:

Through a combination of classroom seminars and field experience, students will continue to strengthen their skills and practice as Educational Assistants. Through guided discussion and reflective strategies, they will integrate the knowledge accumulated through classroom experience to create an intentional professional plan for their practice. Continuing to work as members of educational teams, they will engage in the development, application, and evaluation of differentiated learning to support various exceptional learners. They will model and demonstrate exceptional communication and team skills to support the independence of learners with whom they are working.

  • Hours: 207
  • Credits: 7
  • Pre-Requisites: EDUC2185 OR FPLT2280
  • CoRequisites:

Electives: General Education
Student must complete a minimum of 42 Hours

Program 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 prosocial 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.
  10. Compare various behavioural strategies to support the holistic development of a learner within an educational environment.