Educational Support - 747
|Program Length:||~ 2-3 years|
|Cost:||~ $400-$550 per course + textbooks|
|Intakes:||Fall (September), Winter (January), Spring (May)|
|Application Process:||Application must be submitted online. You must also submit your official Ontario Secondary School Diploma (OSSD) transcript, or equivalent (GED, College and Career Preparation). Access the online application.|
This program has undergone a name change from Educational Assistant to Educational Support. The program outcomes and career opportunities remain the same.
This part-time, online learning program has been designed to meet the needs of those who wish to pursue a career as an Educational Support/Assistant or are already working in the field and need to upgrade their qualifications.
The provincially-approved curriculum has been designed to develop the aptitudes, knowledge and skills EAs need to work with, and support children and youth with special needs during their educational experience. Through a carefully designed program of studies that combines theory and hands-on practice in school-based field placements, candidates prepare to work with teachers, and other professionals in meeting a wide-range of exceptional student needs.
The program is equivalent to the two year, full-time Educational Support Diploma program offered at Mohawk and other community colleges. The part-time, online format enables you to learn at your own pace and continue current full-time employment.
Admission & Registration
Applicants to the program must meet the following MINIMUM requirements:
- Submit an Official Grade 12 transcript showing OSSD or equivalent (GED, College and Career Preparation) including:
- Grade 12 English, C or U or equivalent - (70% guideline)
All applicants submitting prior academic history completed outside of Canada must provide confirmation of equivalence to an Ontario Secondary School Diploma. This can be coordinated through any of the following:
1. Excellent oral and written communication skills.
Students who struggle with communications or whose first language is not English are encouraged to explore upgrading options available through our Applied Communications Centre.
These students are also encouraged to take COMM11040 instead of COMMLL041 for added understanding and support. Both meet the graduating requirements of the Program of Studies.
2. Computer skills (e.g. word processing, data management, internet access)
Students should be familiar with computers, word processing, and email based systems prior to considering an online delivery option. To upgrade computer skills, consider a CE introductory 'Computer Basics' course or a Learning Support Centre workshop before applying.
Program of Studies
The part-time Educational Support program provides students the opportunity to achieve their Educational Support Diploma at their own pace. By taking online courses, students can continue to balance personal and professional priorities while completing course work.
Students may begin taking open courses prior to admission into the ES Program:
- Communication (COMMLL041), or Communication D (COMM11040), or English 1 (COMM 10256)
- Introductory Psychology (PSYCSS156)
- Developmental Psychology (PSYCSS271)
- 2 General Education Electives (OPELXXXXX)
The program of studies displayed below applies to students starting the program in the 2019/20 academic year. Students who began in other academic years may require different courses to be eligible to graduate. If you have questions regarding a strategy for completion contact Continuing Education - Community and Urban Studies.
Textbooks: For information on the textbooks needed for the upcoming term please visit our Textbook Search site.
Click on the course code below to check current availability and for registration information
|Course Code||Course Name||Course Description|
|EDUC10075||Placement Preparation||Prepare to participate in field placements. Investigate the role of the Educational Assistant, and collaborate with other professionals through research, interviews and guest speakers. 42 hours.|
|EDUCEDE14||Foundations of Education||Foundations of Education will review the historical development, legislation, ethical practices, access to services, the special education team, and the EA role. Curriculum documents, the Canadian Charter of Rights and Freedoms, the AODA , workplace Safety and other legislation will be discussed. Students will develop awareness of the rights, responsibility and supports for working with exceptional students across a variety of settings. 42 hours.|
|EDUCEDE19||Technology in Education||Demonstrate technology skills for the Educational Support student's own use and for the effective assistance of students with their technology literacy. Explain the use of software and apps that support the Ontario curriculum. 42 hours.|
|MATH10065||Math in an Educational Setting||Review the five strands of Mathematics; Number Sense and Numeration, Measurement, Geometry and Spatial Sense, Patterning and Algebra, Data Management and Probability. Review previously learned concepts from grades 2–10 using the Math program IXL Math. Create visual representations of math concepts and problems to assist exceptional learners. Explore a range of hands-on and virtual manipulatives. 42 hours.|
|PSYCSS156||Introduction to Psychology||Explore the scientific study of mental processes and behaviour, including the concepts of normality and abnormality. Investigate the biological basis of human experience, sensation and perception, learning and memory, and the nature of consciousness. Examine personality theories, health and stress, and various psychological disorders, including their etiology and treatments. 42 hours.|
|SAFE10004||Safety in an Educational Setting||Students will develop strategies to manage personal safety concerns and safety issues for students. Relevant to the EA role, students will review Safety legislation, receive training on WHMIS, AODA, safe physical care, lifts, physical restraint, medication, and special conditions (e.g. allergies, mental health). This course must be completed prior to registering for a placement. 42 hours.|
Option Group 1: Select 1
|COMM11040||Communication D||Communication is an introductory college level English course. Through a variety of assignments, successful students in this course will develop the reading, writing, critical and analytical skills essential to them as communicators in college and upon graduation. This course teaches writing through the critical reading of various fiction and non-fiction material and brings students with basic skills to college level foundational skills. 56 hours.|
|COMMLL041||Communication||Communication is an introductory college level English course. Students exiting this course will demonstrate competence in grammar, sentence structure, and writing skills. Successful students in this course will develop the reading, writing, critical and analytical skills essential to them as communicators in college and upon graduation. This course teaches writing through the critical reading of various fiction and non-fiction material and brings students to college level foundation skills. 42 hours.|
|Course Code||Course Name||Course Description|
|EDUC10040||Total Communication Part 1||Understanding the concepts of Total Communication and its use within Special Needs and/or classroom setting will help support the role of the Educational Assistant and the Assistant's needs for recognition of the barriers of hearing loss and how this can affect the learner. Total communication will focus on many combined elements including visual communication, hearing loss, body language interpretation, non-verbal communication and assistive devices. 42 hours.|
|EDUC10085||Placement 1||Experience the role of an Educational Assistant and implement strategies to support learners. Demonstrate professionalism, ethical behaviour, positive attitudes and team-work in the school setting. 132 hours.|
|EDUC10116||Inclusion & Diversity||Examine opportunities and challenges presented to the Educational Assistant in diverse settings. Develop a sensitivity and awareness of strategies to support inclusiveness and equity in the classroom for all students, especially those from marginalized groups. 42 hours.|
|EDUCEDE17||Personal & Interpersonal Dynamics||Define interpersonal communication and describe barriers to effective interpersonal communication. Complete a variety of personality inventories and discuss ways to improve your own interpersonal communication competence. Evaluate self-care techniques. Identify listening styles, conflict management styles and the skills needed to manage conflict. 42 hours.|
|EDUCEDE22||Behaviour and Mental Health Exceptionalities||"Behaviour and Mental Health Challenges" will focus on the role of the Educational Assistant in managing behaviour and supporting those with behaviour and mental health challenges. Through the identification and awareness of symptoms, strategies and interventions, students will become familiar with available resources and supports in both the school and community. The development of a continuum of strategies in response to escalating behaviours and evaluating implementation through concrete data collection will prepare students to effectively manage behaviour and support mental health challenges. 42 hours.|
|PSYCSS271||Developmental Psychology||Describe the human growth process from conception to death in terms of social, emotional, physical, and intellectual functioning and examine the various theories of human development. Explain the nature-nurture debate, identify behaviour patterns that are abnormal for a particular developmental stage, and apply theoretical perspectives to explain "normal" and "abnormal" behaviour patterns throughout the human lifespan. Identify and describe positive environmental factors that can promote growth throughout the lifespan. 42 hours.|
|OPELXXXXX||General Education Elective 1||This course represents your first requirement to complete a General Education elective. General education courses are intended to broaden your educational experience, and help you to develop new perspectives on your life and career. These courses must focus on content that is separate from your core area of study, and must reflect at least one of the five themes of general education as defined by the Ministry of Training Colleges and Universities: Arts in Society, Civic Life, Social and Cultural Understanding, Personal Understanding, Understanding Science and Technology. 42 hours.|
|Course Code||Course Name||Course Description|
|COMP10006||Adaptive and Assistive Technology||Investigate assistive and adaptive devices, both hardware and software, that will provide the Educational Assistant with valuable skills when working with students. 42 hours.|
|EDUC10041||Total Communication Part 2||Understanding the concepts of Total Communication and its use within Special Needs and/or classroom setting will help support the role of the Educational Assistant and the Assistant's needs for recognition of the barriers of hearing loss and how this can affect the learner. Total communication will focus on many combined elements including visual communication, hearing loss, body language interpretation, non-verbal communication and assistive devices. 42 hours.|
|EDUC10086||Placement 2||Apply theory to practice to support exceptional learners in a variety of settings. 132 hours.|
|EDUCEDE21||Classroom Skills||Examine Literacy, Mathematics and other subject areas of the Ontario Curriculum. Investigate strategies and skills Educational Assistants use to assist students' development of curriculum expectations. Demonstrate the use of concrete materials and technology that boost student achievement. 42 hours.|
|EDUCEDE23||Communication Exceptionalities||Students will research and present information on the many the types of communications exceptionalities (e.g. Autism, L.D., Sensory Processing Disorders etc.) and implications of these for students in an educational setting. Different strategies for supporting students with communication challenges will be shared, with a particular focus on technology and the use of IPads in the classroom. This course will cross reference related, previously-learned material (e.g. behaviour management) and other aspects of communications. 42 hours.|
|OPELXXXXZ||General Education Elective 2||This course represents your second requirement to complete a General Education elective. General education courses are intended to broaden your educational experience, and help you to develop new perspectives on your life and career. These courses must focus on content that is separate from your core area of study, and must reflect at least one of the five themes of general education as defined by the Ministry of Training Colleges and Universities: Arts in Society, Civic Life, Social and Cultural Understanding, Personal Understanding, Understanding Science and Technology. 42 hours.|
|Course Code||Course Name||Course Description|
|EDUC10001||Autism Spectrum Disorder - Assisting Student Development||Examine the Autism Spectrum Disorder to acquire the tools needed to work effectively with students diagnosed with this complex condition. Develop effective strategies and supports for those on the Autism spectrum by exploring evidence-based research. Demonstrate the Educational Assistant role in supporting students on the Autism spectrum with a strong emphasis on communication, social skills, behavioral challenges, family, sensory, and educational issues. 42 hours.|
|EDUC10004||Learning Strategies||Investigate how we learn and remember information. Explore problem-solving models and strategies Identify and assess learning preferences and gain experience in adapting curriculum-based activities to meet the needs of a variety of learners. 42 hours.|
|EDUC10037||Transition Planning||Transition Planning will develop the skills and awareness of supports available to assist the exceptional learner with transitions throughout school, and ultimately to adulthood. Learning will focus on maximizing the exceptional learners potential and autonomy through developing basic life skills, vocational training and job readiness. As an EA or job coach, ES students will collaborate to support the transition to successful living; including vocational, residential, social and recreational opportunities. Portfolio development and job search skills for the EA and for the exceptional learner, will also be a major component of the course. 42 hours.|
|EDUC10087||Placement 3||Apply the appropriate attitudes, knowledge and skills to work successfully as a member of an educational team in assisting students with learning exceptionalities. 132 hours.|
|EDUCEDE26||Physical and Multiple Exceptionalities||Investigate the unique needs of students with significant cognitive, physical or multiple challenges. Examine the collaboration and team roles, expectations, skills and supports for individuals. Research and share information on a variety of different challenges to become familiar with symptoms and strategies to effectively assist students to maximize learning and independence. 42 hours.|
In Continuing Education, there are three semesters each year: fall, winter, and spring/summer. If a student is unable to complete three courses per semester then they should still complete core courses in the suggested order. As much as part-time studies enable students to work at their own pace, all students need to be aware that, as per the Program Promotion and Graduation Requirements policy (opens PDF, 56kb), to be eligible for graduation, students are expected to demonstrate mastery of current competencies outlined in the Program of Studies applicable at the time of graduation. In cases where study has been interrupted or a Program of Study has been updated to reflect industry standards, the College may require a student to repeat a subject area.
Field Placement / Clinical
Mohawk College Educational Support (ES) students transfer theory from related college courses into practice while on field placement. Benefits of Mohawk ES placements are reciprocal; as our students actively participate and contribute at the placement site by supporting diverse learners, they are also developing the skills related to the EA role. Committed members of your school team have the opportunity to share professional experiences, insight, and feedback which shape future educator attitudes and promote best practices in the field.
While on placement, Mohawk ES students are encouraged to expand into a professional network, seek learning opportunities, to be accountable for their experience, and to acquire and demonstrate the necessary skills to participate in a school environment.
Field Placements occur in each of the following settings:
- Elementary school
- High school
- Specialized setting
- In both the public/catholic school boards
Field Placement Requirements:
Field placements may occur at locations that are not accessible by public transit. As such, students shall be expected to either have access to a car or the ability to supply their own transportation when attending field placement activity. Mohawk shall not be responsible for providing students with transportation to field placements within or outside the Hamilton region
All costs associated with obtaining the police clearance are the responsibility of the student. The placement agency, school and/or school board are responsible for verifying that the police clearance is valid.
Please note: Registered students who have been convicted of an offense under the Criminal Code of Conduct for which they have not been pardoned may be denied the opportunity for placement.
Compliance to Procedure and Policies
Students must be in compliance of Mohawk's placement policies, rules, and procedures which includes, but is not limited to: confidentiality, WSIB procedures, liability release, student conduct, and placement selection. Please review the Field Placement Agreement (opens PDF, 425kb) for more information.
Placement 1 - EDUC 10075 (Placement Preparation 1), EDUC EDE14 (Foundations of Education), and SAFE 10004 (Safety in an Educational Setting)
Placement 2 - EDUC 10085 (Placement 1)
Placement 3 - EDUC 10086 (Placement 2)
Field Placement Specialist
A unique feature of the Educational Support program at Mohawk College is the role of the Field Placement Specialist (FPS). The FPS is available to the student throughout their placements and works with the placement sites to secure assignments based on specific goals, skill set, preferences, and restrictions.The FPS provides the necessary resources, information, supervision, and guidance to support highly successful field placements.
At times, the FPS will visit the placement site to meet with the student and their direct supervisor. Placement questions, concerns, feedback, or requests may be directed to Stacey Money at stacey.money [at] mohawkcollege.ca
905-575-1212 ext. 4077
stacey.money [at] mohawkcollege.ca
Frequently Asked Questions
Educational Assistant Apprentices
A partnership exists between Mohawk College and Georgian College to facilitate individuals who are working as Educational Assistants, and who have met all the requirements for the Educational Assistant Apprenticeship Certification of Completion, to complete the courses required to be awarded an Educational Assistant Ontario College Diploma. Email us at cecommunity [at] mohawkcollege.ca for more details on this bridging opportunity.
The Educational Support Diploma program can lead to exciting career opportunities!
Industries of Employment
- School Boards
- Private Schools
- Community Facilities offering Special Education
- College and post high school programs
- Educational Assistants
- Support/Learning Facilitators for Children with Special Needs
Graduates of Educational Support Diploma program may also be interested in Degree Transfer or Post-Graduate opportunities!