Thank you for your response. Help us improve gov. Organizations A-Z. Forms A-Z. British Columbians and our governments Farming, natural resources and industry Family and social supports Health Environmental protection and sustainability Housing and tenancy. Workforce characteristics 17, workers are employed. Employment by gender Men. Source: Census. Employment by age group 15 - 24 years.
Labour force by industry Educational Services:. Employment by region Select your region:. Job requirements. Teacher assistants usually require completion of a month college program in teaching assistance, educational assistance or other social science program. Teacher assistants who help students with special needs usually require specialized training and experience.
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Sort By:. Level of importance Sort. For more detailed information about this program, related courses and specific admission requirements, see the Academic Calendar. Take an assessment or upgrade with us. Academic Calendar. Camosun College is fiercely proud of the excellent quality of its instruction. Read more. Campus location. International students please contact International Admissions. Skip to main navigation.
Search Search. Program at a glance Credential Certificate. Length 10 months full-time or 2 years part-time.
Apply Today. At a glance image. About the Program More info Admission details Faculty. We'll help you succeed Through the 3 semesters of the EACS program, you will acquire the skills and knowledge needed to promote and advocate for the meaningful participation of people with disabilities in all aspects of community life.
One key pathway is to learn the science of child development and know how to apply it in the classroom. This provides teachers and education assistants with a solid foundation from which to problem solve how to best educate each student. To be successful, one must understand each student as a learning, feeling, relating human being.
Using case studies, research, and reflections on practice, students gain a solid foundation in developmental psychology as well as practical skills for applying that knowledge in a classroom.
The course emphasizes diversity — individual and group —age trends, and classroom implications, along with sections on the foundations of child development, the cognitive child, the emotional child, the social child, and the whole child. This course will address human development from conception through adolescence, with a focus on childhood to teenage years. Students will learn about fetal development and the effect of teratogens on an unborn child. Students will study psychological theories and how they relate to child development.
Students are introduced to the basic concepts and methods related to studying communication, covering both typical speech and language development along with information on disordered speech and language.
Foundational science is covered the anatomy and physiology of speech, language, and voice production as well as articulation and phonology and related disorders. Speech and language disorders in adults — neurological impairment — are also discussed. Other subjects in this course cover various impairments and conditions: voice disorders; swallowing disorders; fluency disorders; the anatomy and physiology of hearing and hearing disorders; and hearing testing and management of hearing disorders.
During this course, students are also introduced to American Sign Language ASL where they begin to learn basic vocabulary development, the manual alphabet, simple structures, and grammatical forms of ASL, history, finger spelling, numbers, terminology, and insight into the culture and community of deaf people.
After this ASL introduction, students are assigned an ongoing training assignment following the Signing Naturally curriculum where students aim to reach a fundamental competency in signing by following multimedia exercises, home study and practice, and intermittent role playing and communication labs with their classmates.
Later in the program, students will apply what they have learned into a term project where they learn to use ASL in the classroom. 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.
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.
Upon completion of assigned modules, earns a Certificate of Completion. Earns a Certificate of Competence. Pre-requisite: EA 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.
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. All children are special; however, children with exceptionalities have difficulty reaching their full potential. Their intellectual, emotional, physical, or social performance falls below or rises above that of other children.
They have special needs related to physical, psychological, emotional, or social factors, or a combination of these. This course examines students with exceptionalities within Canadian schools. The age range spans infants to young adults. Emphasis is placed on children with mild differences in learning and children with behavioural disorders.
Three professional development courses are provided to students and will occur before, during, or immediately after this course. 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.
ASD topics include characteristics of ASD; diagnosis and assessment; cognitive profiles and ranges of ability; theory of mind; sensory difference; social and communication skills; challenging behaviour; effective instructional practices; and applications in the classroom. The course also includes an introduction to Applied Behavioral Analysis; ABA topics include 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; reinforcement strategies for students; the discrete trial teaching format; errorless learning techniques; recording the level of prompting for instruction when collecting data; 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.
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