Education Assistance and Inclusion (Certificate)

Domestic applications.

Fall 2024: Apply Now!

Faculty Applied Community Studies Department Disability & Community Studies Credits 30.00 Length of Program One year Credential Type Certificate

Campus Coquitlam Learning Format Full-time Part-time Admission Type Limited Enrolment Offered Fall

Become an education assistant with the Education Assistance and Inclusion Certificate. You’ll gain specialized skills that encourage the well-being, development and education of people with disabilities. You’ll learn from experts in inclusive education with innovative teaching methods who will help you become a leader in your field. 

This education assistant program can be taken full- or part-time with options for evening, online, weekend and hybrid (a mix of online and in-person) classes so you can fit studying into your busy schedule.  

Education assistants are in demand 

Over 5,000 new education assistant jobs are projected from now until 2031 in British Columbia. You’ll graduate with hands-on experience in the field through a 160-hour supervised workplace practicum. 

Education assistant grads have multiple career pathways 

Once you graduate you can transfer credits from the certificate into the second year of our  Classroom and Community Support Diploma  - a program that extends your learning into inclusive support, transitions to adulthood and behavioural intervention for children with autism. The diploma then block transfers into the third year of our Bachelor of Arts in Child and Youth Care degree .

If you’re looking for a career in teaching, many of our students use the Education Assistance and Inclusion certificate pathway as a starting point to become an elementary school teacher. 

Prior Learning Assessment and Recognition 

If you have related education or two years of work experience and would like to get credit or license/field recognition (non-credit) for your experience, Prior Learning Assessment and Recognition  is available.

Admissions Requirements

Applicants must meet the admission requirements listed below:

  • General College Admission Requirements
  • Applicants who have completed 9 or more post-secondary credits must be in good academic standing (with a minimum GPA of 1.5) for admission into any FACS program.
  • Provide evidence of completion of at least 60 hours of supervised work (paid or volunteer) in a field-related setting. Applicants will be mailed a verification of volunteer/work experience form after they have applied to the program. Forms are to be completed by the applicant's direct supervisor.
  • Two additional professional reference letters attesting to the applicant's suitability to the program.
  • A current resume.
  • A letter of intent from the applicant, stating the reasons for choosing the program, long and short term goals, and the applicant's related strengths and limitations.
  • Applicants may be required to participate in an interview with the department to further determine suitability to the program.
  • A Criminal Record Check (information will be provided by Enrolment Services).

Calculate your tuition and see the approximate cost of taking your program at Douglas College with the tuition & fee estimator . See costs broken down into categories including tuition fees, textbooks, student activity fees, U-Pass and more. 

For more information, refer to the tuition fee charts . 

Program Requirements

Graduation Requirements:

  • Successful completion of 30 credits
  • 50% (15 credits) of all coursework must be completed at Douglas College. Transfer credits from other institutions and/or course credits from Prior Learning Assessment and Recognition (PLAR) are not considered Douglas College credits.
  • Students are required to submit a copy of a current First Aid with CPR Certificate.  The course may be Standard or Emergency First Aid, with the training consisting of a minimum of 8 hours.  The CPR includes training for either or both adult and child.
  • In good academic standing.
  • Time limit to complete the program graduation requirements: 4 years. Any courses completed outside of that time limit will not be usable. Students may seek the permission of the Department/Program to complete a credential outside the approved time limits.

Course Requirements:

1. For students admitted to the program prior to Fall 2020: (a) CCSD 1170 and BHIN 1230 or CCSD 1170 and CCSD 1121 or BHIN 1230 and CCSD 1170 may be used as a substitution for DACS 1170 and (b) CMNS 1210 , or CMNS 1216 , or CMNS 1217 , or CMNS 2316 , or CMNS 2317 may be used as a substitution for DACS 2320 .

2. DACS 1256 may be used for a substitution for DACS 1258 .

Program Guidelines

Program Guidelines for previous years are viewable by selecting the version desired. If you took this program and do not see a listing for the starting semester / year of the program, consider the previous version as the applicable version.

Career Pathways

Career opportunities include:

  • Education Assistant
  • Indigenous education assistant
  • Inclusive education assistant
  • Community support worker

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Get the Skills to Become an Education Assistant

Education assistant training in as little as 22 weeks online or on campus.

Education Assistants work under the supervision of a teacher, providing additional assistance and instruction to students. They often circulate around the classroom while students are completing assignments and assist students who are struggling with their work.

If you’re a patient, compassionate individual who enjoys working with children, you could be well-suited to succeed as an Education Assistant.

Why Upskilling is Essential in Today’s Job Market

Like many Canadians, you may be concerned about the rising cost of living and the need to find ways to increase your income potential. If you’re looking to stay ahead of the curve, training to obtain new qualifications could be a great solution.

Discovery Community College is dedicated to offering convenient, supportive, and affordable career training. With a range of funding options available,  there has never been a better time to invest in upskilling.   Contact us today to learn how we can help you get ahead in today’s job market.

Education Assistant

22-week certificate | $56,311 median annual salary*.

  • Expected Job Openings in BC (2022-2032): 5,510*
  • Occupations include Education Assistant, Teacher Assistant

NOC 2021 code 43100

** visited on May 24, 2024.

Becoming a Qualified Education Assistant

If you’re looking for a rewarding and fulfilling career, look no further than a career in education assistance. At Discovery Community College, we’re proud of our history of trainee success.

If you’re interested in taking your career as an Education Assistant to the next level by being able to work with children with complex disabilities, consider our Education Assistant & Community Mental Health program .

During the Education Assistant course, you will learn:

  • Communication
  • Child Development
  • Mental Health
  • Life Span Development
  • Education/Teaching Assistant

Career Opportunities

This program provides you with the skills, knowledge, and attitudes required to work in an entry-level educational assistance role with children in a variety of settings. Ready-to-work graduates of Education Assistant programs are qualified to work in areas such as:

  • Public and Private Schools
  • Summer Camps
  • Child Care Centres
  • Other Learning Organizations

If you’re interested in working at a school district, contact our Admissions Team to learn more about the hiring requirements for your desired school district.

There has never been more funding for career training than there is right now . A variety of funding opportunities may be available to you, including WorkBC, Student Aid BC, and employment grants. An experienced Financial Aid Representative is available to answer any questions you may have, can assist with potential funding applications and help you discover the best options for your specific needs.

Is a Career as an Education Assistant Right for You? Take the Discovery Community College “Education Assistant Career Training Readiness Quiz”

This fun, online quiz takes 3 minutes to complete and you’ll get a personalized report. Identify your strengths and social style plus the training and positions you’re best suited for. Get your Education Assistant career training readiness score now >>


Community Support Worker: Education Assistant Certificate

Total:  454 hours, 22 weeks

  • Introduction to Microsoft Computer (60 hours)
  • Workshops: Standard First Aid (16 hours) & FoodSafe Level 1 (8 hours)
  • Communication (relationship building) (48 hours)
  • Child Development (28 hours)
  • Mental Health (60 hours)
  • Life Span Development (48 hours)
  • Education/Teaching Assistant (116 hours)
  • Practicum Placement (50 hours)

Education Assistant Certificate

The focus of the Education Assistant Certificate is on children and youth, especially in the school setting. You will be introduced to theories of child development from birth to adolescence. You will learn techniques and skills that are needed to work with students who have mental, physical, and learning/behaviour challenges within the classroom setting.

  • Campbell River
  • Maple Ridge

Delivery: On campus & online with practicum placements in your local community.

Practical “On-The-Job” Training

At Discovery, we believe that you should not only complete training with theoretical knowledge, but with real experience in the industry. That’s why learners in the Education Assistant program will complete a practicum placement during their training.

Your internship enables you to apply what you’ve learned in a real setting and gain not only experience to put on your resume, but also industry connections, references, and confidence. We help you feel supported by making sure that our program gives you access to all the tools you need to secure your first job and build your career.

Convenient Learning Options

At Discovery Community College, you don’t have to put your life on hold to start career training. We offer  accessible learning  including on-campus, online and blended on-campus and online learning options.

Many of our learners are raising families and some continue to work while training. We will help you choose a schedule that works for you.

International Learners

As an international learner training at Discovery Community College, our co-op based training programs allows you to  gain real-world experience  in the community with a cooperative work experience placement upon completion of the program.

Almost 35 Years of Success

Discovery Community College has been training learners just like you for successful careers for almost 35 years. Our college is a well-respected institution, who has formed alliances with numerous community partners. We are also registered with and designated by the Private Training Institutions Branch of British Columbia, formally PPSEC, since 1996.

Is a Rewarding Career as an Education Assistant Right For You?

If you’re interested in learning more about Education Assistant training and exploring whether this might be the career path for you, fill out the form on this page to receive more information.

Our friendly and knowledgeable Admissions Representatives are happy to answer any questions you may have and can help with everything from courses to financial aid.

To speak with an Admissions Rep right away, give us a call at 1-877-315-5241 .

Wait! Not Sure You're Ready?

Take discovery community college's free quiz to find out.

This fun, online quiz takes 3-minutes to complete and you’ll get a personalized report. Get Your Career Training Readiness score now!

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Education Assistant Certificate

Looking to be part of an educational team? This certificate prepares participants to come alongside teachers in the classroom to help reach educational goals and encourage child development. Participants will take classes on school organization, working with and understanding children, issues that arise in education as well as a practicum.

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  • Full program offered
  • Partial program offered

Delivery options

Tuition and fees.

2023-24: $4,427.86

plus applicable textbooks and/or materials

All amounts are approximate and are subject to change.

Detailed domestic tuition and fees information

Program details

This 447-hour Education Assistant Program prepares learners to work as Education Assistants in schools as part of an educational team. Education Assistants work under the instructional supervision of classroom teachers and School District administrators while supporting the learning and independence of children who benefit from additional assistance in meeting their educational goals.

Learners are introduced to the organizational structure of schools and the role of Education Assistants in the classroom. Specific topics include general educational principles with particular attention to individualized instruction, cooperative learning and the importance of creating a positive learning environment. Learners develop and practice the skills necessary to implement modifications and adaptations of curriculum.

Already have experience in this area? This program qualifies for our Recognition of Prior Learning review. If some of your previous experience could apply to this program, please see Recognition of Prior Learning (RPL) page for more information.

  • Students must be prepared to go to the school that they are placed at (for their practicum) by the College. Some considerations are given and will be discussed after the start of the program
  • If you live outside the Okanagan, please contact the Program Coordinator to discuss the possibility of doing your practicum in your own District.

Regional delivery of studies can differ according to the campus location.

For details on what is offered view schedule below or contact a campus:

Admission requirements

BC secondary school graduation or equivalent, or 19 years of age and out of secondary school for at least one year as of the first day of classes

English 12 with minimum 60% or alternatives .

A criminal record check clearance from the B.C. Ministry of Public Safety and Solicitor General's Criminal Records Review Office. Okanagan College's admission offices will provide applicants with instructions and forms for applicants to submit to the Solicitor General's Office and a deadline for the College to receive the clearance letter. Applicants should only initiate their criminal record check when instructed by Admissions. Failure to provide a clearance letter by the deadline will result in a cancellation of the applicant's admission application.

Program outline

Students must pass each course with a minimum grade of 60% to receive a certificate.

Additional information

View the official Calendar details and policies Learn more about the department View the Tuition and fees page

Join an info session or become a student for a day.

Have your questions answered by an advisor or recruiter. 

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Program Overview

This diploma program leads students to be members of an education team, supporting students with special and diverse learning needs from Kindergarten through Grade 12 in British Columbia schools. Education Assistants assist elementary and high school teachers as they work with students who may require additional support, such as those with intellectual challenges, special behavioral needs, and limited English.

Students also earn the following certificates in addition to the diploma:

  • SET BC SOLO6+ Essentials Online Course
  • SET BC Clicker 6 Online Course
  • SET BC Kurzweil3000v.12 Online Course
  • SET -BC Touch Chat Online Course
  • Picture Exchange Communication Systems Course
  • Board maker Online Course
  • American Sign Language Introduction Course
  • Training in Assisting with Medication
  • ASIST-Applied Suicide Intervention Skills Training
  • SET BC Assistive Technology in classroom Course
  • SET BC Introduction to SMART notebook Course

Program Start Dates

  • June 01, 2024 - Part-Time Surrey/Abbotsford
  • June 24, 2024 - Mon-Fri 9:00-2:00pm Surrey/Abbotsford

Become an Education Assistant and earn upto $33/HR, 97% graduate employment rate. Guarantee practicums; Interview preparation; POPARD; NVCI; first-aid; WHMIS.

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Job Opportunities

This program prepares graduates for careers as education assistants in elementary or high schools. The career titles may be:

  • Education Assistant
  • Behavior Intervention Assistant
  • Special Needs Assistant

Earn up to $33.00* per hour as an Education Assistant All wages taken from the Canada Job Bank

Program Admission Requirements

Grade 12 or Mature Student Status (19 years of age or more). Students will need to submit a proof of English Language Competency by any one of the following options:

Domestic Students:

  • Grade 10 English
  • English Language Proficiency Assessment Test conducted by the College

International Students:

  • IELTS: 5.5 or
  • TOEFL (paper): 550 or
  • TOEFL (CBT): 210 or
  • TOEFL (IBT): 79 or
  • Canadian Language Benchmark Test (CLB): 6
  • PTE Academic: 50 or
  • Cambridge: CAE or
  • Has earned a Grade 12 graduation diploma from in a system in which English is the official language, or
  • Successfully completed a pre-Intermediate certificate from a Language Canada accredited school or
  • Successfully complete the College’s English language proficiency assessment, or
  • Successful completion of 24-week ESL program at the College
  • Completion of a 3-credit course in English, Communication, Academic Writing from an accredited college in Canada

Prior to going for practicum, the students will also need the following certificates:

  • First Aid/CPR

Program Duration

900 hours; 36 Weeks FT; 51 Weeks PT (weekend); 46 Weeks FT (Evening)

Course Outline

Please speak with your Campus Representative if you need further information.

Fee Structure

This program has been approved by the registrar of the Private Training Institutions Branch (PTIB) of the Ministry of Advanced Education, Skills and Training.

Financial Assistance

Western Community College offers a variety of financial aid opportunities to ease students’ stress and allow them to focus on their studies. If you need extra support, we have flexible funding to accommodate all our students, no matter their financial situation.

  • BC Student Loan
  • In-house Financing
  • Student Line of Credit
  • Scholarships

Our dedicated Financial Aid Officers will help you every step of the way.

Is being an educational assistant worth it?

The value of being an educational assistant (EA) can vary depending on the individual's interests and career goals. However, working as an EA can provide a fulfilling career helping students with diverse learning needs and working collaboratively with teachers and other education professionals.

How much do EA's make in BC?

The salary for EA's in BC can vary depending on the school district, level of education and experience, and number of hours worked. According to the BC government, the hourly wage for EA's ranges from approximately $20-$33 per hour.

What is the best course to become a teaching assistant?

There are various courses available to become a teaching assistant, including programs at colleges and universities or online courses. It is recommended to research different programs and ensure they meet the requirements for the specific school district in which you hope to work.

What are the education assistant duties?

Education assistant duties can vary depending on the specific school and district, but typically include assisting students with diverse learning needs, working collaboratively with teachers and other education professionals, providing classroom support, and helping to develop and implement individual education plans.

How many hours does an EA work?

The number of hours an EA works can vary depending on the school district and individual school needs. Some EA positions may be full-time, while others may be part-time or on-call.

How do I become a teaching assistant with no experience?

While having experience in education or working with children can be beneficial, it is not always required to become a teaching assistant. Many school districts offer on-the-job training and professional development opportunities for new EA's.

Can you be a teaching assistant with no qualifications?

In most cases, a minimum level of education or qualifications is required to become an EA. However, the specific qualifications can vary depending on the school district and individual school needs. It is recommended to research the requirements for the specific district in which you hope to work.

How long does a teaching assistant course take?

The length of a teaching assistant course can vary depending on the program and level of education. Some programs can be completed in a few months, while others may take a year or more.

How do teaching assistants get paid?

Teaching assistants are typically paid an hourly wage, which can vary depending on the school district and level of experience.

How fast can I become an EA?

The time it takes to become an EA can vary depending on the specific school district and the individual's level of education and experience. Some districts may offer on-the-job training or accelerated training programs, while others may require a specific level of education or experience.

Is an EA a teacher?

No, an EA is not a teacher. However, EA's work collaboratively with teachers and other education professionals to support student learning and development.

Why Study at Western Community College

  • Installment-based, low tuition fee.
  • 100% Practicum Placement
  • Weekday, weekend, and evening classes optionally available
  • Part-time or full-time class schedule
  • Free CLB preparation classes * Conditions Apply
  • Graduate employment rate: 97%

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  • Education Assistant

The Education Assistant program trains you to help children and youth who require extra support, assist teachers in early childhood education settings, elementary and secondary schools, and help children and youth in the community. Through theory and practice, case studies, specialized training, and work experience practice, you will be well-prepared and equipped to enter the field of special education.

Upon graduation, you will receive over 20 certifications, including Standard First Aid, American Sign Language Basics, Applied Suicide Intervention Skills Training, and more.

Admission Requirements

Students must meet all of the prerequisites listed below, meet their financial obligations with the college, and acknowledge their understanding of the college’s policies and procedures provided in the student handbook before starting classes.

  • High school graduation or equivalent* OR mature student status**.

*From an English language teaching institution **19 years of age upon starting classes and pass the college’s admissions test

Administrative Requirements

  • Interview with campus director, program coordinator, or designate
  • Current resume (record of work history)
  • Three character references

It is an asset for students with volunteer or paid work experience with children requiring support in school or a related setting.

This program has been approved by the Private Training Institutions Branch (PTIB) registrar of the Ministry of Advanced Education, Skills and Training.

Hear From Our EA Grads

Vancouver Career College provides hands-on training that will ensure you're job-ready upon graduation.

online education assistant course bc

Students will gain a better understanding of themselves through an exploration of their personal attributes, transferable skills and learning styles. This course will introduce techniques for time, conflict, and stress management and develop interpersonal communication skills. Fundamental study and motivation skills will be covered, preparing students to excel in their program of choice. Students will also prepare a professional resume and learn how to write effective cover letters.

This course covers the foundations of being an education assistant and working as part of a school team. Students are introduced to individual education plans (IEPs) whilst supporting teaching and learning. IEPs are presented throughout the program as part of case studies, observation and recording, and making adaptations to plans. The course discusses provincial and school board practices, philosophies, and professional ethics. Students will analyse their own educational beliefs and discuss how to put them into practice. Emphasis is also placed on discussing the development selfregulated learners, the relationship to social-emotional learning and executive functioning, meeting the needs of diverse learners, and motivating and engaging learners. The provincial guidelines for special education services are also reviewed.  

This course is an introduction to inclusive education in BC and Canada. Students examine positive ways of including children of all needs and abilities in the regular classroom, shaping the skills and strategies needed to create an inclusive classroom by individualizing learning for each student regardless of their exceptionality. The first part of the course provides fundamental background knowledge in the field of special education; topics include introduction to the individual education plan; students with learning and behaviour exceptionalities, intellectual disabilities, communication exceptionalities; and equity and diversity. The second part of the course focuses on instructional approaches that emphasize teaching students effectively regardless of exceptionality or other forms of diversity: topics include climate, organization, and management of inclusive classrooms; using universal design and differentiating teaching; differentiating assessment; enhancing social relations; and transitions.   This course also introduces the Universal Design for Learning (UDL) which addresses the support of students with very diverse learning needs. This includes a set of online training modules. A further set of training modules assists students in creating a UDL toolkit of resources and a term assignment to present these resources. A Certificate of Completion is issued to students upon the successful completion of the training modules and the term assignment.

How does a teacher learn to be outstanding? 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. The goal of this course is to help participants create classrooms that optimize students’ development.     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. There will be in depth review of a child’s social, emotional, physical, cognitive and cultural development. 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. Language development in children and the related disorders are also studied, including communication in a multicultural society and its characteristics and these speech/language differences versus 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. 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.

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. It stresses the psychological, cognitive, social, and physical differences that more and less able learners bring to the teaching/learning situation, the unique difficulties faced by children who are exceptional, the developmental consequences of various exceptionalities, and the multiple types of interventions necessary to accommodate these students effectively.  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. Course descriptions are included in this outline: PD-RES: Applying Brain Mechanics to Resolve Conflict (JIBC), PD-NCI: Nonviolent Crisis Intervention® Foundation Course, PD-NCIB: Nonviolent Crisis Intervention®: CPI Booster Session (POPARD).

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 characteristics of autism, teaching strategies and behaviour modifications/adaptions in order to assist children who are on the autism spectrum. 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. Specialized certification training extends the content of this course (PD-ASD and PD-ABA01) so the subject matter of ASD and ABA encompass three weeks’ training.   Students also attend a workshop training session that provides an overview of the Pyramid Approach to Education. It provides an overview of how to set up an effective teaching environment for students with autism and/or related developmental disabilities.     Students who successfully complete this workshop earn a Certificate of Participation.

Also, in conjunction with POPARD’s “Nuts & Bolts” training workshops, classroom discussion and practice, and reinforcement of concepts, additional workshops will be led by the instructor, selecting topics related to teaching students with autism and related disorders. Each training workshop is followed up with classroom discussion and assigned tasks and presentations. Topics may include: Choice in the classroom, Break time and choice, Task organizers, Sentence frames, The visual bridge, PECS: introduction, getting ready, overview of the phases of PECS, and tips for success, Pervasive Developmental Disorder (PDD), Emotional regulation in the classroom, Developing behavioural emergency plans and linking them with positive behavioural support, Self-management: introduction, self-awareness, selfmonitoring and self talk, self regulation and self reinforcement, Non-verbal communication, Discrete trial teaching (DTT), Understanding challenging behaviours, Goal setting and program monitoring for functional skills, and Asperger Syndrome.   Another workshop during the student’s training is associated with ASD. Functional curriculum was designed to assist classroom teachers at the elementary and secondary school level in providing a functional curriculum for students with autism and pervasive developmental disorders. This workshop covers functional curriculum assessment and data recording, functional academics, arts and crafts, self-help and life skills, community training, vocational and work experience, and curriculum for students with severe intellectual disabilities.   Students will learn the concepts and apply them to practice in each of the eight key subject areas, ultimately preparing a curriculum ‘binder’ and presentation report of samples of adapting the concepts to real life. This curriculum binder is a term project due by the end of the second practicum; upon completion, students earn a Certificate of Competency for functional curriculum.

This course, provided by the Provincial Outreach Program for Autism and Related Disorders (POPARD), reflects current research and evidence-based practice in teaching students with ASD.  In addition, research-based methods of effective adult instruction are used in this course. These include practical hands-on activities, demonstration, coaching, and application exercises as well as a variety of ways of evaluating participant learning.   Fifty percent of the mark will be based on completion of activities performed daily in class, individually and/or in small groups; the remaining 50% of the mark will be based on a closed-book quiz written on the final day of the course, comprised of multiple choice, fill in the blanks, and short answer questions.

This course, also offered by POPARD, reflects current research and evidence-based practice in teaching students with ASD. In addition, research-based methods of effective adult instruction are used in this course. These include pre-reading, practical hands-on activities, demonstration, coaching, and application exercises as well as a variety of ways of evaluating participant learning.   Completion of this course provides the participant with an overview of ABA history and theory, with an emphasis on practical applications in school settings. Participants will have the opportunity to practise teaching using discrete trial and task analysis formats. They will also see how ABA principles are applied to other teaching situations and to program development for students with autism spectrum disorders.  

The Picture Exchange Communication System (PECS) is used to rapidly teach communication skills to those with limited functional speech. PECs promotes communication with 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.      Participants will learn how to implement the six phases of PECS, plus attributes, through presenter demonstrations, video examples, and role-play opportunities. Participants will leave the course with an understanding of how to implement PECS with individuals with autism, related developmental disabilities, and/or limited communication skills. A project assignment due by the end of the course must be completed to receive an additional Certificate of Completion.

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.

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

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 

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”.

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Education Assistant Certificate

The Certificate in Education Assistant prepares learners to support children and youth with diverse abilities in British Columbia K-12 classroom settings. This credential is grounded in the principles of positive, person-centred support and holistic development of individual potential. The importance of making personal connections to knowledge, content, and ways of being are reflected in course design, enabling Education Assistants (EAs) to support children and youth to become connected, competent, caring, and autonomous individuals.

The Certificate in Education Assistant comprises 15 courses that blend theoretical, practical, and experiential learning while enabling students to document and synthesize their professional development through an Integrative Learning Portfolio.

The entire program is regularly offered through a blended model of online delivery, including asynchronous and synchronous modes of delivery. Students complete practica within their own communities provided options exist for acceptable placements. Students unable to locate suitable practicum placements in their own community may need to relocate to another community for one or more of the practicum courses. Face-to-face offerings may be available within the Northern Lights College region depending on student interest and project funding.

Career Prospects

Qualified Education Assistants are employed in public and independent (private) schools around the province. Graduates of the Northern Lights College Education Assistant program may seek a variety of positions in elementary and secondary education settings, including Special Needs Support Worker, Personal Care Attendant, Settlement Workers in Schools and Playground and/or School Supervision Monitor. Education Assistants may be employed at any grade level, from kindergarten to high school graduation, to provide support to children with varying levels of special needs or they may provide general support in the delivery of educational programs to a number of children.

Prospective students are encouraged to research employment prospects for Education Assistants in their local community and school districts prior to applying to the program.

46 credits (875 hours), minimum.

This is a 16-month program taken over four semesters with 9-15 credits per semester.  Part-time studies will take longer.

Estimated Program Fees

Program fee type:  Academic

Costs indicated are estimates for a full-time course load.

Book, instruments, supplies, uniforms/clothing and third-party fees are additional.

Domestic Fees

International Fees

Special Pathways

Graduates of NLC’s  Early Childhood Education and Care Diploma  program will receive credit for the following course:

  • EDAS 148  for having completed  ECED 210

Graduates of this program can receive credit towards completion of NLC’s  SSWD  program.  See  Social Services Worker Diploma  for more information.

Still have questions?

Admission Requirements

English requirement.

For applicants from countries that practice Standard Written English, one of the following:

  • English Studies 12 with a C grade or higher
  • English First Peoples 12 with a C grade or higher
  • English 12 with a C grade or higher
  • English Literature 12 with a C grade or higher
  • ENGL 050  with a C grade or higher
  • ENGL 099 with a C grade or higher
  • Any university-level English course with a C grade or higher
  • NLC Writing Assessment with placement at the college level (100)

For concurrent studies (dual credit) applicants:

  • English 11 and enrollment in English 12 or equivalent with an interim grade of C or higher

For all other applicants, one of the following:

  • IELTS result with an overall score of 6.0 or higher with no band less than 6.0

Document Requirements

  • Copy of a government-issued photo ID with full legal name
  • Completed  EA Entrance Questionnaire
  • Comprehensive letter 1
  • Two  letters of reference 2
  • Completed  Certificate of Health 3
  • Clearance letter from the Criminal Records Review Program (CRRP), for a Schedule “B” Criminal Record Check (CRC),  WORKS WITH Children  or  WORKS WITH Children and Vulnerable Adults .   For information and regulations, see  Criminal Records Checks .

1  The comprehensive letter must state the applicant’s background, interest, and goals for pursuing this program.

2  The letters of reference must be written and dated within a year of application.  Each must attest to the candidate’s knowledge, skills and attitudes as a fit for the education assistant profession. One letter must be from a recent employer, and one letter must be a personal reference from a non-family member.

3  This form provides assurance of good health and must be signed by a physician.

Important Notes

  • The program is eligible for Canada Student Loans. Visit  StudentAid BC  to apply for financial assistance online. Note that dual credit students are not eligible for Student Aid.
  • Students are required to have a computer (laptop or other mobile device) with  minimum computer requirements .
  • This program is affiliated with  Collège Éducacentre  for delivery to French-speaking students.​ * indicates alternative courses for Collège Éducacentre students and are taught in French.
  • Local education assistants working in local school district that have an MOU in place with NLC for discounted tuition pending seat availability must submit proof of employment from their school district.

Program Requirements

Semester one.

  • EDAS 141A – Education Assistant Foundations  (3.0 credits)
  • EDAS 145 – Social Foundations of Special Education  (3.0 credits)
  • HDEC 100 – Essential Skills for Human Service Workers  (3.0 credits)
  • HDEC 101 – Human Development I  (3.0 credits)
  • HDEC 103 – Guiding and Caring  (3.0 credits)

Semester Two

  • EDAS 142A – Supporting Students with Exceptionalities  (3.0 credits)
  • EDAS 143 – Personal Care  (3.0 credits)
  • EDAS 144 – Curriculum Foundations  (3.0 credits)
  • HDEC 121 – Interpersonal Communications  (3.0 credits)

And one of:

  • EDAS 152 – Practicum 1  (3.0 credits)
  • APS 120 – Pratique réflective 1  (3.0 credits) *

Semester Three

  • EDAS 148 – Exploring Diversity  (3.0 credits)

Semester Four

  • EDAS 146 – Understanding Learning Challenges  (3.0 credits)
  • Two Specialty Electives (see below) Minimum credits: 6.0
  • EDAS 153 – Practicum 2  (4.0 credits)
  • APS 121 – Pratique réflective 2  (4.0 credits) *

Specialty Electives

Select two from:

  • EDAS 240 – Language Development and Disorders (3.0 credits)
  • EDAS 241 – Autism Spectrum Disorder (3.0 credits)
  • EDAS 242 – Fetal Alcohol Spectrum Disorder (3.0 credits)
  • EDAS 243 – Supporting Children’s Mental Health (3.0 credits)  
  • EDAS 244 – High School Literacy and Numeracy (3.0 credits)  
  • HDEC 104 – Human Development II (3.0 credits)

Certificate in Education Assistant

  • Future Students
  • International Students
  • Current Students

Education Assistant and Community Support

Program calendar icon program length, program credential icon credential.

  • Certificate

Program location icon Location Offered

  • tiwšɛmawtxʷ (Powell River)

Certified Educational Assistants make a difference in the lives of people with special needs so they can have every opportunity to participate fully in our society, and access education and services that allow them to live to their fullest potential. VIU’s Education Assistant and Community Support program will get you ready for a rewarding career working with people of all ages who have mental, physical and emotional challenges.

This eight-month educational assistants’ certificate program prepares graduates for work in public and private schools, and in community and residential programs for people with disabilities. Students can study full- or part-time, and benefit from hands-on training with experienced instructors who care about your success.

The Education Assistant and Community Support Certificate Program

Note: The Education Assistant and Community Support Certificate program was formerly called the School and Community Support Worker Certificate program.

This program includes both theoretical studies and practical applications for working with people who have disabilities, across the life span. The core and specialty courses provide students with the skills and knowledge to work in schools and community. The program is offered with courses rotated.

Acceptance into the program does not mean that students will be placed into a practicum. Students will be individually assessed as to their readiness for the practicums in terms of skills, knowledge and personal suitability. Placement into a practicum will be at the discretion of the program Chair.

Students who successfully complete the program will receive a Vancouver Island University certificate. This certificate may ladder into other Human Services diplomas and degrees.

Program Delivery

The Education Assistant and Community Support program is a certificate program delivered in both Nanaimo and Powell River. Part time students can be accommodated in this program. Although classroom-based in Nanaimo, both distance and local learners have the opportunity to complete the program through the tiwšɛmawtxʷ Campus (Powell River).

Program Outline

*  The order of courses delivered is subject to change.

Completion Requirements

To be eligible for an Education Assistant and Community Support certificate, students must:

  • Complete all program requirements within 5 years
  • Achieve a passing grade in the practicum courses, and
  • Achieve a “C” grade in all other EACS courses

Admission Requirements

  • General admission requirements  apply  
  • English 12 with a minimum “C” grade, or  equivalent
  • Group interview
  • Two letters of reference
  • Résumé with covering letter.

Recommendations for Admission

  • Volunteer or paid experience working with people who are mentally, physically or behaviourally challenged.

Notes on Admission

  • Fieldwork and/or practicums will require a satisfactory criminal record check prior to placement. Criminal Record Checks are requested through VIU. The Registration Centre at VIU will contact prospective students by mail regarding the requirements for a Criminal Record Check. Criminal Record Checks are processed through the Ministry according to the Criminal Records Review Act. A check completed through the RCMP is not sufficient to meet the requirements of the Act. Students are advised that a criminal record may limit their practicum possibilities and their work opportunities in the Human Services field.
  • For admission to the program, applicants will be assessed on past academic achievement, related volunteer/paid employment, writing skills, and performance at an interview with faculty.
  • Applicants may be required to provide a letter from a family physician attesting to the applicant’s physical suitability to take the program.

Transfer Credit (from other institutions)

Vancouver Island University recognizes the academic knowledge and achievement of students who have undertaken post-secondary studies at other colleges, institutes, or universities. Credit is assigned on the basis of an official transcript, course outlines, and other supporting documentation. Transfer students must meet all of Vancouver Island University's admission requirements.

Student Transfer into Other Programs

Students who complete the Education Assistant and Community Support certificate will be able to bridge into other VIU diplomas and degrees such as the  Social Services  and  Child and Youth Care  diplomas, as well as the  Bachelor of Education ,  Bachelor of Social Work  and  Bachelor of Arts in Child and Youth Care  degree.

Career Opportunities

The program prepares students to work in entry level positions as education assistants in public and private school systems and in community settings with people who have disabilities.

Program Fees

Domestic fees.

Tuition and Other Mandatory Student Fees

When applying to the program, applicants will be charged a non-refundable application fee .

When applying to graduate, students will be charged a non-refundable graduation and alumni fee .

Some courses have additional fees to pay for extraordinary class–related expenses.

Students are responsible for travel and accommodation expenses for practicum.

The VIUSU Health and Dental Plan fee is assessed for all students enrolled in 6 credits or more per term, or in Trades/Vocational programs of 5 months or longer.  

All fees are subject to change without prior notice and are expected to increase by 2% each year on April 1.

Start Date, Deadlines, and Additional Application Details

Domestic (canadian), international.

Further information on this program can be found on the Department website.

Previous versions of this program can be found in the Program Archive .

Coast Mountain College

Academic Catalogue

online education assistant course bc

Health & Social Services

Education Assistant | Certificate


Education Assistant

The Education Assistant (EA) certificate prepares students to work at the para-professional level in the field of education. Education Assistants work under the supervision of classroom or resource teachers to support students with exceptionalities and challenges in elementary and secondary education settings. The program builds the knowledge and skills students need to work as part of an educational team, supporting the integration and education of students with exceptionalities and challenges into a regular school classroom.

The Education Assistant program at CMTN consists of Indigenized curriculum. The program explores the definition colonization and the effects of colonization on Indigenous education realities in Canada and B.C. The program also focuses on traditional Indigenous parenting models, effects of colonization on Indigenous parenting and parent/family/community relationships with the school. Pathways to build trusting, meaningful relationships with Indigenous students, their families and communities are core parts of the Coast Mountain College Education Assistant curriculum.

Apply to CMTN

Visit  Apply to CMTN  for an Admissions Checklist and to apply online.

Our  Educational Advisors  are here to help if you have any questions or need guidance along the way.

Dates and locations 

This program is geared towards potential students who have an interest in working within the kindergarten to high school education system. An interest in working with people who have learning exceptionalities and challenges, working independently in one on one situations, and working collaboratively within a team setting are also important areas of interest for potential students.

Important documents

  • EDUA Reference form
  • Northern Health Immunization form

Step 1:  Required for admission and registration

• English 12 or equivalent.

• Two character references from an employer, teacher or human service professional. 

• Documentation of a minimum of 45 hours of satisfactory work or volunteer experience in a human service agency or agencies related to the training program within the last three years. (For example, pay stubs, letter of employment, memo's from employer. If work hour information is included in 2 reference letters, no documentation is needed.)

• Resume of work and/or volunteer experience.

Step 2: Required for practicum

Students who fail to submit any step 2 documentation will be prohibited from attending the practicum .

•  Criminal Record Check : (including advanced vulnerable populations) under the Criminal Records Review Act and the Ministry of Justice process for educational institutions. Applicants should only initiate their criminal record check when instructed by Admissions. Please note: Any changes to your criminal record status or events occurring that will impact your criminal record must be reported in writing to the program Dean. Some events may impact your ability to attend clinical or practicum settings. The implications of failing to report changes, as a student, can result in program failure.

• Proof of current immunizations / vaccinations / TB skin test : Immunizations as outlined in the Practice Education Guidelines and recommended by the BC Centre for Disease Control (2009): diphtheria and tetanus, polio, hepatitis B, measles, mumps and rubella (MMR), varicella and influenza. Negative TB skin test or chest x-ray.

*Students who do not meet immunization requirements may be prohibited from attending practicum subject to site’s policy

Fees are effective August 1, 2024 for the 2024/25 academic year.

Students of this program are expected to have internet access and laptops.

The Coast Mountain Students Union (CMSU) is pleased to offer Extended Health and Dental Insurance to all qualifying members. The plan is mandatory for all students enrolled in 6 or more credits or a trades program of 26 weeks or longer. Some students, including those studying overseas and those with existing extended health coverage, are eligible to opt out. Visit to learn more about the plan or request to opt out. You will also receive a detailed introductory email no later than 6 weeks after your semester starts. For any inquiries about the plan, please contact the Students’ Union Organiser : Golnoosh Namazi, [email protected]

Basic Health insurance is mandatory for all international students. Health insurance costs will be charged every term until students provide proof of MSP.

Upon graduation, the student will be able to:

  • Reflect upon effective, meaningful Education Assistant practice.
  • Conceptualize all duties required as an Education Assistant employed within a school district within the province of British Columbia.
  • Carry out all duties required as an Education Assistant in accordance with the following standardizations:
  • British Columbia Ministry of Education Special Education Services: A Manual of Policies, Procedures and Guidelines, Roles and Responsibilities of Teachers and Teacher Assistants/Education (2016), and
  • Assistants Roles and Responsibilities of Teachers and Teacher Assistants/Education Assistants: A BCTF/CUPE Joint Paper (2009), White Paper: Call for Standards of Practice for Education Assistants in B.C. (2012)

Successful graduates will earn a certificate in the Education Assistant Program.  Graduates are fully qualified to apply for work as an Education Assistant in any school district within British Columbia. Students may also use their completed certificate to apply for work at community based support services agencies.

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