The Educational Assistant’s Guide to Supporting Inclusion in a Diverse Society

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Brush Education, Aug 17, 2020 - Education - 210 pages
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Canadian classrooms are a microcosm of Canada’s diverse society, and educational assistants play a vital role in helping all students feel valued, capable, and included. The Educational Assistant’s Guide to Supporting Inclusion in a Diverse Society uses case studies and examples to present an accessible, practical guide to acquiring the key skills and knowledge you need to be an effective, professional enhancement to the classroom.

Topics include:

- The many and varied roles and responsibilities of EAs

- Ethical duties of EAs

- Effective advocacy techniques

- The role of reflective practice in solving problems

- Building relationships and communicating with students, parents, teachers, and school administrators

- Recent research on the brain, self-esteem, resilience theory, and multiple intelligences

- The importance of an individualized, holistic approach to student learning

- Universal Design for Learning, and strategies for differentiating academic and social learning

- Techniques for observation and documentation

- Positive guidance strategies for challenging behaviours

 

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Contents

1 Our Diverse Society
1
2 Considering Inclusion
12
3 The Role of the Educational Assistant
20
4 The Educational Assistant as Advocate
32
5 Introduction to Reflective Practice
42
6 A Practice of Relationships
52
7 Communication in Relationships
59
8 What Do Children Need to Succeed?
69
13 Observing and Documenting
143
14 Surviving and Thriving
150
Appendix A Inclusive Community Planning Matrix
157
Appendix B Individual Educational Plan IEP Template
158
Appendix C Differentiating Instruction for Academic Learning
162
Appendix D Differentiating Instruction for Social Learning
169
Appendix E A Continuum Framework for Responding to Children
174
Glossary
176

9 Universal Design for Learning UDL
82
10 Supporting Academic Learning Inquiry Literacy and Numeracy
95
11 Supporting Social Skills
120
12 Positive Guidance Strategies
129
Bibliography
180
About the Authors
190
Copyright

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About the author (2020)

Carole Massing began her career as an elementary school teacher and developed a special interest in early learning when her own children were small. Since that time, she has taught in post-secondary programs at MacEwan University, the University of Alberta, and NorQuest College. She has also consulted, researched, and developed curriculum in early learning and child care, interculturalism, and human service administration. Carole teaches in the Bachelor of Applied Human Service Administration program at MacEwan University. She earned her PhD in elementary education at the University of Alberta.

Bonnie Anderson began her teaching career as an educational assistant and went on to work as a classroom teacher for three decades. She worked primarily with children with exceptionalities in inclusive and specialized programs. Bonnie developed and coordinated a very successful arts-based program at her school. She now teaches at NorQuest College in the Educational Assistant program and the Early Learning and Child Care program, and has just developed the curriculum for a new program for EAs.

Carol Anderson is a retired educator with 39 years of teaching experience working with school-aged children in diverse classroom settings. She is trained both as a K–12 educator and as a specialist for children with communicative challenges, in particular children who are Deaf and hard of hearing. Originally from California, Carol completed her undergraduate degree in liberal arts from the University of the Pacific and achieved her Master’s in Communicative Disorders: Education of the Deaf, at California State University, Fresno.

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