EACS 160 Classroom Support Strategies I focuses on the development of knowledge, skills and attitudes necessary for paraprofessionals to perform their roles and responsibilities as members of a multidisciplinary team to integrate all children into inclusive school settings.
Prerequisites: Admission to the EACSW program
Accessibility Services Notice
Students who would like an academic accommodation and who have a documented disability should contact Accessibility Services, if they have not already done so.Course Details| Total number of weeks | 15 |
|---|
| Total Credits | |
|---|
| Total Hours | 45 |
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Typical hours per week breakdown| Lecture | 3 |
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Learning Outcomes
Upon successful completion of this course, the learner will be able to:
- Implement strategies for successful inclusion of children within a school
- Identify a repertoire of appropriate strategies for supporting children in acquiring skills in their classrooms
- Demonstrate an understanding of appropriate environmental, instructional and curriculum adaptations to support children in school
- Demonstrate critical thinking and problem solving and be able to implement strategies for dealing with possible challenges in an inclusive classroom
- Support children in the school system from K-12, in both regular classrooms and other settings
Teaching and Learning Approach
This is an interactive course which is learner centred and includes activities such a large and small discussion
and group work, class presentations, guest presenters, and project-based learning. This course uses a
constructivist approach where the learner is an active participant and plays a role in their own learning process.
There will be plenty of opportunities for practicing new skills.Learning Resources
Required:
Harber, M., Rao, A. (2019) The Role of an Education Assistant, Supporting Inclusion. Toronto, Ontario: Canadian
Scholars Press.
Additional handouts and web site material to be distributed during the course.
Detailed Course Content, Topics, and Sequence Covered
1. 1. Orientation
2. 2. Inclusive Education: IEP and SBT - School teams for student success
3. 3. Guidance: Trauma Informed Practice and Social Emotional Learning
4. 4. Guidance: Supportive Guidance Strategies
5. 5. Statutory Holiday: No in-CLASS time Effective Communication and Cultural Safety
6. 6. Introduction to Learning Disabilities and Developmental Delays
7. 7. Introduction to Neurodiversity
8. 8. Literacy/ Writing Support Strategies at different ages/stages
9. 9. Math Instruction in Contemporary Classrooms - focus on Elementary and foundational skills
10. 10. Technology in the Classroom
11.
11. Statutory Holiday - No CLASS time SOGI 123 - Sexual Orientation and Gender Identity instruction in public schools
12.
12. Preparing to Work - Roles and Responsibilities
13. 13. Math Assignment Presentation Day
14. 14. Observation strategies
15. 15. Celebration of learning - no CLASS time
Assessment
| Title |
Learning Outcomes |
Value |
| Guidance Strategies |
1-5 |
30% |
| Research a Classroom Strategy or Tool |
1,2,3,5 |
25% |
| Support a Mathematics Lesson |
1-5 |
25% |
| Contributions to the community of learning |
2,3,4 |
20% |
| Total |
100% |
Grading Table
Standard Academic and Career Programs Grading Table
| Percentage |
Letter Grade |
GPA |
| 90-100 |
A+ |
4.33 |
| 85-89 |
A |
4.00 |
| 80-84 |
A- |
3.67 |
| 76-79 |
B+ |
3.33 |
| 72-75 |
B |
3.00 |
| 68-71 |
B- |
2.67 |
| 64-67 |
C+ |
2.33 |
| 60-63 |
C |
2.00 |
| 55-59 |
C- |
1.67 |
| 50-54 |
P |
1.00 |
| 0-49 |
F |
0.00 |
| |
DNW |
0.00 |
See the Academic Calendar for General Information including how to withdraw from course(s) and other regulations.
Disclaimer
Information contained in this course outline is correct at the time of publication. Content of the course is revised on an ongoing basis to ensure relevance to changing educational, employment and market needs. The instructor will endeavor to provide notice of changes to students as soon as possible. The instructor reserves the right to add or delete material from courses.