The Educational Assistant's Guide to Supporting Inclusion in a Diverse Society
344
The Educational Assistant's Guide to Supporting Inclusion in a Diverse Society
344Paperback(2nd ed.)
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Overview
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
Product Details
| ISBN-13: | 9781550599589 |
|---|---|
| Publisher: | Brush Education |
| Publication date: | 06/10/2024 |
| Edition description: | 2nd ed. |
| Pages: | 344 |
| Product dimensions: | 6.00(w) x 9.00(h) x 0.75(d) |
About the Author
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.
Table of Contents
Acknowledgements xiii
Introduction xv
Notes on Terminology xix
1 Our Diverse Society 1
Learning Outcomes 1
Introduction 1
Canada's Commitment to Multiculturalism 2
What Is Diversity? 2
Our Diverse Origins 2
Indigenous Children and Families 3
Newcomers to Canada 5
Diverse Religions and Languages 6
Religions 6
Languages 7
Societal Issues 8
Poverty 8
Diverse Sexual and Gender Identities 9
The EA's Role in Working with Diversity 10
Takeaways 11
Reflection and Discussion 11
2 Considering Inclusion 12
Learning Outcomes 12
Introduction 12
A Story of Exceptionality and Inclusion 13
What Kinds of Exceptionalities Do We See? 14
The Rights of Children with Exceptionalities 14
Changing Views on Exceptionality 15
From Segregation to Inclusion 17
What Does Inclusive Education Look Like? 17
Arguments for Inclusive Education 17
Barriers to Inclusive Education 18
Implications for EAs 19
Takeaways 19
Reflection and Discussion 19
3 The Role of the Educational Assistant 20
Learning Outcomes 20
Introduction 20
What Is an Educational Assistant (EA)? 21
Where Do EAs Work? 21
Who Do EAs Work With? 21
What Do EAs Do? 22
To Whom Are EAs Accountable? 24
The Effective EA 24
Ethical Conduct 25
Duties to Students 25
Duties to Members of Your Profession 26
Duties to Educational Authorities 26
Duties to the Public 26
Professional Attitudes and Behaviours 26
Confidentiality 27
Knowing Emergency Policies and Procedures 27
Possible Challenges 28
Takeaways 31
Reflection and Discussion 31
4 The Educational Assistant as Advocate 32
Learning Outcomes 32
Introduction 32
When Might You Advocate? 32
Becoming an Advocate for Students 33
Be a Credible Team Member 34
Know Your Resources 34
Advocating for Children Who Are Being Neglected or Abused 35
Handling Disclosures and Suspicions of Neglect or Abuse 38
Helping Students Learn to Advocate for Themselves 39
Advocating for Yourself 39
The Art of Persuasion 40
Takeaways 41
Reflection and Discussion 41
5 Introduction to Reflective Practice 42
Learning Outcomes 42
Introduction 42
What Is Reflective Practice? 43
The Process of Reflection 45
The Reflective Practice Cycle 45
Managing Bias 48
Takeaways 51
Reflection and Discussion 51
6 A Practice of Relationships 52
Learning Outcomes 52
Introduction 52
Relationships with Children 53
Supporting Peer Relationships 54
Relationships with Teachers 54
Relationships with Families 56
Relationships in Interdisciplinary Teams 57
Takeaways 58
Reflection and Discussion 58
7 Communication in Relationships 59
Learning Outcomes 59
Introduction 59
The Role of Communication in Relationships 60
What Is Communication? 60
Nonverbal Communication 61
Cultural Differences in Communication Style 62
The Importance of Active Listening 62
What Is Active Listening? 63
Genuine Attention and Concern 64
Arriving at Shared Meaning 64
Paraphrasing Feelings 64
Paraphrasing Content 65
Open-Ended Questions 65
Third-Space Dialogue 65
Being a Responsible Sender 67
Avoiding Roadblocks 67
Takeaways 68
Reflection and Discussion 68
8 What Do Children Need to Succeed? 69
Learning Outcomes 69
Introduction 69
The Developing Brain 70
Developmental Risk Factors 70
The Effects of Stress and Trauma 71
Secondary Traumatic Stress (STS) and Intergenerational Trauma 73
Building Resiliency 73
Trauma-Informed Classrooms 74
Views of Intelligence 74
Multiple Intelligences 75
Beginning with Strengths 76
Understanding Self-Esteem 78
Encouraging Students' Efforts 78
Takeaways 81
Reflection and Discussion 81
9 Universal Design for Learning (UDL) 82
Learning Outcomes 82
Introduction 82
Stories of Diverse Learners 83
What Is UDL? 83
School-Wide UDL 84
The UDL Classroom 84
Differentiated Instruction (DO) 85
Differentiating What? 86
Differentiating How? 87
Using Technology to Differentiate Instruction 88
Tiered Instruction 89
Scaffolding Learning 90
Differentiating Instruction for Particular Exceptionalities 90
Individualized Education Plan (IEP) 91
The EA's Role in Differentiating Instruction for IEPs 92
Providing Tactful Support 92
Takeaways 94
Reflection and Discussion 94
10 Supporting Academic Learning: Inquiry, Literacy, and Numeracy 95
Learning Outcomes 95
Introduction 95
Supporting inquiry: The Importance of Asking Questions 96
Inquiry Skills 97
Supporting Literacy 99
What Is Literacy? 100
Emergent Literacy 100
Learning to Read 103
Components of Reading 104
Instructional Strategies and Methods for Reading 108
Supporting Writing 109
Visual and Fine Motor Skills for Writing 110
Cognitive Skills for Writing 110
Writing Stages 110
Building Writing Skills 114
Supporting Numeracy 115
What Is Numeracy? 115
Emergent Numeracy Skills 116
Takeaways 119
Reflection and Discussion 119
11 Supporting Social Skills 120
Learning Outcomes 120
Introduction 120
The Development of Social Skills 121
Factors Influencing Social Skills 122
What Social Skills Are Important? 123
Strategies for Providing Social Supports 123
Differentiating Social Instruction for Particular Exceptionalities 124
Preventing and Responding to Bullying 124
The Causes of Bullying 125
The Effects of Bullying 125
Signs of Bullying 125
Suspected Bullying 126
When a Student Discloses Bullying 126
Takeaways 128
Reflection and Discussion 128
12 Positive Guidance Strategies 129
Learning Outcomes 129
Introduction 129
Behaviour as Communication 131
Behaviour Challenges and Trauma 131
Learning to Effectively Guide Behaviour 133
Preventing Challenging Behaviours 133
A Guidance Continuum 134
Guidance Strategies 134
Using the Guidance Continuum 139
Seclusion and Physical Restraint 141
Takeaways 142
Reflection and Discussion 142
13 Observing and Documenting 143
Learning Outcomes 143
Introduction 143
What Does It Mean to Observe? 144
Approaches to Observation 145
Observation Basics 147
Interpreting Your Observations 148
Takeaways 149
Reflection and Discussion 149
14 Surviving and Thriving 150
Learning Outcomes 150
Introduction 150
Voices from the Field 151
Tips from the Pros 151
Looking After Yourself 153
Supporting Inclusion in a Diverse Society 155
Takeaways 156
Reflection and Discussion 156
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
Bibliography 180
About the Authors 190