Educational Assistant

Philosophy
The New Brunswick Department of Education and Early Childhood Education have endorsed
the philosophy of the inclusion of children with exceptionalities into the public school
setting since the passage of Bill 85 in 1986. To meet the needs of students, many and
varied types of resources and supports have been introduced.
Educational Assistant Support
The Educational Assistant works under the supervision and in collaboration with the
classroom teacher(s), resource teacher, principal and/or other professional staff.
Educational Assistants are employed by school districts to support the inclusion of children
with exceptionalities. They should not be viewed as a student's personal assistant, but
rather as a support to the school. Very few students require full time Educational Assistant
support and are generally shared with other students or assigned on a part-time basis. The
capacity of the school-based resources and the extent of the student's exceptionality will be
factors in determining support required.
For children to lead full and productive lives, they must be given the opportunity to move
from dependence to relative independence leading to a decrease in support services. It is
recognized, however, that some children will always require ongoing support.
Consultation Process
The education support services school-based team assists the teacher in the
development and implementation all possible strategies and resources prior to a
consultation with the district-based educational support services team for additional
support.
The students name is forwarded to the school-based team for discussion.
The school-based team will consider all current information which will identify the
students strengths and needs.
The team will undertake a problem-solving process to generate strategies to address
identified strengths and needs.
The strategies will be prioritized and implemented.
Additional assessment may occur.
Current school resources may be reallocated.
The consultation process will be initiated with the education support services team from
the Office of the Superintendent to review and assess the needs of the school.
Things to remember
All requests must first be addressed to the school-based education support services
team.
Educational Assistant support is based on set criteria.
An Educational Assistant is not to be viewed as a personal assistant for an individual
student, but rather as a support to the school.
The schedules an Educational Assistant is at the discretion of the school-based
education support services team.
Parents and other professionals are consulted as a part of the educational planning
process.
The amount of Educational Assistant support may vary from year to year depending
on the changing needs and resources.
An Educational Assistant is not assigned for learning needs.

Educational Assistant Process

Justification Statement
Students in receipt of services from an Educational Assistant cannot be at school without
support.
Part I: Criteria for Support
Medical
Mobility
Severe Intellectual Impairment (severe cognitive delay)
Severe Adjustment Disorder (severe behavior)
Part II: Expectations
Tier 1 interventions
Tier 2 interventions
Class size
Class composition
School team referral
School crisis response
Resource Teacher
Guidance Teacher
Timetables review
Part III: Considerations
Social Worker
Psychologist
Occupational Therapist
Speech and Language Therapist
Physiotherapist
Resource Support Teacher
Community supports
Part III: Assessments
Academic
Behavioural
Intellectual/psycho-educational
Speech and Language
Regional Youth Treatment Team/Pierre Caissie Center
Hearing and vision/APSEA
Child and Adolescent Psychiatric Unit: The Moncton Hospital
Psychiatric
Paediatric Observation Unit: The Moncton Hospital
Stan Cassidy Rehabilitation Center
Private Assessment
Other
Part IV: Consultation Process