Nurturing the Seed of Infinite Potentialities in Every Child

BY JOY CHANG

Students with diverse needs and the

educational assistants

who support

them

every day

By Chanel Tsang

Resilience in Schools

No money. Resources stretched thin. Years-long waiting lists. One educational assistant shares the highs and lows of her job supporting students with the highest needs in Ontario’s school system.

“You’re a teacher, you’re a nurse, a physiotherapist, you’re doing all these things at the same time, playing so many different roles for the students’ lives.”

– Amara

It's likely that you are already familiar with the good work that teachers do in shaping our children's learning and development in the classroom, but what about the other educators and support staff? Ontario school support staff include a host of professionals whose expertise serve a vital role in our children’s education and the school ecosystem. These include office administration, Designated Early Childhood Educators, psychologists, social workers, custodians and trades, technicians, and educational assistants. Amara* is an early childhood educator and family supports practitioner with 26 years of experience working with children and families in school and community settings, including 16 years working specifically with children with diverse needs. Currently, she works as an educational assistant in an Ontario elementary school.

The educational assistant role

The role and job title of an educational assistant role can vary from from school board to school board. In Amara's case, she explained that "on paper" her role is to work with one student with Autism Spectrum Disorder (ASD), modifying the curriculum for them and supporting the student in completing their school work and any areas where they have a physical or developmental need.

For example, she may work closely with the school’s occupational therapist to learn how to facilitate exercises for her student in between sessions.

In reality, things look different. Amara reports that there are four educational assistants in her school of about 180 students. It's "not enough", as there are many students with diverse or high needs that require one-on-one support and attention. Eleven students have diagnoses and there are also "countless behavioural (needs) in Kindergarten up to Grade Four." She shares an example of needing to help her student with toileting.

This requires two trained adults to lift the student, but after one educational assistant was moved to a different school, Amara found herself struggling to take her student to the washroom on her own.

She had to stop doing this as it became a safety issue for both the student and her, so she now brings the student to the office to request a second adult to help her. While other staff are keen to support, there have been times where Amara had to wait up to 20 minutes until someone was free to do so.

“It isn’t fair…it’s not right that (they have) to wait,” Amara said.

And then there is her student’s academic development. Amara’s role includes adapting curriculum prepared by the student’s teacher. Ideally, she would sit down with the student’s teacher each week to review the next week’s lesson plan so that she can make adaptions based on the student’s level of understanding and ability. However, Amara says that she doesn’t always receive prepared work from the teachers, leaving her to scramble to do the planning, which has, recently, meant also planning for multiple students with ASD. “It depends on the teacher,” Amara says, “The one I am working with genuinely doesn’t have time because he has so many students with needs, so I offer to help with planning.” On the days when her student is doing Applied Behavioural Analysis (ABA) therapy with an external organization, Amara is asked to help in other classes of all grade levels for general support, including bus and recess duty.

The challenges

Amara was told that there is not enough funding to hire additional educational assistants, and that many are quitting because of the demands placed on them that goes beyond the job description. One of the huge stressors of the job is being physically harmed by students, some who may be physically larger than adult staff. This can include being spat on, pushed into furniture, or hit. While it can be hazardous and demoralizing, Amara says that she understands that it is due to “their disability that causes them to do that, it’s not them.” The pressures are not only for staff, but for the students and their families as well. “Parents need support, and most are not getting it.” Amara’s student was on the wait list for ABA since Kindergarten and only  began receiving it in Grade Four, meaning that they are falling behind. She has also requested updated equipment to meet their physical needs, as her student is still using a support chair provided when they started school at four years old. This is not only uncomfortable, but it also impedes their fine motor skills if they do not have the correct support to sit down to work.

The wins

Despite all the challenges, Amara says that she loves being able to see results, especially when her student reaches set goals and learns new things. “They’re such lovely children to work with, they have so much love, they have big hearts.” Amara sees them genuinely wanting to be at school regardless of their challenges with a desire to learn: “You can tell that they really want to learn.” She loves seeing how happy they are getting off the bus, with their arms in the air to give her a hug each morning.

Resilience for all

When asked how other educators and caregivers can support resilience in their children, especially those with diverse needs, Amara suggests being intentionally observant to learn the child’s form of communication.

If they are non-verbal, they are communicating in other ways, and we can support them in doing so. They may also be trying to connect non-verbally, but these actions may be interpreted differently or even negatively. She gives an example of her student working on recognizing and making the hard “c” sound. They noticed a “c” on the name card on another staff member’s lanyard and reached out for it. The staff member quickly reacted, thinking they were grabbing at her lanyard, not realizing they were just trying to read it.

When asked if she feels resilient in her role, Amara responded positively. “Somebody’s got to support these kids. Somebody to love them enough to want to support them. For me, it’s…knowing at the end of the day I was able to help a person. I’ve been there for them. That’s what keeps me going.” Thank you to Amara and all educational assistants for their tireless work to educate, care for, support, and advocate for your students and their families. Our schools and communities are stronger for it.

For more about community and resilience,

check out →Coach Miguel Martinez’s article about the power of resiliency!

Name and other identifying details have been altered upon request.