Niitsitapi Education Assistant Certificate (NEAC)

This course will allow students to learn about our Blackfoot history, culture, and identity, the Blackfoot ways of life of the Niitsitapi (Real people). It will assist students in understanding the Blackfoot values through the teachings of our Elders, through classroom discussions, group work, and through land base teachings. The course will also introduce students to the process / protocol of seeking advice on cultural and spiritual matters that they may encounter both on a personal and professional basis. This course is a foundational course which prepares learners to be successful in the entire program.

This course focuses on the learning process and the application of learning principles in providing instructional support to learners. It provides knowledge of developmentally appropriate instructional strategies and materials to assist students across the curriculum. It explores techniques to reinforce, adjust and modify tasks to meet the needs of individual students.

Students will learn to write texts that reflect the expectations of their specific fields of study. The course will focus on processes that help students present their ideas in a clear prose style. The Blackfoot responsibility of Akisistoiypaittapiisinni (to be independently resourceful and employ critical thinking skills) will be expected and further developed throughout this course. Students will develop an appreciation for Indigenous writers and understand the challenges and conflicts that resulted from the colonial practices which have severely negatively impacted Indigenous people. Through this course, several skills will be developed, which will benefit students in all areas of their education. Proper formal writing is a necessity in all areas of continuing education. In learning to write formally, research, and analyze literary works, students will strive to develop problem-solving and thinking skills, communicate effectively both written and verbally, learn lifelong strategies of time management and complete tasks both independently and as a product of group collaboration.

This course examines theory, principles, concepts, and instructional strategies related to expressive and receptive language and literacy development. It focuses on assisting students with reading and writing processes and adapting strategies, materials, and activities to meet the individual needs of individual students.

The lives of individuals with disabilities can be improved through the use of assistive technology. In this course learners explore a variety of current assistive technologies. Learners analyze strategies for choosing appropriate technologies for individuals and groups. In addition, learners investigate the principles of universal design and explore how those principles guide the incorporation of assistive technology into daily activities.

This course builds on the Introduction to Exceptionalities. It focuses on teaching/learning strategies and interventions for learners with specific exceptional needs. Resources, assessment procedures and the inclusion of individuals with exceptionalities are addressed. The integration of theory, principles and concepts when determining strategies, materials and activities for exceptional learners is emphasized.

This is a two-part course that consists of a weekly seminar and 10 days of practicum experience in local schools. This course provides the learners with hands-on experience working with children and making connections between theory and practice. The weekly seminars focus on developing knowledge of the roles and responsibilities of the assistant as an educational team member in a wide variety of settings. Seminars address the skills and attitudes necessary for an assistant to work professionally and effectively within legal and ethical standards and provincial guidelines. Confidentiality and professionalism are stressed throughout both parts of this course. The philosophy and educational concepts associated with inclusion and diversity form the foundation for this class.

This course is the final practicum course, it includes a combination of seminars (debriefing, building relationships with Elders, various key people from education boards) and practicum hours in the classroom. This is where students are putting the theory and knowledge that they have gained into practice. Placements are set up early in the semester with surrounding school districts that may be on and / or off the Blood Reserve.

This introductory course examines the development of children from conception to twelve years of age. The course emphasizes the integrated approach to understanding children's physical, cognitive, social, and emotional development, as well as the impact of context and culture on child development. Learners explore key theories and theorists in child development as well as make connections between theory, research, and application.

This course introduces learners to the concept of human behavior as a culturally conscious communication, as well as the approaches and techniques that may be used in response to difficult and challenging behavior demonstrated by a student with exceptionalities. The focus is on designing “positive behavioral change strategies” for a variety of settings: home, school, community. These skills will include data recording, analysis, and supporting new functional behaviors identified by the school-based team. Overall, it supports communication development and positive behavioural change.

This course introduces learners to the concept of exceptionalities, working with students in the classroom with exceptional needs. The course covers a vast number of topics to provide the learners the knowledge and skills to assist students in the classroom. Some of the topics covered in the course; History of Special Education, Diversity (First Nations / Indigenous Students from Diverse Cultural Backgrounds, Learners with Learning Disabilities, Physical and other Health Impairments, Autism Spectrum Disorder, Giftedness, Current trends and Issues (Inclusion, collaboration, community presence, labelling), Intellectual disabilities and Developmental Delay, Multiple, Severe, and Profound Exceptionalities, Emotional and Behavioral Exceptionalities and ADHD, Parents and Families, Communication Disorders.