This document outlines four lesson plans for a course on the roles and responsibilities of educational assistants. The first lesson plan focuses on systems of communication and confidentiality. Students will role play scenarios to learn about maintaining student privacy. The second lesson plan involves a lecture on inclusive education and how the role of educational assistants has changed. The third lesson demonstrates how to create behavioral support plans using case studies. The fourth lesson has students read articles on inclusive education and debate its benefits and limitations in small groups.

1. Lesson(s) for Course: UC.EDU.1100 Roles & Responsibilities of the Educational Assistant
Lesson Title: Systems of Communication & Confidentiality
Teaching Approach:
Active, hands-on experiences
Learning Outcomes:
Upon completion of this lesson, students will be able to:
1. Understand the importance of maintaining student and family confidentiality
2. Learn guidelines for supporting student privacy
3. Develop strategies or communication techniques to avoid breaching confidentiality
4. Use strategies and appropriate techniques when confronted with potentially difficult
communication situations.
Rationale:
The purpose of this lesson is to provide students with practical experiences dealing with difficult
situations regarding confidential student information. This lesson will give students practice with
responding appropriately and becoming familiar with what is/isn‟t considered appropriate behavior
related to the communication and disclosure of student information.
Role of Instructor:
Preparation: Instructor should photocopy the 3 case studies out of textbook for student use.
Depending on class size, you may require multiple copies of each case for group use. Refer to Para-
Form 25 in the Appendix of Textbook: The Paraprofessional‟s Guide to the Inclusive Classroom
(2008) by Mary Beth Doyle.
*see attached document
Because the nature of this lesson is to provide students with a hands-on active experience, there is
less preparation of content required on the instructors part because the ultimate goal is for students to
obtain understanding through their active participation. However, the instructor should have read
through the case studies in advance and recorded strategies and ideas related to each case for
further in class discussion.
Delivery: In groups, students are going to read and role play their scenario to class. Then, class will
discuss as a whole group.
1. Divide class into small groups of 2-3.
2. Give each group 1 case scenario.
3. Have each group go through and read their case scenario.
4. Next, have students create a skit to illustrate the scenario. Give them 10 minutes to prepare
their skit or role play for the class.
5. Next, select a group to role play their case.
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2. 6. Discuss the scenario as a class; identify the issues- under each scenario is a question for
discussion- have students discuss their answers as a class. Next, have students make
suggestions on how it could have been handled properly.
7. Next, have the same group re-act their case using one of the class suggestions.
8. After, discuss again—have the class compare the first role play of that group to the second
role play the of the same group- what went well and why.
9. Have the 2nd group go and repeat steps 5-8; then have the 3rd group and so on.
How Feedback will be provided:
Feedback will be provided to students during and after each groups role play. Feedback will include
peer evaluation and instructor feedback. After a group does their role play, we will discuss the
scenario as a class to identify the breach of confidentiality issue. As a class we will provide feedback
on what could have been done instead and then have the group re-enact the situation with a proper
response.
Closure/Preparation for next learning event:
Classroom Debrief- As a class, discuss the implications of the scenarios students just role played.
Questions to discuss: what did it feel like to be in difficult situation? After doing the role play, what do
you feel you have gained from this experience? Why is confidentiality important? How do
communication skills relate to the area of confidentiality?
Preparation for next class: Have students use Google to search for confidentiality policies for their
particular school division. Record and/or print findings to report on for the following class.
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3. Lesson(s) for Course: UC.EDU.1100 Roles & Responsibilities of the Educational Assistant
Lesson Title: Inclusive Education & Changing Roles and Responsibilities of the EA
Teaching Approach:
Lecture
Learning Outcomes:
Upon completion of this lesson, students will be able to:
1. Describe some key changes regarding the role of paraprofessionals in education over the last
few decades
2. Define inclusion
3. Describe the qualities of an inclusive classroom and inclusive school
4. List and describe the duties of the paraprofessional
5. Define the term self-advocacy
6. Identify some of the skills you need to be an educational assistant
Rationale:
The purpose of this lesson is to provide students with an introduction and overview of the “job” of a
paraprofessional. Students will become familiar with how inclusive education will impact a
paraprofessional‟s practice and duties and will also become familiar with some skills they need to
have to practice in Manitoba.
Role of Instructor:
Preparation: The preparation for this lesson involves research on the instructor‟s part. The instructor
must compile the appropriate information related to the above noted learning outcomes and
familiarize themselves with the information to present it in a sequential fashion. To also prepare for
the lecture, the instructor must identify and reference appropriate resources that support the lesson.
A lecture format lesson requires much preparation on the instructors behalf as well as preparation of
supporting lecture materials.
The instructor can use the researched information to develop a powerpoint presentation to enhance
the lecture. A sample presentation has been provided (see attached). It is to be used as a guideline,
as well as a visual aid for students. This presentation can also be provided to students after the
lecture as reference material and/or study notes.
Use week 1-2 presentation *attached
Delivery:
1. Load powerpoint presentation on the screen and turn on projector.
2. Before beginning the presentation, ask students what “inclusion” means? Give opportunity for
various responses. Next, ask students “how” they think inclusive education would impact their
role as an EA?
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4. 3. Go through the slides in a sequential fashion. Use the slides as a reference point but do not
read them „word for word‟. Add other points to the lecture to expand students understanding.
4. As you transition from one area of the lecture to another, provide opportunity for student
questions and/or input. This also gives students the opportunity to clarify anything they do not
understand.
5. Once you finish slide 7 STOP. Ask students to identify what types of duties they might have as
an EA? Do you think these duties are different in different schools? Do you think the duties of
an EA should be standardized? Do you think the duties CAN be standardized? Why or why
not?
6. Next, continue the lecture with the remaining slides.
How Feedback will be provided:
For this lecture, there will be limited feedback provided to students. During the lecture, however,
when using the questions to engage students, provide insight, suggestions and ideas to further
support and enhance or clarify what students provide as answers.
Closure/Preparation for next learning event:
Closure- review key points of lecture with students (refer to learning outcomes as a guide of key
points). Have students individually share 1 thing they found particularly interesting and 1 thing they
would like to know more about based on the lecture.
Preparation for next class: for the next class, students will be taking a closer look at the concept of
inclusion as it relates to education and the school setting. Have students research the definition of
inclusion using their textbook, Manitoba Education website and a variety of other internet and print
sources. Have students prepare their own definition of inclusion. Students will share it next class.
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5. Lesson(s) for Course: UC.EDU.1100 Roles & Responsibilities of the Educational Assistant
Lesson Title: Behavioral Support Plans
Teaching Approach:
Demonstration
Learning Outcomes:
Upon completion of this lesson, students will be able to:
1. Identify the areas included in a behavioral support plan
2. Participate as a member of the team in completing a behavioral support plan
Rationale:
The purpose of this lesson is to provide students with a demonstration of how to use a behavioral
support plan and what steps and information are involved in the creation of a behavioral support plan.
Role of Instructor:
Preparation: Instructor will use attached case study that the class can use in the demonstration.
Ensure a copy of the case study is available for each student. Also , photocopy the behavior support
plan template on pg. 103 of the textbook “The paraprofessional‟s guide to the Inclusive Classroom”,
Figure 5.3. Ensure you have enough copies, 1 for each student. **Also find or create a 2nd case
study. *See attached documents
Delivery:
1. Introduce the topic of behavioral support plans
2. Briefly discuss the 5 areas included in a behavior support plan
3. Handout a copy of the case study and behavior support plan template to each student.
4. You are now going to have each student spend a few minutes reading the case study.
5. Once everyone is finished, you are going to demonstrate how to use the information in the
case study and how to input it to create a behavior support plan.
6. This is best done as a whole class activity. Tell the students you are going to pretend that you
are all on the same educational team and need to come up with a support plan for the student
in the case study.
7. You are going to go through the process of completing a behavior support plan
8. As the teacher you will facilitate this process but will also show students how to create a
behavior support plan.
9. Step by step, demonstrate how to complete a behavior support plan.
How Feedback will be provided:
To generate feedback after the demonstration, discuss the use of a behavior support plan with the
class. Is this type of plan useful? How would an EA use this plan?
Closure/Preparation for next learning event:
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6. Closure- Many of the students in this course are currently working as EA‟s. Have them discuss
whether or not this form would be helpful for any of the students they currently work with. Have
students also discuss other similar types of forms they may be using.
Preparation for next class: Provide students with the 2nd case study. Have them take it home and
read through it and then complete a behavior support plan for the 2nd case.
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7. Lesson(s) for Course: UC.EDU.1100 Roles & Responsibilities of the Educational Assistant
Lesson Title: Benefits vs. Limitations of Inclusive Education
Teaching Approach:
Small group investigation
Learning Outcomes:
Upon completion of this lesson, students will be able to:
1. Describe the controversy surrounding inclusive education in Canada
2. Describe different perspectives on inclusive classrooms
3. List benefits vs. limitations of inclusive education
4. Articulate whether they support or oppose inclusive education
Rationale:
The purpose of this lesson is to provide students investigate the different perspectives on inclusive
education in Canada and what implications this might have on their professional practice. Students
will read different viewpoints of this topic and then create their own standpoint on the topic.
Role of Instructor:
Preparation: Ensure you have copies of “Special-needs students in the classroom” article by Mary-
Ellen Lang (2007). Optional: predetermine small groups. Also, ensure flipchart paper and markers for
each group. Also ensure you have copies of “Stories and Strategies for Success Article” by Heather
Raymond for distribution to all students. * see attached
Instructor should read through articles in advance to be prepared for in class discussion and to bring
up points during the group presentations.
Delivery:
1. Review the concept of inclusion (which would be discussed in the previous class- lecture
lesson above).
2. Have students share their definitions of inclusion, which they were asked to research and
create.
3. Break students into their small groups. If groups are not predetermined, organize students into
small groups of 3-4 students.
4. Provide each student with a copy of the article, a piece of flipchart paper and a marker.
5. Give students 15 minutes to read through the article
6. Assign 1 person to be the recorder, 1 person to be the facilitator of the investigation and 1
person to be the reporter
7. Have each group complete the following questions: (allow 20 minutes for this discussion &
recording)
a. What are the key points?
b. Do these ideas support the ideas in the textbook?
c. Describe the benefits and the limitations mentioned in the article
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8. d. Describe 2 viewpoints in the article
e. Identify 1 point that really stood out in the article and why
f. Why is this article important in understanding the concept of inclusion?
g. Have the reporter for each group present the groups responses of questions a through
g
How Feedback will be provided:
Feedback will be provided to students after each group presents their responses to the investigation.
Teachers should use this feedback period to highlight any significant points that students may have
missed discussing and provide feedback to the group on their overall findings as a group.
Closure/Preparation for next learning event:
Closure- (15 minutes) Students will submit flipchart presentations to teacher for further review. Have
students do a brief reflection (no more than 1 page) on the following question: (and submit before end
of class)
Do you support or oppose inclusive education and why?
Preparation for next class:
Have students read the article “Inclusive education: Stories and Strategies for success” by Heather
Raymond.
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