Community Support & Education Assistant (CSEA) Program Handbook
Last updated: September 17, 2018
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Camosun College campuses are located on the traditional territories of the Lkwungen and W̱SÁNEĆ peoples. We acknowledge their welcome and graciousness to the students who seek knowledge here.
1.1 Chair's Message
On behalf of all of us in the Community, Family, and Child Studies Department, welcome!
We are pleased that you have chosen Camosun College and a program or course in our Department as part of your journey. It is our privilege to be part of it. We are all here to help ensure your experience a worthwhile. We, too, have been students, have walked onto a campus for the first time, and have needed help to navigate our way forward. Don't hesitate to connect with us along the way.
All the very best,
Chair - Community, Family and Child Studies Department
The CSEA program philosophy encompasses:
- A social model of support
- A social justice perspective
- Community living values
- Learning-centred principles
These principles are integrated into and included in all aspects of the curriculum and apply equally to learners and instructors and to your work in the community with children, youth and adults with developmental and acquired disabilities.
2.1 Social Model of Support
This model requires that people with disabilities be viewed and supported as valued members of society who have a multitude of gifts, talents, strengths and abilities. The focus is on society to change policy, attitudes and economic disparities that discriminate against people with disabilities. The person who has a disability does not need to be 'fixed' or treated in order to participate in family or community life. The label, condition or disability is not the defining characteristic of the individual. Supports are adapted to meet individual needs as opposed to changing the individual to meet the expectations of services and society.
The CSEA program challenges learners and instructors to critically analyze the beliefs, systems, and structures that have shaped traditional responses to disability, and to recognize that the disadvantages that many people with disabilities experience in their lifetimes are a result of societal attitudes rather than of individual ability or limitation.
2.2 Social Justice Perspective
The concept of social justice also provides a philosophical framework for the CSEA program. This is the ideal of a socially just society where all persons, regardless of perceived worth or value, race, gender, ability, religious, social or cultural background, are equally entitled to basic human rights and equitable access to the benefits of society.
2.3 Community Living Values
The values and beliefs associated with community living philosophy are also incorporated into the CSEA program philosophy. These values embrace the concepts of inclusion, respect for diversity and human dignity, meaningful participation and the promotion and protection of human rights for all.
3.1 Learning-Centred Principles
The principles and values that underpin the teaching and learning philosophy of the CSEA program are informed by the learning-centred principles of Camosun College. We are guided by the belief that there is diversity amongst learners, that learning is an active process that occurs in a variety of contexts, that assessment is fundamental to learning, and that all people are learners.
Faculty and staff of the CSEA program strive to achieve and create a learning-centred environment by supporting student learning as a first priority. We assess and evaluate our program in the context of how it supports and contributes to student learning and success, and foster a climate in which student learning is recognized as everyone's responsibility, where all are respected and valued for their contributions. We are committed to improving learning and the learning experience.
4.1 Performance Indicators
At the conclusion of this program, students will be able to:
- integrate a social justice perspective into practices that enhance the quality of life experienced by people with disabilities;
- demonstrate a strength-based approach in practice and apply critical thinking skills to assessment, planning, implementation and evaluation processes;
- provide positive, person directed and valuing supports to promote participation, inclusion and satisfaction for individuals in educational, social, daily living and work activities;
- demonstrate interpersonal competence in your work with individuals, families, team, and community members;
- promote and support the health, wellbeing, and safety of self and others; and
- demonstrate professionalism as a Education Assistant and Community Support practitioner.
Students will find information on their practicum expectations within their practical skills and practicum course materials. Consult with your instructor or Chair if you are unable to locate your supporting documents.
- Clinical and Community Placement Protocol
- Student Safety and orientations on practicums
- Practice Guidelines/Professional Standards of Practice
- Practice Appraisals