Education Assistant Community Suuport

Education Assistant & Community Support (EACS) Program Handbook

Creating inclusive communities of practice

Policies and expectations unique to the Education Assistant & Community Support Program are outlined in the handbook below. Please ensure that you read the HHS Student Handbook for general school information.

Last updated: April 28

Education Assistant & Community Support Program is a part of the School of Health and Human Services, a place of warmth and caring. We're always looking to connect with future and current students so please don't hesitate to email if you have any questions.

Once enrolled in a program, you're required to familiarize yourself with the information found in your school and program information pages.

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Note: Downloaded versions of the student handbook are valid on the date of download. Critical changes or error corrections may happen at any time. Due to COVID-19, information in the handbook may change. For the most up-to-date information about Camosun’s response to COVID-19 go to

1. Welcome

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 is 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,

Jeanne Puritch
Chair - Community, Family and Child Studies Department

Contact the Community, Family & Child Studies department.


2. Program Values

The EACS 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 EACS 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 EACS 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 EACS 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. Teaching Philosophy

3.1 Learning-Centred Principles

The principles and values that underpin the teaching and learning philosophy of the EACS 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 EACS 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. Program Learning Outcomes

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.


5. Practicum Guidelines

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.

  1. Education and Community Placement Information and Protocols
  2. Student Safety and orientations on practicums
  3. Practice Guidelines/Professional Standards of Practice
  4. Practicum Evaluations