I would like to know how it feels to be an EA now versus being a student. I didn’t always have the support I needed in school. I really wanted to ensure that students don’t go through the same experience as I did. I really appreciate the one-on-one support I received in my education. I could feel that they cared about me and were invested in my success.
I want to bring that experience to my students. Being an EA brings many rewarding experiences. I love it when the learning strategies work. I can see the progress and their happiness. I always make sure to recognize success and show how proud I am of the students I work with. Being in EA can also be incredibly frustrating and stressful.
Sometimes I try everything and it’s not enough to help a child having a bad day. It’s also challenging if a child has hit a roadblock. Being in EA is a mixture of incredible highs, mixed with some incredible lows. Every day is a new day with new opportunities. In this job, you have to maintain a positive attitude. Keep trying new things until your student can be successful.
It is interesting. There is a chronic shortage of S in school. The number of students with support needs seems to keep increasing. I was assigned to three students this year who had individual education plans. Additionally, there were seven more students with significant support needs within the same classroom.
We need to change the learning environment. It should be better designed for all types of learners, not just the average learner. And I know Universal Design for Learning is one method to do that. Universal Design for Learning creates educational experiences. These are specifically designed for students on the margins. This includes those who are gifted and those who have disabilities.
What do you feel is an important asset to the EA position? There are so many things that go into being an EA and it is not a job for everyone. You need compassion, empathy, and patience to build trust with your students. Patience is really important. You can never force a child. You need to respect students’ autonomy. Make sure you have their cooperation and consent.
You have to be flexible and willing to adapt to each child’s unique needs and preferences. It’s not a one size fits all job. Working as a team with your classroom teacher and the learning resource team is critical. Many people need to collaborate to support the children in the school system.
I think my organizational skills helps create a structured and predictable environment, which some kids need to be successful. EAs need to advocate for their students. They must ensure students get the resources they need. This way, students don’t fall through the cracks. Unfortunately, I don’t see kids being triaged throughout the school. EAs support goes to the kids with the greatest needs or the most vocal parents. There are always kids who need help and are not getting it.
I often feel guilty when I can’t be there for kids in the way that they need me. I’m very in tune to people’s emotions. I can sense when kids are overstimulated, frustrated, or cannot concentrate. I think this is a real gift. I can use my experiences as a disabled person to help others who struggle like I did.
I noticed that in my EA program, some of my classmates had disabilities or had children with disabilities. I believe this field values lived experience. People can use it as an asset rather than something that needs to be accommodated. Thanks for that answer, Monica. I really do agree with you the the amount of kids that need support in the.
Community seems to be growing with the lack of EA funding there is. Exactly. That situation is not necessarily helpful. You’re a person with a disability having to do a test. You physically can’t write. Yes.
I have always wondered. It must be easier to understand. The students you work with may face similar challenges. Even though you’re not in their body, you might experience similar challenges as a person with autism. Being autistic gives me a great ability to feel other people’s emotions. This ability really helps provide clues about the kids I support.
I experienced sensory inputs more strongly. I can help modify the environment for my kids in ways that I have learned work for me. For example, my kids have lots of fidgets available because the sensory input helps ’em concentrate. During my EA training, I was worried that a busy classroom could be overwhelming for me.
I had previously done a work placement in childcare. I used my EA practicum to evaluate whether my own disabilities were going to be an asset. Alternatively, they could be a barrier to being effective in the classroom. I really recommend trying out many work environments before choosing a career to see where you can be successful.
I remember the stigma I felt when I received support in the classroom. I was angry and frustrated to be singled out. I was worried about what my peers would think about me. I’m really conscious of this and see it in my own classrooms. I cared for a child with a progressive illness. He faced more restrictions on his physical activity as the school year progressed.
He fought this every step of the way, and I was aware of his feelings and frustrations. I tried to balance the accommodations he needed with his social needs. I continually sought ways to keep him with his friends. I also encouraged him to participate and play as much as possible.
I like that that answer sits with me because. You feel stigma when you’re the only person with a disability having an EA. There is also the general stigma of having technology in the room. Yes, it’s an accommodation, but yes. Does it define you? Not really. Is that what you were trying to get at?
That was definitely what I was trying to say. Yes. I wonder what’s your favorite part about being. And the job, and what’s the worst part? For me, my most favorite part is when kids come in in the morning and give me hugs. Tell me that I’m doing a great job. Parents give me positive feedback. They want to know all about their kids’ days. I get to explain to them what they’ve been working on with me. I share what went well and just see the smile on their faces.
At the end of the day, I’m just. I’m just curious, follow up question to that. Do you ever feel bad about talking to their parents? Is it uncomfortable to discuss how successful they are? Do you ever feel terrible? I’m thinking sometimes teachers, sometimes teachers get the, I don’t wanna say the angry parent, but the.
The angry parent because they are not supporting their children enough for,
I don’t tend to feel guilty about having to provide feedback. It’s hard when you have to let them know that they may have bolted from the classroom. They may not have done what they were supposed to do in the classroom. Perhaps they were not listening. In a way, I feel bad. Then I know that they’re gonna have better days.
And I know that it’s not just a problem that’s never gonna go away. It’s a problem that can be resolved. We can work on it together to build a better outcome. This way, the next day is better for them. Yes, agreed. Obviously they’re leaving ’cause they’re having trouble or someone doesn’t understand something
Exactly. What are some of the unique challenges and gifts being an EA with autism? Like many autistics, I have ADHD. I really thrive in an organized environment. I need to work in a reasonable, reasonably predictable environment. I can handle change. However, many schools are short of staff. Some will reassign you to different classrooms almost every day.
Luckily, each school is. Different. And my current school is very well run, although I mentioned that my empathy is an asset. I also feel really bad, but my kids suffer or I have to provide consequences for behaviors. I can have my own challenges connecting socially with my colleagues. This can be misinterpreted as being disinterested in friendships.
I also have some ticks and repetitive behaviors, and I suspect these seem weird to people. These might be unique to you, but you are not trying to say anything hurtful. You’re just being uniquely yourself, and I think people should be receptive to that. What are some challenging situations you encounter in the overstimulating classroom? How do you cope with them?
In every classroom, there are kids with a variety of support needs. I feel responsible for ensuring every kid gets what they need to be successful. This responsibility can be overwhelming. Sometimes behaviors can be overwhelming, such as crying, screaming, or asking why constantly. This is probably the same thing parents go through at home.
When I have important conversations such as a child’s IEP meeting. I need time to plan how I can contribute to these discussions. Often, I have no time to prepare. This can be difficult. I try to anticipate conversations and make notes in advance. More generally, I have some techniques I use to calm myself. These help me feel more centered. For example, I go for walks with my kids who also need a break. I also take deep breaths and do stretches.
Interesting ways to cope. I’m glad that works for you. It’s not always one size fits all when talking about coping strategies, because some people with CP can’t go for walks, for example, so it depends on can do and find relaxing
Tell us what made you interested in becoming an EA . Please. After one year at Lange, I had no clue about the job I’d want. So, I did a career exploration program at Vancouver Community College for one year. My professor believed I would enjoy working with kids. He arranged a practicum at the YMCA. The practicum went really well.
I looked into training to be a childcare worker and being an education assistant. Many disabled people live in poverty. I was looking for a career where I was helping people. I wanted a career where I could get paid enough to support myself. EA’s. Are paid quite a bit more than childcare workers. I also liked that working on call was an option.
Several times in my life I’ve had poor health. That limited my ability to go to school. Working on call might be something I would appreciate in the future if my health has more ups and downs.
Yes, you, I find as a diverse person, you. Tend to look more for flexible universal shifts and not just one schedule. This is what you gotta do. There has to be some mightiness and some flexibility in there.
Working an eight hour shift and an educational assistant must be uniquely different, but a gift at the same time.
Education assistants work for six hours each day, and this seems to work well for me. I wasn’t sure I had the stamina to work full-time. I started my EA work on call to test out the waters. I quickly transition to working five days a week. I have had a lot of absences more than other EAs, and I worry about.
A lot. My kids don’t always get a substitute. I hate the idea of them not getting the support they need. When I’m off, I collaborate with my medical team. I hope we can find some new treatments to reduce my absences. I’ve chosen not to work in the summertime. I appreciate having the time for self-care and rejuvenation. I take this time because I deal with chronic conditions.
I’ve learned that I don’t always have to be in prime condition in order to have a productive day. Acute illnesses require rest and recovery. Chronic illnesses are managed by layering in treatments and learning to ignore what you cannot change. Yes, chronic and acute illnesses are very different. They are not inherently good or bad. You just handle them differently and learn from the experience.
With chronic pain, you just gotta do what you can and use your gifts when you want. What do you think makes a mighty person?
I think about someone who I feel is mighty. I remember Claire Weinland. She lived with cystic fibrosis until her death in 2018. She was only 21. I was really inspired by her attitude. She believed that life was not about avoiding suffering. Instead, it was about making something of your life because of your suffering.
Yes, sometimes we need a pity party, but no one should live there. Being mighty means to learn from what life throws you and adapt, adapt, adapt. I can’t tell you how many times I’ve had to change my plans or change my goals. For example, my mental and physical health really declined when I was in grade 10.
I was usually unconscious on my desk by 9:30 AM. I had to go home because I was fainting every day. I needed to spend a year getting one-on-one tutoring and then switch to online school. Then in January of grade 12, I lost my ability to walk. This lasted for four months. My school and family supported me so I could graduate on time.
Mighty comes from taking responsibility for your own dreams. Treat yourself with kindness and empathy. Then use your strengths to help others achieve their dreams too. A hundred percent agreed. Being mighty is partly because we are so resilient. We are born with challenges right off the bat. Alternatively, we can develop challenges right from childhood. In either case, we really have no choice in the matter.
You either sit in a pity party or you make something good out of the situation.
Yes, exactly. And one last question. Um, how do you ensure you keep your energy up and accommodate your body needs during the day?
It was a big concern for me when I was exploring different careers. I do best when I have a moderate amount of movement during the day. Sitting still isn’t great for me, but neither is a lot of repetitive motion that can strain my joints. Doing my work experiences was crucial for me. I needed to test out the physical requirements before committing to a career path.
I try to drink water frequently throughout the day. I get dehydrated easily, and this is really important for me as well. I sit down as much as I can when being in the classroom. I try to stay in one spot on the playground instead of running around trying to find all my kids. This helps me preserve my energy.
But kids will be kids and go where they want. I go to bed early on weeknights to ensure I get sufficient sleep. I also spend my time reading before bed instead of having screen time. I can handle the daily demands of the job most of the time. However, I’m not strong enough to care for children who have significant care needs. This includes tasks such as wheelchair transfers.
Luckily, schools try to match EA EAs with the specific needs of the classroom. And I’m learning that I do best caring for kids with behavior supports, academic accommodations, and support for executive functioning. When I’m not working, I engage in activities that bring me joy. This is especially important as we are coming up to the holidays.
I will be traveling to Europe for five weeks on my own with a tour company and doing independent travel. That’s so interesting. Thanks for sharing. You know, I really do agree. Kids should be kids. However, you must keep yourself well. Preserve your energy so you can be there to support your kids. Yes.
One question I’m gonna throw at you, you can answer it or not. What do you think of the education system? Could be better to support people with disabilities. That’s a really hard question to answer. I feel like we need to give kids with and without disabilities the same amount of support. Even if they don’t have an IEP for example, I have a student in my classroom who isn’t designated. I still give her the same amount of attention and help as my students who are designated. I think it’s fair that we give them our hundred percent rather than nothing at all.
Yes. I mean, rather. 25% than nothing at all. Just for the physical safety watch. 20% is better than nothing at all, just for me for physical safety watch. I understand why you’d want a hundred percent. Then you’d feel included in groups. You’d also feel included with people with disabilities. Anyway, Thank you for joining us today, Monica.
It’s been a pleasure to speak to you. Thank you. I appreciate you taking the time outta your day to speak with me. It’s been a good time.
Meeting Mighty People by Alexis Folk 