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Workshop Title
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Description
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Presenter(s)
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Pride and Prejudice: How to Teach Self Esteem and Disability Pride
Workshop ID#
PPSE
(Session 1)
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Self Esteem for people with intellectual disabilities must directly confront the negative messages
that exist in society regarding the 'value' of disability. Research shows that people with
intellectual disabilities experience some kind of negative attitudes or social violence regarding
disability on a regular basis. Vita has been teaching 'Self Esteem' to people with disabilities for
2 years and the curriculum addresses both pride and prejudice. People have the opportunity to
explore what disability means and what it doesn't mean. The concept of disability pride is new to
many attending classes. It is a message that is profound and is received as such. This session will
look at what people with disabilities need to learn in order to develop a sense of 'disability
pride' though 'self esteem'.
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Domenic Pisante
Program Supervisor
Personal Development Committee Co-Chair
Self-Esteem/Disability Pride Facilitator
Vita Community Living Services.
Mens Sana:Families for Mental Health
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Protecting Vulnerable
Adults: Lessons from the Past, Recommendations for the Future
Workshop ID#
PVA
(Session 1)
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This session will provide an update on the Community Discussion Process which has occurred
following the tragic death of Tiffany Pinckney, a young woman with autism, who died of starvation
in her sister’s Mississauga home. The Peel community, provincial advocacy groups, and
Ministry of Community and Social Services felt it was important to come together to discuss ways to
improve the safety checks for adults who are vulnerable to abuse and neglect. A community
discussion process occurred involving local and provincial representation from developmental
services, health, justice, ethics, and education. The groups worked to develop
recommendations and improved identification and responses when maltreatment is identified.
This session will provide an overview of the recommendations for increased awareness of the issue
of abuse and neglect of adults and steps being taken to improve safeguards for adults who are
vulnerable to abuse and neglect. Educational resource materials for self advocates and
service providers will be provided.
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Gail Jones
Director of Community Supports with Kerry’s Place Autism Services / Project Coordinator for
Vulnerable Adults Initiative.
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Using the Dollar Store to create interesting Literacy and Numeracy
activities
Workshop ID#
DSLN
(Session 1)
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Come on out and discover many fun and interesting activities using basic items
from the dollar store. The activities will help improve basic literacy and numeracy skills in
special education students of all ages. Participants will receive a booklet of ideas that can
be used with their students.
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Dyana Squire, Developmental Education Teacher, Thames Valley District
School Board
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YOGA & Developmental Needs
Workshop ID#
YDN
(Session 1)
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This workshop is aimed at teachers and ERWs who wish to guide or
assist in teaching yoga to students with a wide range of special needs. This workshop
is interactive in nature so be prepared to move and breathe! Mats will be provided.
Yoga is unique in that anyone can do yoga. Yoga is non-competitive, fun
and values each person’s uniqueness. This workshop will present a series of postures,
breaking down each into simple steps, while discussing safety and how to modify and adapt
postures to suit individual needs and provide more ease and accessibility to postures.
Breathing techniques will also be explored, as they can be important tools for students
that often experience stress and reactivity. With practice, students can feel more
comfortable in their own body and develop a positive sense of self
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Eva Bruni
Certified Yoga Instructor
Secondary School Teacher
Dufferin-Peel Catholic District School Board
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A Functional Assessment and Curriculum
Workshop ID#
AFAC
(Session 1)
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The Halton District School Board will showcase one of their alternative
curriculum resources: A Functional Assessment and Curriculum (AFAC). This session will
provide an overview of the documents, how HDSB is using the document to support the
development and implementation of alternative programming for students, connecting AFAC to
IEP development, tracking progress and reporting/ assessing achievement in alternative areas.
The session will provide an opportunity to work through a case study to see the process from
gathering baseline data, developing program, tracking and reporting. The session will also
address the training model used to
introduce the new resource.
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Rob Garcia Georgetown District High School, Life Skills and Center
Programs
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Christy Peterson Coordinator of Special Education, Halton District School
Board
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Fiona Hal
l
Instructional Program Leader of Special Education Halton District
School Board
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Connect Learning to Students' Interests and Goals by Using Authentic Tasks
Linked to Essential Skills, Work Habits and Alternative
Workshop ID#
OSP
(Session 2)
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Join our discussion on how you can use the Ontario Skills Passport (OSP) tools and
resources to connect the learning of students on alternative
curriculum to their interests and goals
in classroom and experiential learning
opportunities.
You will see the various print, video and interactive resources available to learn Essential
Skills and work habits; see how these skills are used in everyday life and on-the-job; discover how
you can make use of authentic tasks in creating IEPs and transition
plans; learn how to create meaningful and relevant OSP Work Plans for use in work
experience and other experiential learning opportunities; search the database of classroom
activities that link Essential Skills and work habits and the curriculum, including non-credit
courses.
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Chantal Locatelli
Ontario Skills Passport Lead Senior Policy
Advisor
Student S
uccess/Learning to 18
Ontario Ministry of Education
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You’re Not “Just” an EA: Nurturing the Relationship between Teachers and Educational
Assistants
Workshop
ID#
EANR
(Session 2)
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Participate in a dialogue about ways to maintain an effective relationship between teachers and
educational assistants in developmental education classrooms. This workshop will explore the
importance of mutual respect, professional boundaries and effective communication for staff members
as we work together to promote a beneficial learning environment for all our
students.
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Herb Goodhoofd
Head of Drury Centre for Developmental Education, E.C. Drury High School, Milton, ON
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Teacher
Librarians:
Your Partners in
Inclusive
Teaching and
Learning
Workshop ID#
IL
(Session 2)
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An inclusive School Library welcomes and supports all members of the school
community. Learn how Teacher-Librarians and
School Libraries can support all students, including those with developmental disabilities,
by helping to enrich programs, improve students’ skills, boost students’ self-confidence, and
prepare students for the transition to life after high school.
Share and learn from the experience of one high school Teacher-Librarian who is working to create
programs and provide resources for all students, including those in a Planning for Independence
Program (for students with developmental disabilities) and a Communication Program (for students
with severe language impairments, including but not limited to students with
Autism). You’ll return to your own school
excited about the possibilities and eager to share ideas and resources with your own
Teacher-Librarian/School Library Staff.
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Brenda Dillon
B.A., a B.Ed., AQ Specialist qualifications in both Teacher-Librarianship and Special Education,
M.Ed. in Teacher-Librarianship
Dufferin-Peel Catholic District School Board
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Sensory Regulation
Workshop ID#
SR
(Session 2)
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Come learn about the basics of regulation and sensory processing. Engage with practical
examples of how regulation plays out in the school and home environments and plan to leave with
strategies to try and implement the next day!
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Rhanda Craig Occupational Therapist, VHA Rehab Solutions
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The Flat Stanley Project and Literacy Development
Workshop ID#
FSP
(Session 2)
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The Flat Stanley Project is familiar to millions around the world. Students become more engaged in
reading and more motivated to write as they participate in this authentic literacy activity. Join
Dale Hubert, the creator of the Flat Stanley Project, to discuss new applications, success stories,
and ways to use Flat Stanley in your classroom. Visit www.flatstanley.com
to download Flat Stanleys and Flat Stellas and arrange exchanges for your
students.
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Dale Hubert
M.Ed., Creator of the Flat Stanley Project; Chief Educational Officer, Flatter World
Inc.
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Developmental Learning
Kit
Workshop ID#
DLK
(Session 3)
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The Developmental Learning Kit is a resource that has been put together to help teachers help
students who are at the basic skills level in their development. This resource kit covers an age span of 0 to 7 years and consists
of the use of 3 major resources. It is an all
encompassing educational resource including an assessment, an activities based program, and visual
strategies to enhance student understanding. This is
an alternative program plan.
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Jaye Carr
Board Itinerant SERT Physical/Medical
&
Donna Rukavina Board Itinerant SERT Physical/Medical Dufferin Peel Catholic
District School Board
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Making sense of assessment for students with developmental disabilities in
alternative programs
Workshop ID#
Assess
(Session 3)
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Increasing concern exists regarding the accountability of educational programs provided for
students with developmental disabilities, and in particular for students with more significant
disabilities whose school program is based on alternative expectations from the Ontario curriculum.
Teachers have to be prepared to respond to these concerns and to speak to their classroom practices
for assessing the progress of their students. This session will require the participant to reflect
on their own current practices and thinking about what good assessment looks like for students with
developmental disabilities. It will focus on a framework for planning classroom assessment and
approaches to use. Attention will also be given to how ongoing assessment informs the development
of an IEP by identifying the appropriate needs, knowledge and skills that are necessary for the
student.
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Karen Gregory
Former Learning Coordinator,
Special Education, Thames Valley District School Board
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Transition Planning for a Meaningful Life
After High School
Workshop ID#
TPML
(Session 3)
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Transition planning has come to the forefront in recent years for students who have special
needs. Students, parents, educators and community
service providers are asked to work together to help prepare students to lead a meaningful life
once they leave high school. Come and learn some
strategies, discover some tools and best practices to help facilitate transition
planning.
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Carol Jones
Itinerant teacher for Students with Special Learning Needs
Dufferin-Peel Catholic District School Board.
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Community Engagement
101
Workshop ID#
CE
(Session 3)
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Come out and learn about the short- and long-term benefits of being involved in your community.
This session will explore strategies for planning activities and building personal networks.
Participants will leave armed with materials to assist them in supporting individuals to become
involved in their communities and connected to others who share similar interests.
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Lisa Kitchener Manager of Respite and Leisure Services
&
Jamie Curran Manager of the Outcomes Support Team, Community Living
Mississauga
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Practical Strategies to Teach Conversation Skills
Workshop ID#
TCS
(Session 3)
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This workshop is aimed at teachers who wish to guide or assist in teaching students with
developmental needs the art of conversation skills. Through the use of video and role play,
participants of this workshop will learn how to teach students with a developmental disability the
following key concepts: when and how to start a conversation, topic maintenance, how and when to
end a conversation, how to generalize conversation skills and how to evaluate skill
acquisition.
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Heather Kidd
Child and Youth Worker, ASD Team
&
Peter
Thomas
Child Youth Worker, ASD Team
Dufferin-Peel Catholic District School Board
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