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CLOSING THE COVID GAP

Supporting Literacy, Numeracy, and Social Emotional Learning for Students with Specific Learning Disorders

I am all in for supporting kids with learning disabilities!

This conference is made possible with the generous support of the Government of Canada

May 28, 2021 11am EST - 5pm EST

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LEARNING DISABILITIES ASSOCIATION OF CANADA CONFERENCE 2022:
Strategies to Support Students with Learning Disabilities

PRACTICAL PROFESSIONAL DEVELOPMENT FOR THE CLASSROOM YOU CAN’T AFFORD TO IGNORE

About LDAC’s 2022 Conference

The Learning Disabilities Association of Canada (LDAC) is hosting a virtual conference on October 21, 2022, entitled “Learning from Research and Practice: Strategies to Support Students with Learning Disabilities”.

This year’s conference will include three streams:

  • Stream A: Reading, Writing and Math
  • Stream B: Supporting Secondary Characteristics
  • Stream C: Support for Francophone issues
REGISTERING FOR THIS CONFERENCE ALSO MEANS...

Supporting the cause of advocating for those with learning disabilities and supporting the development of research in learning disabilities

Register Now

More about the programme and why this is important

THE REASON FOR TEACHERS TO ATTEND THIS CONFERENCE COULD NEVER BE MORE EVIDENT!

The learning gap for students with specific Learning Disorders is an ongoing concern and with the onset of the COVID pandemic, individuals are struggling even more due to school closures, online learning challenges, and mental health issues. Achieving curricular objectives has been extremely difficult for school age children. Teachers and parents are stressed trying to support their students and children. Because of the constraints within the educational system as a result of COVID, the gap has been widening even further for students with Specific Learning Disorders.

This conference is relevant to:

Teachers

Parents of children with Learning Disabilities

Speech-Language Pathologists and Audiologists

Psychologists

This year’s conference will include three streams:

Stream A: Reading, Writing and Math

Stream B: Supporting Secondary Characteristics

Stream C: Support for Francophone issues

Program At A Glance (EST)

Start Time End Time

Session Title & Description

11:00 – 11:15

Welcome and Introduction

11:15 – 12:00

Keynote: Supporting Students with Learning Disabilities

Session Description:

Speaker: Dr. Jacqueline Specht

Stream A- Reading, Writing, Math
Stream B- Supporting Secondary Characteristics
Stream C – Francophone

12:00 – 13:00

Track 1 – Reading
Track 1 – Self-Regulated Learning

12:00 – 12:45

Reading Interventions in the Context of Every Child’s Right to Read
Speaker: Jamie Metsala

Empowering learning: Fostering Success for Students with Learning Disabilities
Speaker: Deborah L. Butler

12:45 – 13:00

Reading Comprehension and the Junior/Senior High Student

Speaker: Kim McLean

Responding to diversity within schools: Developing teaching practices that promote self-regulated learning
Speaker: Charlotte Brenner

Waiting for the presentation title
Speaker: Brigitte Stanké

 13:45 – 14:00

Break

 13:45 – 15:15

Track 2 – Research and Strategies supporting Writing
Track 2 – Assistive Technology

13:45 – 14:30 From effective intervention to early intervention: New research on teaching struggling beginning writers
Speaker: Perry KleinThe Science behind Assistive Technology: What We Know
Speaker: Todd Cunningham
14:30 – 15:15

Assistive Technology: A Powerful Tool with Myriad Possibilities for Students with Learning Disabilities
Speakers: Fizza Haider & Donna McGhie-Richmond

Effective Practice for Implementing Assistive Technology with Students who have Learning Disabilities
Speaker: Todd Cunningham

15:15 – 15:30 Break
15:30 – 17:00

Track 3 – Math
Track 3 – Supporting

15:30 – 16:15

Minds on Math Program (TBC)
Speaker: Cathy Marks Krpan

The Path to Postsecondary: Charting a Course for Success
Speaker: Lauren Goegan

Tirer profit du « groupitizing » pour faciliter l’apprentissage de la numération
Speaker: Nathalie Bisaillon

16:15 – 17:00

Word Problems? No Problem!
Speaker: Sarah Powell

Supporting Mental Health: Mental health of students with LDs (TBC)
Speaker: Sharon Penney

Waiting for the presentation title
Speaker: Caterina Mamprin

17:00 – 17:30

Closing Plenary: Supporting Secondary Characteristics of LDs
Speaker: Dr. Gabrielle Young

STILL ON THE FENCE?

MOST CONFERENCES WITH CONTENT AND EXPERTS SIMILAR TO LDAC’S EVENT CAN EASILY CHARGE $300…BUT WE’RE NOT GOING TO CHARGE YOU THAT!

TAKE ADVANTAGE OF THIS EARLY BIRDL PRICING!

This conference is going to help you get ready for the upcoming academic year and will show you exactly how to facilitate effective learning for those with learning disabilities. It will take you by the hand, showing you step-by-step to be energized by the “aha” moments of students overcoming the challenges of distance learning. It will also connect you with teachers and experts from across Canada.

If that hasn’t convinced you, the earlybird registration fee of $25/- is available only until September 2, 2022.  The regular registration fee will raise to $45/- on September 3, 2022.  Don’t wait!

Every minute you wait to get access to the 2022 LDAC Virtual Conference is another minute you will miss out on the lessons learned by others. Put the power of experts from across Canada to work for you so you can quickly and easily facilitate effective learning for those with learning disabilities, be energized by the “aha” moments of students overcoming the challenges of distance learning and connect with teachers and experts from across Canada!

Speakers

Dr. Jacqueline Specht is a professor and the director of the Canadian Research Centre on Inclusive Education at the University of Western Ontario in London Canada (https://www.inclusiveeducationresearch.ca/). Collectively, the centre aims to empower educators with the knowledge they need to be effective with all students in the K-12 schooling system. Dr. Specht’s research expertise is located in the areas of: inclusive education; teacher development; and psychosocial aspects of individuals with disabilities. She has worked with schools nationally and internationally to support their transition to inclusive education. Her recent book with Dr. Nancy Hutchinson  “Inclusion of learners with exceptionalities in Canadian schools” is  a textbook that is used in initial teacher education programs across Canada.

Dr. Jamie Metsala is a Professor and the Jarislowsky Chair in Learning Disabilities at Mount Saint Vincent University in Halifax. Her research concerns reading development, disabilities, and interventions. Recently, she was a scientific advisor to the OHRC’s Right to Read Public Inquiry. Dr. Metsala has taught courses on science aligned instruction to pre-service and in-service teachers and to school psychology graduate students.

Kim McLean, M. Ed; has been a special education teacher for over 35 years and is currently the Principal of Foothills Academy; an independent school for students with learning disabilities and a teacher evaluator for Alberta Education with degrees from Brock University and Lesley University. She is a sessional instructor at the University of Calgary on “Social, Emotional and Behavioral Success for Students with Learning Disabilities”. Kim is a member of the LDAC’s research committee and a provincial representative.  Kim presents workshops and webinars for parents, teachers, schools, post secondary institutions, and businesses around North America on topics ranging from; the brain and learning how to read, class management, critical thinking and learning disabilities and executive functioning. Kim was very honored to have been the recipient of the “National Educator of the Year” award from the Learning Disabilities Association of Canada.

Dr. Klein started his career as a teacher in North York, Ontario. He completed a PhD in Applied Educational Psychology at the Centre for Applied Cognitive Science at the University of Toronto. He teaches courses in educational psychology and teaching reading and writing to struggling students. He recently completed a term as Associate Dean (Research) in the Faculty of Education. He leads a team investigating “Early Intervention in Writing.” This project, funded by a SSHRC Insight Grant, takes an evidence-based approach to four questions: How can we teach writing strategies and self-regulation to beginning writers? How can we make writing education more effective for struggling writers, including students with learning disabilities? How can writing instruction be organized to make it inclusive and effective? How should instruction in composition and mechanics be sequenced, balanced and integrated?

Fizza Haider (she/her) is a Learning Experience Designer focusing on the accessibility of teaching and learning environments and materials at University of Victoria. Having a Masters (MA) in Educational Psychology, she taps into her understanding of evidence-based instructional strategies and frameworks such as Universal Design for Learning (UDL) to develop training workshops and resources for diverse audiences to guide them in the application of accessible design principles to lesson and course planning. Her areas of research interest include inclusive education, teacher education and training, teacher self-efficacy, school leadership, and assistive technology. She received the G. M. Dunlop Distinguished Contribution Award from the Canadian Association for Education Psychology in May 2022 for her Masters research exploring factors that influence beginning teachers’ self-efficacy for teaching in diverse classrooms. Over the last few years, Fizza has taught and assisted in teaching courses offered as part of the special and inclusive education programs at UVic (Certificate and Diploma). Prior to that, she worked as an Assistive Technology and Academic Supports Specialist at Georgia State University, assessing student needs for academic accommodations, and recommending assistive technology training and solutions for students.  

Donna McGhie-Richmond (she/her)is an Associate Professor in Educational Psychology, at the University of Victoria. Her research and teaching focus on the role of inclusive instructional models such as UDL and instructional and assistive technologies in enabling teaching and learning to support inclusion of all students. She was instrumental in designing and teaches several courses in the Professional Specialization Certificate and Diploma in Special and Inclusive Education in Educational Psychology. She is an active research member of the Canadian Research Centre on Inclusive Education at Western University, London, ON. She is an international researcher in numerous studies focused on uncovering instructional and leadership beliefs and practices that support the active engagement of all students in diverse classrooms. She was a consultant in Augmentative and Alternative Communication at the Bloorview Kids Rehab Hospital in Toronto, ON, contributing educator perspectives within a trans-disciplinary team approach with Speech and Language Pathologists, Occupational Therapists, educators, technologists, parents, children, administrators. These experiences consolidated her belief and practice on the essential role of technology to support the active participation and learning of children and youth with disabilities. She has established collaborative connections with school districts in BC and ministry of education-supported services such as Provincial Integration Support Program; and SET-BC.

Sarah R. Powell, Ph.D., is an Associate Professor in Special Education at The University of Texas at Austin. Sarah conducts her teaching and research in the area of mathematics for students who experience mathematics difficulty.

Dr. Goegan is an assistant professor at the University of Manitoba in the Department of Educational Administration, Foundations and Psychology. Her research and teaching focuses on important inclusive pedagogies, the transition from high school to postsecondary education and adaptive motivation. Moreover, due to the recent shift to increased online learning, Dr. Goegan examines the impact of this type of instruction on students with and without LD. She is also a long-time advocate for individuals with LD and collaborates on many projects aimed to support these individuals in their academic pursuits and beyond.

Deborah L Butler is currently a Professor in the Faculty of Education at the University of British Columbia. In her collaborative research with educational partners, she has studied how to support academic success by students with diverse learning needs in support and inclusive classrooms, how and why supporting self-regulated learning is so key to empowering learners, and how teachers can work together, in communities of inquiry, to construct practices that achieve positive outcomes for students.

Charlotte Brenner worked as a general and special educator for the Surrey School District for 25 years prior to her recent appointment as an Assistant Professor of Education at the University of Lethbridge. During her time with the Surrey School District, Charlotte focused on creating inclusive teaching and learning environments for students and teachers. Currently, her research and practice focus on ways to support teacher candidates from underrepresented populations within teacher education programs, specifically examining their development of inclusive teaching practices. Additionally, collaborating with Dr. Jeffery MacCormack she explores how teacher candidates’ own self-regulation is implicated in their development of inclusive teaching practices.

Dr. Cunningham is a clinical and school psychologies, Associate Professor (teaching stream), Chair of the School and Clinical Child Psychology program and Chair of the EDD School Psychology program at the University of Toronto and provides psychological services through is private practice Bright Lights Psychology. His research investigates the support of students with learning difficulties from assessment to interventions. Projects involve looking at new techniques in psychological assessments, evaluation of assistive technology, professional development in literacy and numeracy, and telepsychology. Dr. Cunningham has shared his expertise with parents, students, educators, school boards, and other professionals across North America. In addition to hundreds of workshops, Dr. Cunningham has guest lectured at universities, given keynote addresses, presented at educational and research conferences, and news outlets. He is a member of the working group for the Guidelines for Diagnosis and Assessment of Children, Adolescents, and Adults with Learning Disabilities.

Ms. Bisaillon is a speech therapist by training. After working as a special education consultant, she decided to pursue a career in academia. She was a lecturer at the University of Montreal and the University of Sherbrooke for over 10 years. It was during these years that she decided to pursue her university studies. She already had a Master of Arts degree in mathematics didactics, which she had completed at the Université de Montréal. Since then, she has obtained a doctorate in mathematics didactics, which allowed her to be hired as an assistant professor at the Université de Montréal. Since the beginning of her career, Dr. Bisaillon has been interested in teaching and learning mathematics to students who have difficulty learning it.

Key Dates

Registration opens

July 20, 2022

Early Bird registration deadline

September 16, 2022

Standard registration deadline

September 30, 2022

Late registration ends

October 19, 2022

Conference starts

October 21, 2022

More about the programme and why this is important
THE REASON FOR TEACHERS TO ATTEND THIS CONFERENCE COULD NEVER BE MORE EVIDENT!

The learning gap for students with specific Learning Disorders is an ongoing concern and with the onset of the COVID pandemic, individuals are struggling even more due to school closures, online learning challenges, and mental health issues. Achieving curricular objectives has been extremely difficult for school age children. Teachers and parents are stressed trying to support their students and children. Because of the constraints within the educational system as a result of COVID, the gap has been widening even further for students with Specific Learning Disorders.

Register Now

Registration Form

A certificate will be issued to delegates with the total hours attended.

GRACIOUS THANKS TO OUR PLATINUM LEVEL PATRON
ROGER CASGRAIN AND COLLETTE CHAREST

LDAC-ACTA appreciates the support of:

Sponsors / Partners

Sponsors

Supporting Partners

Donors

  • Mary Watson: $600
  • Audrey Kenny: $500
  • Glen Condie: $500

 

  • Chris Ivey: $250
  • Joyce Abbott: $250
  • Thomas Rocchi: $250
  • George Patton: $200
  • Barbara Eason: $150
  • John Butcher: $150
  • Carol Havestock: $100
  • Donald MacDougall: $100
  • Doris Allen: $100
  • E Barre: $100
  • Glenn Drew: $100
  • Jessica M Choo: $100
  • John Gough: $100
  • Lynette Thurber: $100
  • Maggie Cheung: $100
  • Robert Hammond: $100
  • William Stone: $100
  • Amy Vedamuttu: $75
  • Andrew Beaupre: $75
  • Arlene Crowe: $75
  • David Fleming: $75
  • Denise Therriault: $75
  • Harry Pollett: $75
  • Leopold Lacroix: $75
  • Mark Muir: $75
  • Michelle Dunwoody: $75
  • Patricia Haas: $75
  • Patsy Norton: $75
  • Paula Bath: $75
  • Rachel Negere-Wong: $75
  • Richard Armstrong: $75
  • Sandra Dinelle: $75
  • Sherri Pynenburg: $75
  • Tanya Iatrides: $75
  • Wayne Clarke: $75
  • William Grieve: $75
  • Robert Baase: $70
  • Eric Artman: $60
  • Brian and Lynda Schaefer: $50
  • Carol Yn Kunz: $50
  • Catherine Joyce: $50
  • Cheryl McQueen: $50
  • Claire LeMay: $50
  • Clive Petersen: $50
  • Cynthia Reid: $50
  • Edwin Harris: $50
  • Eugene Scheibel: $50
  • Eward Malcolm: $50
  • G. Quaglietta: $50
  • Gwen Squires: $50
  • Heather Paul: $50
  • Henry Barkin: $50
  • James Harper: $50
  • Jean and William Anderson: $50
  • Lennart Nylund: $50
  • Linda Hines: $50
  • Marilyn Sloan: $50
  • Mary Legget: $50
  • Mary Mifflen: $50
  • Ronna Birnboim: $50
  • Sharron Hembroff: $50
  • Shirley Henderson: $50
  • Trevor Edwards: $50
  • Walter Ingraham: $50
  • William Fraser: $50
  • Wing Mark: $50
  • Yvonne Cadieux: $50
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