Celebrating

the
Challenges

Special Education Council of

The Alberta Teachers‟
Association
October 14 – 16, 2010
The Lodge at Kananaskis
Kananaskis Village, Alberta, Canada
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 WELCOME
Welcome to Celebrating the Challenges 2010 in Kananaskis, Alberta set against the backdrop of the beautiful
Rocky Mountains.

Once again we are proud to host exceptional speakers from Alberta, across Canada and the United States, to
present on special education, inclusion and learning in the 21st century. From the opening keynote on
Thursday evening to the closing keynote on Saturday morning, we hope you will take full advantage of the
vast array of speakers. Enjoy your professional development and the opportunity to meet with fellow
educators in these majestic surroundings. Remember to put some time aside for yourself and take part in one
of our planned wellness activities.

This year‟s social theme is Outer Space. Boldly Go with the Conference Committee members and Special
Education Council on Friday evening for the Outer Space themed banquet and dance in the Olympic
Ballrooms. It would be "illogical" to miss an “Out of This World” experience with special guests and
everyone's favorite band "Fun in the Front Seat". Remember that "resistance is futile", so "beam me up
Scotty" and "make it so!”

The Special Education Council‟s Annual General Meeting will be held on Saturday morning at 8:00 a.m.
This meeting is open to all members. A complimentary continental breakfast will be provided to those who
attend. As well, there will be a door prize draw for a free registration to the 2011 Celebrating the Challenges
Conference - see you there!

Check out this brochure for a couple of new additions to our conference program. Also this year, you can
follow our blogspot to receive timely updates on conference speakers and sessions. The blogspot will also
post commonly asked questions and you prepare to register, book your hotel and plan for attending
conference 2010. Check out the blogspot at:

http://celebratingthechallenges.blogspot.com/

On behalf of the Conference Committee and Special Education Council, we hope you enjoy the Special
Education Conference – Celebrating the Challenges 2010.

Hayley Christen,
Conference Director 2010

_______________________________________________

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 IMPORTANT THINGS TO NOTE:
 Please register early! The Conference fills up quickly and is limited to 1000 delegates. Sorry, we
cannot accommodate walk-ins.

 Do you want to moderate a session? Please email the conference director to let her know.
hchristen@rdpsd.ab.ca

 Please book your hotel by September 15, 2010. The earlier you book, the better as the hotel sells out
of its rooms quickly. The hotel booking form is in the back of this brochure and can also be found on
our blogspot.

 Check our blogspot for regular updates and information on speakers and sessions.
http://celebratingthechallenges.blogspot.com/

 Post dated cheques are accepted until September 25, 2010 to reserve your spot.

 Please submit your cheque or money order with registration. Group registrations must be received
together with your payment.

 We are unable to process credit cards, purchase orders or faxes.

 A confirmation and receipt will be issued to the person or school paying the registration. Please keep
your receipt as it is very difficult and time consuming for us to re-issue receipts.

 Check out the displays in the Nakiska Room, Summit Rooms, and the Seasons Dining Room,
all located in the Signature Club.

 Questions regarding ATA membership and Specialist Council membership should be directed to the
ATA at 780-447-9400 or 800-232-7208.

 Incomplete registrations will be returned along with your payment.

 Meal plan for Friday’s breakfast and supper, is only included if you are registered at the Delta
Lodge in Kananaskis.

 The bag lunch on Friday will be included for all conference delegates.

 NO CHILDREN AT ANY OF THE SESSIONS OR SOCIALS.

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 PRE-CONFERENCE OUTLINE
Pre-Conference Registration Fees Sept. 25/10 & before Sept. 26/10 & after
$150.00 $200.00

Pre-registration is required and is not included in Conference Registration Fee.

Wednesday, October 13, 2010

7:00 p.m. - 9:00 p.m. Pre-conference Registration

Thursday, October 14, 2010

7:30 a.m. - 9:00 a.m. Pre-conference Registration

7:30 a.m. - 8:30 a.m. Continental Breakfast

8:30 a.m. - 11:45 a.m. SESSIONS A & B 10:00 - 10:30 a.m. Break

11:45 a.m. - 1:00 p.m. Lunch

1:00 p.m. - 4:15 p.m. SESSIONS A & B 2:30 - 3:00 p.m. Break

Cost Includes:
One-day session, materials, Thursday continental breakfast, coffee and lunch

For more information contact Hayley Christen

E-mail: hchristen@rdpsd.ab.ca or Telephone: (403) 348-9912 (after 4:00 p.m.)

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 PRE-CONFERENCE SESSIONS
Session A

To Teach them ALL Together:

Utilizing our Collective Power to Include
In this interactive session we will focus on including ALL students, including students with
disabilities, in the general education classroom. Some of our neediest students deal with the most
transitions to pull-out and separate settings and this does not have to be the case. We will explore
inclusive education and examine issues of school reform and the law. We will learn how to
effectively provide adult support to meet a wide array of student needs as well as strategies for
supporting students with challenging or unique behaviors.
Participants will not only walk away with a much deeper understanding of the possibilities of
inclusive education, but with dozens of new ideas and strategies to manage the range of academic
and behavioral needs that naturally fall in any given classroom.

Julie Causton-Theoharis, PhD. Assistant Professor in the Inclusive and Special Education Program in the Department
of Teaching and Leadership at Syracuse University. As an educational consultant, Julie works with schools and school
districts to help improve inclusive practices.

Session B

No Longer on An Island:
Collaboration in the Inclusive Classroom
This session will provide you with an opportunity to explore a variety of strategies to collaborate in
order to promote the learning of all students. Christi Kasa-Hendrickson will explore how general
and special education teachers and paraprofessionals plan and teach collaboratively. The speaker
will explore collaborative teaming, co-teaching, and use of communication tools and identify
benefits and complexities of collaboration. You will re-think and re-imagine adult roles in inclusive
school settings and practice useful strategies in the area of communication and running an effective
team meeting.

Christi Kasa-Hendrickson, PhD. is an Assistant Professor in the Department of Education at the University of
Colorado. Her teaching, research, and consulting are guided by her passion to create successful inclusive schools for
all students.

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 CONFERENCE OUTLINE
Thursday, October, 14, 2010

6:00 p.m. - 9:00 p.m. Conference Registration

8:30 p.m. - 10:00 p.m. Opening Greetings & Special Education Council Award
Presentation
Keynote Address: Danny Brassell
Do or DI: Differentiating Instruction So All Students Succeed

10:00 p.m. - 11:30 p.m. Wine and Cheese Reception

One complimentary drink ticket will be provided at registration

Friday, October 15, 2010

7:30 a.m. - 9:00 a.m. Conference Registration

8:30 a.m. - 10:00 a.m. Welcome from the Special Education Council
Keynote Address: JAMES McLESKEY
Making Differences Ordinary in Inclusive Classrooms

10:00 a.m. - 10:30 a.m. Refreshment Break

10:30 a.m. - 12:00 p.m. SESSIONS
12:00 p.m. - 1:30 p.m. Lunch (included in conference registration for 2010)
Delegates may pick up their bagged lunch at one of the following locations: Grappa Bistro, Bighorn Lounge, or
the Wildflower Restaurant in the Mount Kid Manor.

1:30 p.m. - 3:00 p.m. SESSIONS

3:00 p.m. - 3:30 p.m. Refreshment Break
3:30 p.m. - 5:00 p.m. SESSIONS
5:30 p.m. - 7:00 p.m. Supper –Rockies / Mount Kidd Ballroom
or
7:00 p.m. - 8:30 p.m. Supper – Explorer / Olympic Ballroom

Choose either the 5:30 p.m. or 7:00 p.m. dinner seating when you check into your room at the Delta Hotel.
Guests NOT staying at the hotel may purchase Friday dinner ticket(s) at the hotel for the approximate price of
$53.50 (includes tax).

9:00 p.m. - 1:00 a.m. Outer Space Themed Dance: Boldly Go with conference delegates,
speakers, and the conference committee to moon walk and dance on a
moon beam with favourite performers “Fun in the Front Seat.”
Costumes Encouraged. - Olympic Ballroom

Saturday, October 16, 2010

8:00 a.m. - 9:00 a.m. SEC Annual General Meeting (Meeting Room - TBA)
Continental Breakfast is included for delegates who attend the AGM

9:00 a.m. - 10:30 a.m. SESSIONS

10:30 a.m. - 11:00 a.m. Refreshment Break

11:00 a.m. - 12:30 p.m. Closing Keynote Address: ERIK LINTHORST

Autistic Like – Graham’s Story

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 CONFERENCE KEYNOTE SESSIONS

Thursday, October 14, 2010

8:30 p.m. – 10:00 p.m.
Olympic Ballroom

Do or DI: Differentiating Instruction So All Students Succeed

Students watch our every move. The best teachers constantly set high expectations, attempt new things and never
let the threat of embarrassment or failure stand in their way. Join Danny Brassell as he shares a fast-paced,
humorous and inspirational keynote designed to share his observations of the traits of the best teachers he has
encountered over the years and how to differentiate instruction to meet the needs of all your students. Learn how
to train your students how to welcome new opportunities and challenges, recognize but not submit to fear and,
above all else, to believe in themselves.

DANNY BRASSELL is an Associate Professor in the Teacher Education Department at California State University-
Dominguez Hills. He is an experienced classroom teacher who has worked with students ranging from preschoolers to
rocket scientists, and he has published numerous articles and seven books, including A Baker’s Dozen of Lessons
Learned from the Teaching Trenches (Shell, 2009).

Friday, October 15, 2010

8:30 a.m. – 10:00 a.m.
Olympic Ballroom

Making Differences Ordinary in Inclusive Classrooms

This session addresses the need to make differences ordinary as inclusive school programs are developed and
implemented. Qualities that are hallmarks of inclusive classrooms and that ensure differences become an
ordinary part of classroom practices will be addressed. These qualities ensure the supports provided in the
inclusive classroom are as natural and unobtrusive as possible, schedules are arranged so the rhythm of the day
for students with disabilities is as typical as possible, and students with disabilities are full participants in the
learning and social communities of the classroom and school.

JAMES McLESKEY is professor and chair, Department of Special Education, University of Florida, Gainesville. Co-
author of book, Inclusive Education in Action: Making Differences Ordinary (2000).

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 CONFERENCE KEYNOTE SESSIONS (continued)

Saturday, October 16, 2010

11:00 a.m. – 12:30 p.m.
Olympic Ballroom

Autistic-Like: Graham's Story

Filmmaker and dad Erik Linthorst presents his documentary film Autistic-Like: Graham's Story. This intimate
family portrait shows one dad’s determined quest to find the right therapies, the right doctors, and even the right
words to describe his son. Winner of Best Documentary Short at the Brilliant Light Film Festival, and finalist for
the 2009 Freddie Award for international medical media, Autistic-Like: Graham's Story has touched thousands of
families and early childhood professionals at screenings in over 125 cities around the world. Autistic-Like:
Graham’s Story illuminates the medical, social and public health issues faced by families whose autistic-like
children have no clear diagnosis, and are offered no specific treatment.
See the trailer: www.autisticlike.com

SYNOPSIS:
WHEN their son was just 15 months old, Erik and Jennie Linthorst suspected something was not quite right.
Experts and therapists told them their son was autistic. Sort of. Maybe. Some called him autistic-like. Others
said he was not autistic at all. What did it really mean, “autistic-like”? And how should or could these parents
and their teachers help these kids?

Erik Linthorst, father and filmmaker, Manhattan Beach, California

CONFERENCE SESSIONS

Strands
The following strands have been selected to address topics that support the Vision of Setting the
Direction: One inclusive system through curriculum, capacity and collaboration. Discuss these
important topics with experts and colleagues from all corners of our great province!

Strand 1: Special Education Technology: Strategies for Enhancing Academic Performance

Strand 2: Emotional and Behavioural Disorders/ Positive Behaviour Intervention

Strand 3: Intervention for Students diagnosed with Autism Spectrum Disorder (Pre-school - High
School)

Strand 4: Collaboration: Special Education and General Education

Strand 5: Meeting Individual Differences- Special Education Practice: Intervention for Students
with Identified Disorders/Disabilities

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 CONFERENCE SESSIONS

Strand 1: Special Education Technology: Strategies for Enhancing Academic Performance

_________________________________________________________

1. The SETT Framework: Straight from the Horse's Mouth!

The SETT Framework: Student, Environment, Tasks then Tools!

Sounds simple enough, but when combined with multiple perspectives, differing
interpretations and changing times, you can be sure that myths and misconceptions about its
complexity and use abound! In this session, Joy will debunk the myths and clarify the
misconceptions through a discussion of the critical elements of the SETT Framework. She
will share practical tips and strategies for using the SETT Framework effectively in a variety
of situations.

Joy Zabala, Director of Technical Assistance, CAST and National AIM Center, Wakefield, MA

2. QIAT Conversations Without Borders! Speak up in Alberta!

Have you heard the buzz about Quality Indicators for Assistive Technology (QIAT)? Did you
know that for over a decade a diverse community of people with varied interests in assistive
technology have been sharing and problem solving together in cyberspace about any and
every topic that contributes to developing and sustaining high quality assistive technology
services? It must be time for YOU to listen in and let your voice be heard!

In this session Joy Zabala, a founder of QIAT and Kathy Howery, an active QIAT
conversationalist for many years, will chat about all things QIAT- a brief history, an
introduction to the Quality Indicators, and a preview of conversations with colleagues and
families can ensure that Assistive Technology services in Alberta enable all students to have
meaningful, appropriate access to learning and equitable opportunities to reach high levels of
achievement.

Joy Zabala, Director of Technical Assistance, CAST and National AIM Center, Wakefield, MA
Kathy Howery, University of Alberta. Teaches courses on Assistive Technology and Universal Design
for Learning.

3. A Case Study of UDL Implementation

Universal Design for Learning (UDL) is an approach to proactively designing learning

environments such that instruction can be delivered in flexible, equitable and accessible
ways. A district‘s experiences in creating universally designed learning environments were
explored and documented using qualitative case study. The story of their UDL
implementation will be shared, focusing on impacts on teaching and learning, the challenges
in making UDL ―real‖ for students and teachers, and role of technology and teaming in the
achieving the goal of creating learning environments that are designed for all learners.

Joy Zabala, Director of Technical Assistance, CAST and National AIM Center, Wakefield, MA
Kathy Howery, University of Alberta.

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4. Communication Matters! AAC Users & the ELA Programs of Study

Consider the following statements from the provincial language arts program:
Language enables students to play an active role in various communities of learners
within and beyond the classroom.
All students benefit from many opportunities to listen and speak both informally and formally for a
variety of purposes.
Schools provide environments where students develop language knowledge, skills and strategies
to achieve academic, personal and social goals.
These statements are true for all learners, but perhaps are most significant for students who
require augmentative and alternative communication (AAC) systems to meaningfully
participate in learning and in life. This session will help teachers use outcomes in the
programs of study as a starting point for planning and instruction for students who use AAC.
The focus of this session will be how to select and use appropriate supports (including
assistive technology) to meet the learning needs of students who use AAC devices.

Kathy Howery, University of Alberta.

5. The Power of Plus - What's New in Boardmaker

Boardmaker Plus! adds voice, sound, animation and video capability to your Boardmaker
activities to create interactive educational software. It is the ideal tool for creating both print
and interactive symbol-based materials such as communication displays for AAC users,
visual schedules and social skills stories for children with Autism Spectrum Disorders, books
and symbol-supported literacy activities for beginning and pre-readers, and general
educational and functional living skills materials for people of any age. As well samples of
how this tool can be used with a SMART board will be shared.

Participants will experience the latest version of Boardmaker Plus! with new and advanced
features. Participants will leave this session with new and exciting ways they can use
Boardmaker Plus! to create activities that successfully integrate ―the fun factor".

Prerequisite: Basic comfort with the Boardmaker program.

Ross Ehalt is an Occupational Therapist and the Assistive Technology for Learning Consultant with
Edmonton Regional Educational Consulting Services.

6. It‘s Not Just ―Creative Journaling‖ It Is So Much More...It IS About Reinventing the Wheel!

Enhancing our student‘s creativity and thinking skills can and should be a life long journey.
Basically there are no rules to making creative art journals. A creative art journal is a
conglomeration of word and visual elements, often in a collage form, on pages in a book or
not! A student‘s creative journal is a place to collect thoughts, ideas, events and facts. It is a
place to remember fleeting ideas and moments, people and places. It is about engaging
students to make work meaningful without using worksheets. It‘s about incorporating the fine
arts into the classroom using non-traditional journal writing – making cross curricular
connections – integrating technology and getting students excited about learning! There are
multiple entry points for all learners. Students recognize their emotions and advocating for
themselves through journaling.
It goes beyond the Creative art journal – it is almost an unspoken language in itself.

Daryle Michael Todos, Bridges II Teacher, Calgary Board of Education

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7. Tweak Your SMARTBoard Lessons - No Mystery About it!

Have you seen the SMARTBoard in use and wondered how some of those engaging lesson
activities are created? Join Christine for a brief preview of some of the best features and
tools of SMART Notebook. Learn how to utilize some of the items in the Gallery and the Tool
Kit to create interactivity, enhance presentations and support student learning. See some
developed sample Language Arts and Math lesson pages, and learn how this program can be
a skill building and assessment tool. This session will familiarize you with some tricks to
tweak your lessons, and websites where sample lessons have already been created. Come
prepared to view lots of practical ideas and suggestions so you can begin creating awesome
SMARTBoard lessons too!

Christine Wolzl has taught with the Red Deer Catholic Regional Division for over 25 years. She
received her classroom SMARTBoard in September of 2004, and made it a goal to integrate this
technology into her daily teaching. She currently teaches grade one, and is the Technology Coach
at Maryview School in Red Deer.

8. Integrating Video Games Into the Classroom for Students with Special Needs

This session will look at the successful integration of the Nintendo Wii into a classroom for
students with special needs. Many students with special needs enjoy video games.
Discussions will revolve around why video games are a successful outlet for many students
in program classrooms.

Shane Hewitt, Consultant for students with Autism Spectrum Disorders and Autistic Characteristics –
Elk Island Public Schools, Sherwood Park, AB

9. Multi-Media in The Classroom

One of the most engaging types of technologies to use with students is multimedia
technology. It involves creativity as well as motor and sense stimulation and can be applied
to any learning variation and any subject or situation.

In this session participants will learn how to create digital music and videos using a variety of
tools to address multiple learning variations of students. Participants will capture digital
photographs and create videos with original and pre-made music using three video
applications and one music application. We will use Amimoto, Photo Story and Mover Maker
to create videos and Sony Acid to create original digital music. These applications are free.
As we proceed through the activities, teachers will be presented with stories from the
classroom about how students with learning variations have achieved greater success with
the integration of multimedia.

Participants should bring their own laptop, headset and digital cameras to work along, but it
is not necessary.

Robert Long, Coordinator IT, Ottawa Catholic School Board, ON

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 9. Web 2.0- Engaging Tools for the 21st Century Learner

Some of the most powerful and engaging tools that 21st Century learners use today are Web
2.0 based tools. Social tools, including, Face Book, Twitter, IM, SMS and image sites as well
as online office suites and web tools, are provided by companies such as Yahoo and Google.
There are many tools available for free that allow students to easily communicate and share
information in a variety of methods with anyone in the world at any time.

In this session participants will learn about some of the most useful tools for engaging
students with learning variations. Tools such as VoiceThread that allow the students to
interact via, voice, video or text with content that a teacher shares with them will be covered
in addition to several others that might not be considered part of the usual Assistive
Technology suite of tools but helps motivate and engage students at any learning level.

In addition, some of these tools can greatly enhance the communication abilities of teachers.
Google tools like Forms and Sites can allow teachers to easily work with parents to share or
acquire information. Communication with parents who have children with special needs is
especially important for ongoing student success.

Participants should bring their own laptop and headset to work along, but it is not necessary.

Robert Long, Coordinator IT, Ottawa Catholic School Board, ON

Strand 2: Emotional and Behavioural Disorder - Positive Behaviour Intervention

_________________________________________________________

1. Collaborative Problem Solving: Teaching, Parenting, and Treating Challenging Kids

Based on research in the neurosciences over the past 30 years, the Collaborative Problem
Solving model posits that challenging behaviour is a form of developmental delay and the by-
product of lagging cognitive skills in the global domains of flexibility/adaptability, frustration,
tolerance, and problem solving. CPS helps adults and kids solve the problems precipitating
challenging behaviour and simultaneously teach kids the skills they are lacking. Participants
will leave with an understanding of the underpinnings of the CPS model and practical
assessment and intervention tools that can be brought back to and used in diverse settings.

First Segment
 Kids do Well If they Can/Your Explanation Guides Your Intervention
 Limits of Conventional Reward and Punishment Approaches
 A Different Explanation: Challenging Behaviour as Developmental Delay
 Lagging Skills Setting the Stage for Challenging Behaviour
Second Segment
 Unsolved Problems
 Assessment of Lagging Skills and Unsolved Problems
 Collaborative Problem Solving: Overview of the Plans
 Specifics of Plan B

Ross W. Greene, Ph.D., is the originator of the Collaborative Problem Solving approach and author
of the recently published book, Lost at School: Why Our Most Vulnerable, At Risk Kids Still Fall
Through The Cracks and How We Can Help Them. He is also author of the highly acclaimed book,
The Explosive Child. Dr. Greene is Associate Clinical Professor in the Department of Psychiatry at
Harvard Medical School.

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2. How to Sort Out Developmental Brain Dysfunction from Everything Else

This session describes how to look first at and address students at their emotional maturity
level, then developmental level, then sensory and emotional regulation issues, then cognitive
issues, then indications of brain dysfunction, then certain behavioral phenotypes, then initial
indications of mental health disorder.

Nathan Ory is Registered Psychologist in BC. Nathan has a Master’s degree in psychology from
Ohio State University. He did his undergraduate work at Georgia State in Atlanta. Nathan is a dual
citizen of Canada and the US.

3. Specific Strategies to Use When Behaviour Management Doesn‘t Work: How to Avoid
Resistive Behaviour and Unnecessary Power Struggles.

This session describes how aspects of cognitive deficits may limit the effectiveness of
―typical‖ behavioral approaches, or lead to oppositional reactions. You will learn how to
avoid deadly traps and how to use behavioral support that does work, with an expectation for
self-control at a level that guarantees success!

Nathan Ory is Registered Psychologist in BC. Nathan has a Master’s degree in psychology from
Ohio State University. He did his undergraduate work at Georgia State in Atlanta. Nathan is a dual
citizen of Canada and the US.

4. Working With Difficult Personalities: How to Survive Emotionally Fragile and Reactive
Behaviour.

Some individuals are unable to tolerate the experience of frustration, failure, non-acceptance,
or lack of control. They are more handicapped by their emotional over-reactivity than they are
by their actual cognitive deficits. They mirror and magnify the emotions of others.
Participants will learn how to maintain personal boundaries while providing calm, positive
guidance.

Nathan Ory is Registered Psychologist in BC. Nathan has a Master’s degree in psychology from
Ohio State University. He did his undergraduate work at Georgia State in Atlanta. Nathan is a dual
citizen of Canada and the US.

5. Supporting Positive Behaviour

This session reviews key elements and educational strategies from the Alberta Education
resource, Supporting Positive Behaviours in Alberta Schools (2008). The resource includes
school wide, classroom and individualized approaches for enhancing positive behaviour
development in students. The session is designed for teachers and administrators who are
interested in effective classroom programming which builds and supports positive
behaviours as well as academic achievement, in addition to strategies for individual students
who have more intense needs for behaviour supports. Participants will receive a copy of the
resources Supporting Positive Behaviour in Alberta Schools (2008).

Darci Fulton, Behaviour Strategist, Special Education, Learning Support, Parkdale Centre, Calgary
Board of Education

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 6. Creating a Resilient Classroom and School Culture

Resiliency is the innate ability to bounce back from adversity to overcome challenges.
Contrary to conventional wisdom in the field of child development, resiliency research has
proven that kids who experience trauma in their lives can prevail to grow and develop as well-
adjusted young people as long as appropriate supports are present.

Learning about the resiliency factor will provide insight from a new, strength-based
perspective about how kids are actually hard-wired for success. In this session, participants
will learn about the Asset Model, and how it can be utilized to nurture personal strength
targeting the resolution of adversity for any student.

Resilient students will work harder and achieve more for people they love and trust in a
school environment. This session will help participants reflect on how they can become one
of these people.

Sean Grainger, Vice-principal, Red Deer Public Schools

7. Gang Activity in Alberta: Interventions for Educators

A joint presentation by the Calgary Police and the Calgary Youth at Risk Development Team
will provide a provincial perspective of gang activity in Alberta and provide insights related to
youth education and interventions. Time will be allotted for Q & A.

Detective Gord Eiriksson, Calgary Police Service, Organized Crime Operations Centre, Southern
Alberta Integrated Gang Enforcement Team, Calgary, AB

Al Devolin, Constable, Youth at Risk Development Team, Calgary, AB

Youth at Risk Development Program (YARD) – a community based program designed to provide
early identification and support to youth at risk of gang development. YARD works with youth
between the ages of 10-17 years old, who are involved or at risk of becoming involved with a gang.
YARD is delivered by Social Work Advocates and members of the Calgary Police.

Strand 3: Intervention for Students Diagnosed with Autism Spectrum Disorder

_________________________________________________________

1. When My Autism Gets to Big! The Incredible 5 Point Scale

Part 1
Overview of current learning theories and ASD
Examples of using systems and routines to teach social and emotional understanding

Part 2
The impact of social cognitive problems on social anxiety and behaviour
Addressing emotional regulation in highly anxious individuals using a predictable and
systematic scale

Kari Dunn Buron has been working with students with autism for over 30 years. She has recently
retired from public school but continues to teach for Hamline University in St. Paul, Minnesota where
she developed an Autism Spectrum Disorders Certificate program for educators. She is the co-
author of The Incredible 5-Point Scale, and the author of When My Worries Get Too Big, A 5 Could
Make Me Lose Control and A 5 is Against the Law! (2008 ASA literary award winner).

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2. Lead With Logic: Strategies for Connecting Your Students with Aspergers and High
Functioning Autism, to Academic and Social Learning

This session outlines the importance of understanding the unique perspective and cognitive,
social and behavioural profile of your students with Aspergers and High Functioning Autism
in order to develop success based on programming. Lead with Logic purports to help
teachers map and apply evidenced based Autism Spectrum Disorder strategies that match
the unique learning style of individual students on the higher end of the Autism Spectrum
Disorder.

Sandra Mann and Debra Pierce are members of the Calgary Board of Education Autism Team. Their
work includes supporting schools and learning teams in developing programs for students with
Autism Spectrum Disorder in both inclusive and special education settings.

3. Social Stories

This session will provide the participant with information on social deficits and perspective
taking in students with ASD. We will review the purpose and guidelines for writing social
narratives and Carol Gray‘s Social Stories, and provide opportunities to practice writing
social stories.

Diane Nunziato Tolley (REACH Speech Language Pathologist) and Barb Patterson (REACH
Psychologist)

4. Behaviour and Motivation Connection

This workshop will provide a basic understanding of:

 How motivation influences behaviour
 How staff can use motivation to influence behaviour
 How these understandings are crucial to the development of positive behaviour
supports in the classroom

This session will be of special interest to those working with students with an Autism
Spectrum Disorder, Global Developmental challenges and severe communication disorders.

Pam Dyment is a Functional Behaviour Analyst with the Autism Team at the Calgary Board of
Education. With an extensive background in Applied Behaviour Analysis and Verbal Behaviour, she
has worked as both an educator and consultant at a variety of agencies in the Calgary area.

5. Let‘s Go Cruising on the ―SS Visual Supports‖

Do you feel you are at a standstill with your students on the autism spectrum? Not sure what
to do next to encourage communication, foster friendship or just plain ‗ol engage them?
Don‘t be left feeling like you‘re sinking. Jump on board this session and enjoy some smooth
sailing in your classroom. Let the variety of samples, suggestions and tips springboard into
many other supports for your students on the autism spectrum (these tools can work for
other students as well). Be inspired to dust off Boardmaker and dig out your camera to begin
creating tools that enhance students‘ receptive abilities. These tools will lead to greater
comprehension which leads to greater involvement and participation.

Jennifer Malone, ECE Diploma, St. Marguerite Bourgeoys School, Innisfail

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Strand 4: Collaboration Among Special Educators and General Education
_________________________________________________________

1. Using Chance and Choice to Increase Students‘ Motivation for Learning

In a differentiated classroom, chance and choice can be used as a strategy to both meet the
needs of a variety of learners and motivate students to ―do the work‖. Carefully constructed
learning activities using choice are another way to work on curriculum goals. Explore a
variety of formats for providing choice in process, product, and learning resources while
continuing to clearly focus on your curriculum goals. Streamline your planning time while
insuring that learning activities meet criteria for high quality differentiation. Come away from
this session with multiple ideas for presenting differentiated activities utilizing elements of
choice and motivating student engagement.

Dr. Diane Heacox is honored to be included in the Education Hall of Fame at the University of St.
Thomas for her contributions to the field of education. She serves on the Board of Directors for the
Minnesota Association of Supervision and Curriculum Development and on the Minnesota
Department of Education's Gifted Education Advisory Board. She is currently international facilitator
for the Higher Education Network of the Association for Supervision and Curriculum Development
and chair of the Middle Level Division of the National Association for Gifted Children.

2. Making Differentiation a Habit

The habit of differentiation becomes the way we do the work in today‘s academically diverse
and increasingly challenging classrooms. The habit of differentiation results in students
enthusiastically engaged in learning, experiencing increasing levels of success and gaining
confidence in themselves as learners. We will explore the critical elements that distinguish
authentic differentiation from indiscriminate teaching tips and tricks. In applying these
elements, you can be confident that the work you do in differentiation is based on a solid
foundation of research based best practices in teaching and learning. Finally, we will examine
the specific instructional strategies that exemplify the habit of differentiation.

Dr. Diane Heacox, Associate Professor of Education at St. Catherine University in St. Paul,
Minnesota.

3. Lesson Routines: Teaching Is No Longer a Single Lane Highway!

As a teacher, you need to be flexible in the ways in which you provide instruction, the kinds
of tasks that your students engage in, and the ways in which you assess their learning.
Flexible instructional groups based on changing data on student learning results in students
being grouped and regrouped in a variety of ways. Lesson routines are typical instructional
processes or procedures that teachers use as students engage in a lesson. We will review a
variety of lesson routines and identify how they may be differentiated. Finally, we will
consider 25 easy to implement formats for differentiation that respond to your instructional
needs as well as the learning differences in your classroom.

Dr. Diane Heacox, Associate Professor of Education at St. Catherine University in St. Paul,
Minnesota.

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4. Concept Based Curriculum and Instruction for the Special Needs Student Strategies

How can we help special needs students retain information more efficiently and develop their
thinking abilities at the same time? In this session participants will learn specific concept-
based curriculum and instruction strategies developed by the internationally recognized
educator and author Lynn Erickson. See how the structure of knowledge can be used to help
special needs students effectively pattern and sort information, relate new information to
prior knowledge, and think on both factual and conceptual levels. Learn how to use a
―conceptual lens‖ to focus and integrate a student‘s thinking and practice scaffolding
thinking to three levels. If you want to learn 21st century skills for teaching then you won‘t
want to miss this session!

Chad Erickson, District Principal, Red Deer Public Schools, Red Deer, AB

5. Learning For All: Universal Design for Learning (UDL) and Differentiated Instruction Through
Technology to Support Diversity in Your Classroom

In Alberta schools, the mix of students is more diverse than ever. Educators are challenged
to teach all learners to high standards, yet a single classroom can include students who have
difficulty learning and accessing the curriculum for a variety of reasons. Since May 2005,
Greater St. Albert Catholic Schools has been on a journey to create classrooms that are more
―accessible‖ based on a Universal Design for Learning Model. This awareness session will
describe an infrastructure to facilitate UDL and will focus on GSACRD‘s UDL initiatives which
include making text to speech software available to all students, using i-Pods during
assessments, and accessing digital textbooks and websites to support diverse learners.

Karen Pedersen-Bayus is a Learning Support Consultant for Greater St. Albert Catholic Schools

6. Making Music, Literacy, and Movement Fun for the Little Ones
(Kindergarten and Early Education)

This session is specifically geared toward teachers, assistants, and SLPs of students ages 4-
7, and highlights music, literacy, and movement to support classroom activities. Come
prepared to move and have fun! Participants will leave with ready to use ideas and
energizers!

Tracy Stener is a Music specialist with Edmonton Public, who completed her Masters Education
focusing on music, literacy and movement for Early Education. She is presently at Princeton School
in Edmonton.
Christie Noble, recently retired, is a Music Specialist as well. She developed and implemented a
music/literacy program for the Early Education Program at Mayfield School for over 10 years.

7. Making Music, Literacy and Movement Fun for the Older Ones
(Grades 1-4 Special Education Classrooms)

This session is specifically geared toward teachers, assistants, and SLPs of students in Year
1 and up Special Education Classrooms. It highlights music, literacy, and movement to
support classroom activities. Come prepared to move and have fun! Participants will leave
with ready to use ideas and energizers!

Tracy Stener is a Music specialist with Edmonton Public, who completed her Masters Education
focusing on music, literacy and movement for Early Education. She is presently at Princeton School
in Edmonton.
Christie Noble, recently retired, is a Music Specialist as well. She developed and implemented a
music/literacy program for the Early Education Program at Mayfield School for over 10 years.

18
8. Effective Intervention: Supporting Struggling and/or Reluctant Readers and Writers

This practical session will focus on research-based teaching to support students in Grades 1-
4 who struggle in reading and often writing. The session will focus primarily on three student
profiles:
 Weak decoders who frequently struggle with comprehension
 Strong decoders who sometimes struggle with comprehension
 Non-struggling reluctant readers and writers

Easy, practical and immediately usable research based activities for both home and school
will be shared.

Miriam Trehearne, Author/Literacy Consultant, Calgary, AB

9. Hooked on Books - Math and Literacy for Primary Students

Create, through hands-on activities, projects that will integrate literature and mathematics
manipulatives. Participants will look at some of the old favorites as well as some not so
familiar titles and consider how they can be integrated with The Common Curriculum
Framework to Design projects using manipulatives. Activities are planned to provide
educators with ways to pique students‘ interest with hands on math activities. Come
prepared to play.

Linda Williams received her B.Ed. from the University of Calgary and completed her graduate work
at the University of Alberta. Over the past 15 years she has worked as an educational consultant and
workshop presenter with Lego Dacta and Box Cars and One-Eyed Jacks.

10. Gender Friendly Classrooms

Boys and girls are wired to learn differently. Learn how their brains are unique, and ways to
teach boys and girls together while accommodating their unique learning styles.

Sandra Sunquist Stanton, MS, NCC, LPC, Connections of the Heart, Eau Claire, WI

11. Move It to Learn It

Movement boosts learning. We will look at ways the vestibular, proprioceptive and ocular
systems work with the brain to help children learn, grow and have fun.

Sandra Sunquist Stanton, MS, NCC, LPC, Connections of the Heart, Eau Claire, WI

12. Developing schools that are both effective and inclusive

This session provides a description of critical factors that characterize schools that are both
effective and inclusive. This is followed by a description of lessons learned in developing and
implementing effective, inclusive programs. Questions and comments from the audience will
be encouraged.

JAMES McLESKEY is professor and chair, Department of Special Education, University of Florida,
Gainesville. Co-author of book, Inclusive Education in Action: Making Differences Ordinary (2000).

19
13. Building the Pyramid: One District's Journey

Setting the Direction has served as a catalyst for rethinking the way in which the educational system can
best meet significantly diverse learning needs. One of the most powerful visual metaphors for meeting
this continuum of need is the integrated pyramid system of universal, targeted and specialized supports
that most educators are familiar with from resources such as Supporting Positive Behavior in Alberta
Schools. Using strategies suggested in Change Leadership: A Practical Guide to Transforming our
Schools (Wagner, Kegan et al, 2006) and Leading for Results: Transforming Teaching, Learning and
Relationships in Schools (Sparks D., 2007), participants will have an opportunity to discuss a case study
of one school district that has attempted to use the pyramid of support to initiate organizational change
in the way that “special education “ is delivered. Opportunities will be provided to analyze and discuss
the tasks and behaviors we need to engage in, and not engage it, to realize organizational goals and
commitments.

Tony McClellan is the Director of Student Services for Greater St. Albert School Division.
Colleen McClure is currently the Supervisor of the Edmonton Regional Educational Consulting Services
(ERECS) Transdisciplinary team. Karen Pedersen-Bayus is a Learning Support Consultant for Greater St.
Albert Catholic Schools

14. Solution Focused Counseling

Learn practical, solution-focused strategies that create change quickly in a brief amount of
time. The solution-focused model is effective with a wide range of problems including
addictions and mental health problems, all age groups, and with individuals, groups, families
and organizations.

In this workshop, you will learn how to use:

 solution-focused questions to create change quickly

 SF strategies with anger management problems, peer conflict, and other school
problems
 SF ideas in the classroom and team meetings
Applicable for all educators.
Nancy McConkey, is a leading speaker and trainer on the solution-focused approach for education,
health care and counseling professionals.

15. Solution-Focused Meetings: How to Shift From “Problem Talk” to “Solution Talk”

You do not need to obtain the entire history nor all the causes of a problem in order to create
change. Learn how to use powerful solution-focused strategies for solving problems rapidly
and effectively. The solution-focused approach is useful with a wide range of problems and
can be used with individuals, groups and organizations. You will learn how to:
 shift any meeting from problem talk” to “solution talk”
 conduct a solution-focused parent-teacher meeting
 work with difficult students and parents
 do solution-focused conflict resolution, and more!
This session is useful for counselors, teachers and administrators who want to be more
effective in their meetings with parents, students, and staff.

Nancy McConkey, is a leading speaker and trainer on the solution-focused approach for education,
health care and counseling professionals.

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 16. Swap Shop – Bring Your Bag Lunch and Join us Friday, 12:20 - 1:20 pm

NEW!!!! Are you willing to share your great ideas? Bring a clear, short description of the best of what
works for you in the classroom (either hard copies or verbal description) to our Swap Shop—
no sign up required. Participant presenters who choose to bring 30 copies of their handout
will have from 1 to 5 minutes to share their idea with the group. The handouts will be collated
and returned to these people. Everyone will benefit from those who choose to describe their
favorites.

Sandra Sunquist Stanton, former President of the Wisconsin School Counselor Assn will facilitate the
Swap Shop, but you will be the presenters!

Strand 5: Meeting Individual Differences - Special Education Practice: Intervention for

Students with Identified Disorders/Disabilities
_________________________________________________________

1. Students with ADHD: Considerations for the Classroom Teacher

Students with ADHD often exhibit behaviours that severely impact their learning, social
engagement, and emotional functioning. This session addresses the diagnostic implications
for students with Attention Deficit Hyperactivity Disorder, Combined Type as well as
Predominately Inattentive Type. Practical strategies for the classroom, including social skills
training as well as academic approaches for program planning, will be discussed. Current
ADHD resources for the classroom will also be reviewed.

Krista Schultz, B.Ed., M.Sc., RPSYCH, Schultz Psychological Consulting Ltd., Ponoka, Alberta

2. Sex in the City… and in the Classroom! Teaching Sexuality to Students with Cognitive Delays

Students with developmental delays experience growth and sexuality differently than we do
which can lead to some sensitive issues in the classroom and school setting. This session
will look at sexuality issues and strategies to promote understanding in our special needs
students.

Sharon Jeske and Deb Buchan, Consultants for students with special needs, Elk Island Public
Schools

3. Handwriting Without Tears

Do you have some students that are struggling with printing? Would you like to teach your
students to print neater, clearer and faster? Do you want to start your students off on the
right path to good printing? ―Handwriting Without Tears‖ is a developmental printing and
handwriting program for students of all levels. It includes fun, engaging and multi-sensory
methods for teaching this important academic and life skill. Presenters will give an overview
of this printing program and compare it to others currently used in Alberta classrooms.

Andrea Petryk, M.Sc., O.T. is an Occupational Therapy (OT) Consultant with Edmonton Regional
Educational Consulting Services
Angela Rath, B.Sc., O.T. is an Occupational Therapy Consultant with Edmonton Regional
Educational Consulting Services

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4. Do You Know a Gifted Student? An Introduction to Identifying and Supporting Gifted
Learners in Our Classrooms

Gifted individuals, because of their greater facility with abstract reasoning, may have
complex inner lives, early ethical concerns and heightened awareness of the world.
Intellectual complexity gives rise to emotional depth and complexity. These students think
and feel differently from their peers. This interactive session will provide a deeper
understanding of gifted characteristics and will explore who we need to be and what we need
to know to act in the best interest of gifted students in our classrooms .

Janneke Frank has her PhD in Gifted Education from the University of Calgary, Alberta, Canada. Her
research centered on teacher effectiveness in gifted education, specifically exploring inspirational
teachers of gifted students.

5. Building a Functional Program for Daily Living

This practical session describes functional programming for four critical areas: self-care,
household management, leisure and socialization, and vocational skills. Specific instructional
strategies for teaching and facilitating independent daily living skills, supported by visual
examples and resources, will be discussed. By the end of the session each participant will
know and understand how to use planning tools for building a functional, strength based
program for their student(s) or classroom. The participants will leave with user friendly tools
eager to implement a functional program.

Karen Chrenek is an Educational Programmer with regular classroom teaching experience as well as
teaching experiences in a variety of special education settings.
Michelle Dechaine is an Occupational Therapist with experience working with students age 3 to 19
with mild to severe disabilities.
Deborah Humphries is a Physiotherapist who has worked internationally with children of all ages in
many settings with a variety of conditions.

All of the presenters work in Grande Prairie with the C.A.S.E. Team, a member of the Regional
Educational Consulting Services provincial team that provides consultation services to School
Learning Teams for students with severe disabilities.

6. FNMI Students and ―Special Education‖: Assessment and Evaluation Philosophy and
Practice
(Session 1- Philosophy, Session 2 – Practice)

In this session, learning, assessment and evaluation philosophy and practice as it relates to
FNMI students within the context of Special Education will be discussed. In addition to
presenting current research and describing successful case studies, school and teacher
practices, and the complexity of achieving FNMI student success will also be explored.
Finally, the role intentionality, strategic planning, integrated collaborative approaches and
vision to support learning and success for all FNMI children will be outlined. Assessment and
evaluation practices do have significant implications for FNMI students.

Jacqueline Ottoman is of Saulteaux (Annishinabe) heritage from in Saskatchewan. Since 2004,

Jackie has been a faculty member at the University of Calgary, Faculty of Education where she
instructs in both the teacher preparation program and the graduate program. She has conducted
research and has written on assessment practices and Aboriginal students .

22
 Alberta Education Sessions
_________________________________________________________
1. Building an Inclusive System: Leadership/Capacity Building in Inclusive Environments
2. Building an Inclusive System: Working With Families
3. Building an Inclusive System: Role of Special Education
4. Building an Inclusive System: Collaboration – Working Together

Health and Wellness Sessions

_________________________________________________________
1. The Halls of the Mountain King

Attendees will take a walk in the Kananaskis area, learning some of the major geology and
mountain history of the Rockies. Bring good shoes and a desire to enjoy.

Vin Stocking, Teacher, Edmonton Public Schools, Edmonton, AB

2. Run Forest Run

A morning run to shake things up and enjoy the mountain air. We will be running for 30-45
minutes, depending on the weather and the participants. It may be quite chilly so dress
appropriately.

Vin Stocking, Teacher, Edmonton Public Schools, Edmonton, AB

3. Yoga (Saturday, 7:30am – 8:15 am)

This is a drop in session and space is limited. Some Yoga mats may be supplied but it may be
a good idea to bring your own, if you can.

Catherine DuPont will facilitate the session.

4. Exposing the Myth of Life Balance

75% of Canadians don‘t believe that work-life balance is possible. We‘re working
more than ever, spending less time with our friends and family, and inevitably watching
our health and happiness drift away. So maybe it‘s true?

Since we spend more time looking for balance than we do experiencing it, perhaps
success comes from approaching life balance with a new strategy? In this session
Michelle exposes the myth of work-life balance and reveals the real secret to success.
She provides tools to help you move toward better balance through a ‗start small
approach‘ to those seemingly big changes. With Michelle‘s humour and start small
approach you can find more time for the things that matter, and learn practical and
realistic tips for moving toward better balance.

Michelle Cederberg - with a Masters in Kinesiology, a BA in Psychology, and a specialization in

Health and Exercise Psychology, Michelle combines mind, body, and practicality to inspire change!
She has built her career since 1990, as a college educator, personal trainer, fitness coordinator, and
author. As a professional speaker, she shares her experiences in a humorous and realistic way with
delighted audiences across North America. Michelle knows her energy has fueled her business
success!

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 REGISTRATION INFORMATION

All cheques or money orders are to be made payable to Special Education Conference 2010.
Confirmation and receipts will be electronically mailed prior to October 9th for registrations paid in
full. Please keep your initial receipt. It is very difficult and time consuming for our registrar to issue
duplicate receipts. A charge may be applied for duplicate receipts.

REGISTER EARLY
SPACE IS LIMITED TO 1000
ON A FIRST - COME, FIRST-SERVED BASIS

Please submit a registration from EACH delegate. Registration forms may be reproduced as
needed.

Registration Fees On or Before On or After

Sept. 25, 2010 Sept. 26, 2010

Pre-Conference Rates:
Pre-Conference Session $150.00 $200.00
Ineligible for Specialist Council Membership * $450.00 $600.00
Conference Rates:
ATA Members (non-SEC members) $235.00 $285.00
(includes membership in council)
Non-teaching certificated staff $235.00 $285.00
(includes a subscription membership in council)
Special Education Council Member (Regular & subscription) $210.00 $260.00
Ineligible for Specialist Council Membership * $705.00 $855.00
Group Rate (5 or more staff from the same school) $210.00 $260.00
Undergraduate student $120.00 $170.00

*Persons who are not eligible for Specialist Council Membership: Central office staff who did not
elect active ATA membership cannot be members of specialist councils. The superintendent, deputy
superintendent of school jurisdictions and teachers in direct charter, federal or private schools must
be ATA Associate members in order to qualify for specialist council membership. If you have
questions about your eligibility, please call the ATA at 780-447-9400 or 1-800-232-7206.

School group rates apply to staffs from individual schools only. Each individual applying for the
group must complete the registration form and submit all money together to ensure group rate.
Receipts will only be issued to the originators of the cheque.

The conference registration fee includes: delegate’s package, attendance to all keynotes,
choice of over 45 sessions, 1 complimentary drink ticket for the wine and cheese reception,
refreshment breaks, Thursday’s bag lunch, dance, Special Education Awards, Special
Education Council’s Annual General Meeting, and prize give-a-ways!

Registration Deadline: October 8, 2010

Send your completed registration form with payment to:

Sandra Erickson, Registrar SEC, 5210-61 Street Red Deer, AB. T4N 6N8

Cancellation Policy
 On or before September 25/10 you may receive a full refund
 “No shows” will not receive a refund
 Cancellations will not be accepted on or after Sept. 26, 2010 unless accompanied by a
medical certificate
 $30.00 service charge for each NSF cheque
24
 HOTEL INFORMATION
Accommodations

Delegates wishing to stay on site at the Conference Hotel should use the attached booking
form to book a room at

The Delta Lodge at Kananaskis

Telephone: Direct Reservation Line: (403) 591-7711 (ask for In-House reservations)

All delegates staying on site will be entered to win their hotel accommodations for FREE!
One person’s name will be drawn and that individual will be notified when they check in.

The conference will be held at the Delta Lodge at Kananaskis. Displays will be located in the
Signature Club.

MAKE HOTEL RESERVATIONS AS SOON AS POSSIBLE. THE HOTEL HAS ALWAYS SOLD
OUT.

USE THE ENCLOSED FORM WHEN BOOKING AT THE DELTA LODGE AT KANASKIS.

DELEGATES ARE RESPONSIBLE FOR THEIR OWN HOTEL RESERVATIONS.

25
 Special Education Council
Celebrating the Challenges, 2010
October 14 - 16 at the Delta Lodge, Kananaskis, Alberta
Registration fee for Conference includes:
 Thursday Evening Keynote and Wine & Cheese REGISTRATION INFORMATION
 Friday Morning Keynote and Saturday Keynote
NAME:
 Choose from 47 Breakout Sessions (Friday and Saturday)
 Bag Lunch on Friday (New) TEACHING CERTIFICATE #:
POSITION/TITLE:
Registration fee for Pre-conference includes:
 Thursday Pre-conference session SCHOOL/JURISDICTION/BUS:
 Continental breakfast and buffet lunch (Thursday only)
HOME ADDRESS:
I. Membership (check one of the following options):
I choose SEC as my automatic membership
(go to www.teachers.ab.ca to register for this membership using
POSTAL CODE:
the login on the blue banner)
PHONE, FAX & E-MAIL INFORMATION
Please provide your personal e-mail, as school board e-mail addresses may block
I am not currently a SEC member our system.
Please register me for a regular membership $ 25.00

Please register me for a student membership $ 5.00 HOME (__ __ __) __ __ __ - __ __ __ __

Please register me for a subscription membership $ 25.00 BUS (__ __ __) __ __ __ - __ __ __ __
If you have questions about membership eligibility, please call the ATA,
780-447-9400 or 800-232-7208. FAX (__ __ __) __ __ __ - __ __ __ __
II. Pre-Conference Rates: E-
___________________________________________
Pre-Conference Session (before Sept. 25/10) $150.00 MAIL
(after Sept. 25/10) $200.00
Ineligible for Specialist Council Membership * $450.00 The Alberta Teachers‟ Association requires the information contained on this form in
(after Sept. 25/10) $600.00 order to conduct the professional and business affairs of its membership and will
collect, use, and disclose the personal information about you accordingly. For inquiries,
III. Conference Rates:
objections, or concerns about how the Personal Information Protection Act applies to
ATA Members (non-SEC members, Support Staff) $235.00 your personal information, please refer to our privacy policy on the Alberta Teachers‟
(includes membership in council) Association website. When registering for this conference you are voluntarily providing
(after Sept. 25/10) $285.00 your personal information to this council. Your information will only be used for ATA
Special Education Council Member $210.00 Special Education Council communication.
(after Sept 25/10) $260.00
Ineligible for Specialist Council Membership * $705.00 REGISTRATION DEADLINE
(after Sept 25/10) $855.00 The registration deadline is when capacity is reached. Register early to make sure
there is room. Consult the conference website for up-to-date information about
Group Rate (5 or more staff from the same school) $210.00
registration / capacity.
(after Sept 25/10) $260.00
Undergraduate student (ID number ___________) $120.00
CANCELLATION POLICY
(after Sept 25/10) $170.00 Before September 30/10 you may receive a full refund; „no shows‟ will not receive a
IV. YOUR TOTAL: $ refund; cancellations will not be accepted after October 1/10 unless accompanied by a
Payment for the conference must be made by money order or a cheque medical certificate; $30.00 service charge for each NSF cheque.
payable to the: Special Education Conference 2010. No credit cards
can be accepted. Note: SEC memberships are non-refundable.
GST # 130535321
Confirmation of registration will be provided by e-mail only upon receipt of payment
Send your completed registration form with payment to: and verification of ATA Specialist Council Membership. Only one email receipt will
Sandra Erickson, Registrar SEC, 5210-61 Street Red Deer, AB. be sent to you, please save a copy for your records.
T4N 6N8
*Persons Not Eligible for Specialist Council Memberships
(Central office staff who did not elect active ATA membership cannot be
Contact Information: Hayley Christen, Conference Director
members of specialist councils. The superintendent, deputy superintendent of www.celebratingthechallenges.blogspot.com
school jurisdictions and teachers in charter, federal or private schools must be hchristen@rdpsd.ab.ca
ATA Associate members in order to qualify for specialist council membership). cell phone (403) 348–9912 (after 4:00p.m)

Committee Use Only

Registration Form & Payment Received on: Group Rate:  Yes 
No
Cheque # Amount Received Paid by: Individual  Organization
ATA Special Education Council Membership Fee Paid: Conf. Registration #
E-mail receipt sent: Receipt #
 LODGE AT KANANASKIS

SEC- Celebrating the Challenges

October 13-17, 2010
Group Code: AT1013

Name:...................................................................Company:………………………………….
Address: ......................................................................................Postal/Zip:.........…
Phone:.....................…….. Fax:...................………..Email:………………………………………
Arrival Date: ..............................Departure Date:……………………# of Guests:………….
Check-in time: Not before 4:00 p.m. Check-out time: 11:00 A.M.
Rates are subject to applicable taxes and service fees. Reservations must be guaranteed by Credit Card
NOTE: THIS FACILITY IS A SMOKE FREE ENVIRONMENT
There is an additional service charge of $9.00 per person, per night to
cover porterage, housekeeping and conference services.

Special Parking Rates have been negotiated for your group:

Complimentary outdoor or $5.00 underground/self parking or $15.00 valet

Thursday October 14, 2010

Rates include full breakfast buffet Friday morning, and dinner buffet Friday evening.

Single Double Triple Quad

Delta Room 175.00 175.00 200.00 225.00
Meal Plan 67.00 134.00 201.00 268.00
F&B Gratuity 12.06 24.12 36.18 48.24
CEP 9.00 18.00 27.00 36.00
Total before tax 263.06 351.12 464.18 577.24
4% ATL 7.00 7.00 8.00 9.00
5% GST 13.15 17.56 23.21 28.86
Total per night 283.21 375.68 495.39 615.10
Total per person per night 283.21 187.84 165.13 153.78

Wednesday October 13 and Friday October 15, 2010

Rates are room only

Single Double Triple Quad

Guest Room 175.00 175.00 200.00 225.00
CEP 9.00 18.00 27.00 36.00
Total before tax 184.00 193.00 227.00 261.00
4% ATL 7.00 7.00 8.00 9.00
5% GST 9.20 9.65 11.35 13.05
Total per night 200.20 209.65 246.35 283.05

27
The room block for this conference will be held until September 13, 2010. Please ensure that you have
made your reservation prior to this date. After this date, these rooms will be released for general sale
and we cannot guarantee availability or the negotiated room rate. The Delta Lodge at Kananaskis must
receive notice of guest room cancellation in writing 72 hrs before arrival. The Delta Lodge at Kananaskis
must receive notice of guest room cancellation in writing 72 hrs before arrival. Cancellations received
after this time will not be honoured and each guest will be responsible for the total nights of reservation
plus tax. Changes to arrival and departure dates resulting in a cancelled room will also be charge
cancellation within 72 hours.
To reserve your room please complete this form and fax or e-mail as indicated below. A booking
number will be forwarded to you once the reservation has been confirmed.

ATTENTION:Reservations Department
E-MAIL: kan.reservations@deltahotels.com
Fax : 403 591 7770

Card Number:...............................................

Expiry Date:.................................................

Signature:…………………………………………………………….

Notice of cancellation is required 72 hours prior to arrival. Should you have any questions or concerns
please do not hesitate to contact the Reservations Department at 403-591-6240 or 1-866-432-4322

28
 Special Education Conference 2010 Committee Members

Director: Hayley Christen

Program Chair: Susan Parkins

Program Committee: Rori-Lynn Daniel

Sally Deck
Sally Frazer
Darci Fulton

Registrar: Sandra Erickson

Treasurer: Therese Daley
Display Coordinator: Chad Erickson / Braden Kilpatrick
Hotel Liaison / social: Glenda Crawford
Moderator coordinator: Rori-Lynn Daniel / Sally Frazer
Calgary Representatives: Darci Fulton
Therese Daley
Melanie Clark

29
 Public Education Works because it:
 provides every child, regardless of race, religion, income or ability, with a high-quality education
 encourages students to be life-long learners and provides them with the knowledge and skills to
succeed in a changing world
 ensures access to a broad program of studies so that students can obtain a solid grounding in
language arts, mathematics, science and social studies, and have opportunities to explore fine
arts, languages, careers, technology, health and physical education
 prepares students for their role as citizens of a democracy
 benefits the whole society and is accountable to it through elected representatives
 creates opportunity for parents, teachers and the community to work together to enhance student
learning
 responds to society‟s needs and the needs of children
 fosters teaching and learning with safe and supportive schools
 ensures services from a responsible, knowledgeable and committed teaching profession
 requires full funding by government

Special Education Council Works because it:

 is a professional organization for the teachers of students with diverse learning needs
 advances the education of students with special needs and improves the teaching practices and
resources of persons working on behalf of students
 influences and improves the quality of education of students with special needs
 provides strong networking opportunities through professional development activities
 influences the development of provincial and local policies enhancing the education of students
with special needs
 is a specialist council of the Alberta Teachers‟ Association

SPECIAL EDUCATION
CONFERENCE 2010

KANANASKIS, AB

OCTOBER 14-16, 2010

30