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May 19 – 23, 2008,
University of Toronto, Mississauga Campus
5-day intensive course with some evening work. Registration by 6:00pm on Sunday,
May 18 for mandatory “meet and greet” reception with the course instructors.
$880 + GST (HST), fee includes 2 books required for the course:
Children with Disabilities: Reading and Writing the Four-Blocks Way,
by Karen Erickson and David Koppenhaver and The Teachers’ Guide to the Four-Blocks:
A Multimethod, Multilevel framework for Grades 1-3, by Patricia M. Cunningham, Dorothy P. Hall and Cheryl M. Sigmon.
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On-campus shared accommodation and meal plan:
$385, (if sharing a 4-bedroom apartment with 3 others and full meal plan).
Given the long hours of the course, all participants are encouraged to stay on campus.
Audience:
general education teachers, special education teachers, speech-language pathologists,
resource room teachers and parents supporting alternative and augmentative communication users.
Course details:
Participants will engage in an intensive 5-day course focused on literacy instruction and assessment,
classroom problem-solving and use of assistive technologies to support the literacy learning of children with severe communication impairments.
Instructional methods include lecture and demonstration, simulation, examination of written and classroom performance samples and case studies.
Course instructors:
Drs. Karen Erickson (Center for Literacy and Disability Studies at the University of North Carolina) and David Koppenhaver
(Language, Reading and Exceptionalities Department at the Appalachian State University).
Each has been named a Distinguished Lecturer by the International Society for Augmentative and Alternative Communication.
Registration:
Limited to a maximum of 30 participants. Seats are reserved for Canadians (maximum of 3 people per agency/organization) until January 4.
Open registration after January 5. To register, click here.
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About the presenters...
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Karen Erickson, Ph.D.
is the Director of the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill.
She holds a Ph.D. in Special Education and Literacy Studies from UNC-CH.
She is a former teacher of students with significant disabilities, including many who used augmentative and alternative communication.
Knowledgeable in literacy, assistive and instructional technologies, augmentative communication,
and the learning characteristics of students with significant disabilities,
Karen presents nationally and internationally and is in great demand as a consultant, researcher, and program developer.
Dr. Erickson's work has been published in numerous journal articles and book chapters.
David Koppenhaver, Ph.D.,
is Associate Professor, Department of Language, Reading, and Exceptionalities, Appalachian State University.
He holds a Ph.D. in curriculum and instruction from the University of North Carolina at Chapel Hill (UNC).
He is the former director of the Center for Literacy and Disability Studies and has worked for the past 20 years with preschool-
and school-aged children who have a wide variety of literacy learning difficulties.
He currently teaches undergraduate classes in reading methods, special education, and instructional technology.
He has written and lectured widely on literacy instruction for children with significant disabilities.
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