Spring Conference 2020 - APRIL 30 th and May 1 st , 2020 Niagara Fallsview Casino Resort - ASET Ontario
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Spring Conference 2020
APRIL 30th and May 1st, 2020
Niagara Fallsview Casino Resort
6380 Fallsview Blvd
Niagara Falls, ON
L2G 7X5
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CONFERENCE COMMITTEE WELCOME
The 2020 ASET Conference Committee welcomes you to our Spring Conference. This year we are pleased to
be hosting at the Niagara Fallsview Casino Resort in Niagara Falls. Our Keynote speaker, Temple Grandin, will
provide attendees with a unique perspective of those who feel the world differently, as well as insightful ways
educators can assist.
We would like to acknowledge and thank CDW for their generous support.
Additionally, we would like to express our gratitude to all new and returning vendors that continue to make our
conference a success. All vendors are acknowledged on our conference app.
Our conference committee has endeavoured to offer the widest possible variety of sessions related to
Assistive Technology. We hope you will experience opportunities relevant to your current needs and interests,
while also exploring exciting new ideas. We thank our presenters for generously sharing their talents,
materials and ideas with you; our professional learning network. We look forward to this valuable professional
development experience, and hope that the conversations you begin today will extend far beyond this event.
The 2020 ASET Conference Committee
Anita Bator, Director Terry Leverton, Director Terry Poirier, Director
Halton Catholic DSB Hamilton-Wentworth Catholic DSB Niagara College
Special Education Consultant Resource Teacher - AT EA SNS Program
Frank Napoli, Executive Kara Hiott-Bowles, Executive Terri Corneil, Executive
Niagara Catholic DSB District School Board of Niagara Hamilton-Wentworth DSB
Special Needs Facilitator - AT Support Information Technology Coordinator Special Education Consultant
Deris Fabris, Executive Jeryl Phillips, Executive Krystine Donato, Executive
Hamilton-Wentworth Catholic DSB EQAO Production Lead for AT Assistive Technologist
Specialist Teacher of the Deaf
Jeffery Maxwell, Executive Arlette McGrath, Executive Stuart Garner, Executive
Niagara Catholic DSB Hamilton-Wentworth Catholic DSB Toronto DSB
TELT Consultant Educational Assistant - AT Principal
Rose Wong, Executive Judy Sackville, Executive Jen Thompson, Executive
Hamilton-Wentworth Catholic DSB Halton DSB Halton Catholic DSB
Technology Learning Centre Assistive Technology Lead Itinerant SERT/SEA Lead
Mary Jo Valerio, Executive
Hamilton-Wentworth Catholic DSB
Educational Assistant - AT
KEYNOTE: TEMPLE GRANDIN
Dr. Grandin is a speaker who inspires and motivates others through her story.
She didn't talk until she was three-and-a-half years old, communicating her frustration
instead by screaming, peeping, and humming.
In 1950, she was diagnosed with autism and her parents were told she should be
institutionalized. She recounts “groping her way from the far side of darkness” in her book
Emergence: Labeled Autistic, a book that stunned the world because until its publication,
most professionals and parents assumed that an autism diagnosis was virtually a death
sentence to achievement or productivity in life.
When she was young, she was considered weird and teased and bullied in high school. The
only place she had friends was activities where there was a shared interest such as horses,
electronics, or model rockets. Mr. Carlock, her science teacher, was an important mentor
who encouraged her interest in science. When she had a new goal of becoming a scientist,
she had a reason for studying.
Temple is now a prominent author and speaker on both autism and animal behaviour. Today
she is an American professor of Animal Science at Colorado State University, consultant to
the livestock industry on animal behavior, and autism spokesperson. She is one of the first
individuals on the autism spectrum to document the insights she gained from her personal
experience of autism. She also has a successful career consulting on both livestock handling
equipment design and animal welfare. Today half the cattle in the USA are handled in
facilities she has designed.
She has been featured on National Public Radio, BBC and also has appeared on National TV
shows such as Larry King Live, 20/20, Sixty Minutes, Fox and Friends, and she has a 2010
TED talk.
https://www.templegrandin.com/WORKSHOP DESCRIPTORS
SESSION A (10:35 – 11:45)
A1. USING MOBILE APP TO ASSIST INDIVIDUALS WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES TO
LIVE INDEPENDENTLY
Javon Luke and Tianyuan Zhang
The Key app is developed for individuals with Intellectual/Developmental Disabilities (IDD). This
app is highly customizable so that it is personalizable and encourages greater independence for
persons with IDD.
Support Staff can create and modify personal Learning Models for individuals with IDD. Learning
Models can be (but not limited to) a combination of video, audio, image and text.
For example, a new user receives detailed instruction via video, audio and text, on how to use a
key to lock a door. When the individual becomes increasingly proficient in locking doors, the
Learning Model will be modified to isolate the audio which will reduce the stimulus that elicits the
response of locking doors.
By using this app, we hope persons with IDD and other similar populations will have greater social
inclusion, greater confidence in activities and improve their independence by providing
personalized Learning Models. Intended for beginner mobile users.
Tianyuan Zhang, graduated from Brock University with a major in computer science, and is currently
completing a Masters in computing and software as well as a teaching/research assistant at McMaster
University. He is passionate about mobile design and development.
Javon is a student who wants to impact the Intellectual or Developmental Disabilities (IDD) community in a
positive way. In his first year of Masters, he finds himself thinking about innovative ways of how he can
impact this underrepresented community. In the beginning of his career, Javon believes that an investment
in technology can create equitable circumstances for all.
A2. DIFFERENTIATION BARRIER FREE FUN: MAKING STEM ENGAGING FOR ALL LEARNERS
Shaun Maddock and Pam Vergara
STEM is a hands on and engaging way to promote problem solving and communication skills, but
what if a student is unable to communicate their ideas or get “hands on”. At Campbell Children’s
School, an interdisciplinary team of therapists and educators support students as they work
towards the Ontario curriculum. We use STEM as an engaging way to not only teach the
curriculum, but also to promote therapeutic and IEP goals. In this workshop we will be showing
you some practical ways that you can adapt and modify common STEM and coding resources to
appeal to a variety of learners. We will be showing you how we integrate the use of assistive
technology, such as switch access and communication devices, as well as motivate students to
develop the functional skills needed to use this technology. This presentation will appeal to both a
beginner and an advanced technology user.
Shaun Maddock is a teacher and Special Education Specialist with a passion for assistive technology,
student engagement and student equity. His role involves teaching students who use assistive technology,
supporting educators with implementing technology in their programs and creating resources for students
with complex access.Pam Vergara is a Registered Early Childhood Educator with 10 years of experience working in special
education. She has a passion for coding and discovers innovative ways to engage students. Pam is
talented at adapting and modifying resources to meet the needs of a wide range of learners and assistive
technology users.
A3. OPTIMIZING ACCESS TO ID
EVICES FOR BLIND AND LOW VISION
Erin Ing
Zoom, VoiceOver, Siri, switch access, voice typing, external keyboards, Braille displays.....bringing
it together to meet the needs of students with visual impairment. Explore feature matching:
determining optimal access to iDevices incorporating visual, physical access, personal
preferences and language needs. Will look at how to utilize a variety of features and access
options within iOS to optimize access. Use of Assistive Touch, external standard and braille
keyboards and displays and third party keyboard apps will also be explored and demonstrated.
This will include use of Siri and keyboard shortcuts to control accessibility features. Case studies,
including meeting the needs of students with multiple exceptionalities, will be shared.
Erin Ing has spent the last 20 years coming up with creative uses for and pushing the limits of technology
for people with special needs. Outside of the box is where she does her best thinking! Currently, she
works for LEARNstyle, helping to implement assistive technology tools for kids with vision and complex
needs at school.
A4. THE WORLD IS YOUR AUDIENCE: EMPOWERING THE GIFTED LEARNER
Davida Hardie and Sarah Cronin
This session is designed to demonstrate how to empower exceptional learners so that they may use
their technological knowledge to reach a global audience. Emphasis will be on the teacher as a learner
rather than the expert. Examples of student products (and assignment sheets) from Gifted Placement
and Applied Level classes within Halton DSB will be shared to show the powerful impact that stepping
back from the expert role can yield.
Davida Hardie and Sarah Cronin are lifelong learners and SERTS at Milton District High School. We love
finding new ways to reach all members of our special education population to ensure that they have
access to the best learning experiences. Sarah Cronin is the Program Lead in the department and Davida
Hardie teaches the Gifted English Placement Grade Nine Class.
A5. MENTAL HEALTH SUPPORTED BY TECHNOLOGY
Andrea Taskey Trusty and Cinzia Scarano
In this session, we will explore a variety of digital and technology tools to support Mental Health and
Well-being in the classroom. Through discussing and experiencing different strategies and resources,
participants will develop their schema of integrating tools for students with anxiety, hyperactivity, focus
and attention challenges and more. Please come ready to try new things, collaborate and share.
Andrea Taskey Trusty is a Section 23 CTCC Mental Health Teacher in partnership with Humber River
Hospital. She is a Digital Lead Learner Mentor for the TDSB and has been on the Assistant Technology
Department Team. Andrea has taught Special Education for 15 years for Grades K-12, advocating and
supporting the well-being and achievement of the students and their families.
Cinzia is currently a Student Success Transitions Counsellor with LC3 in TDSB. She previously taught for 11
years with Section 23 (TDES) and focused on the infusion of positive mental health strategies that promotepro-social and self-regulation skills. Cinzia is a mother of two very active boys, one of which struggles with mental health challenges, and so is a stronger believer and practitioner of mindfulness activities within both the school and the family structures. A6. CODING TO LEARN AND CREATE; CODING INSTRUCTION FOR ALL Vanessa Bailey and Leanne Husk Coding is increasingly being included in elementary classroom instruction for many great reasons. However, its role in teaching life skills, developing social connections, supporting reflective learning, and cultivating creative thinking, has been under-recognized. Students with language, learning, or cognitive difficulties are often unable to participate or relegated to passive roles in classroom coding activities. Yet these students often have the most to gain from the opportunities afforded by learning to code. The Coding to Learn and Create project, a three-year grant provided by the federal government, is supporting educators with comprehensive, scaffolded instruction strategies and resources to support differentiated instruction for existing coding applications. In this session, you will hear about the latest endeavour of this project - whole class implementation and co-design at St John school in Kitchener. You will witness the experiences of this pilot program that supports coding instruction for EVERY student in a diverse grade 2 classroom. Vanessa Bailey, a Grade 2 teacher, wanting to embrace technology and become more innovative within the classroom. Teaching students of all learning abilities and currently, many who are identified as ESL. She leads the student activity council and is a passionate member of the pastoral team at Saint John School. Leanne Husk has a background as an educator for students with complex needs and certification as a Learning Disabilities Specialist. A lead instructor for Bridges, she designs and facilitates workshops and works directly with students and teachers, to create and implement dynamic, inclusive learning experiences with technology across the curriculum. A7. CDW Presenter TBA Session Description TBA . Presenter BIO TBA . A8. VENDOR HALL Vendors are available for demonstration and discussion. SESSION B (12:45 – 1:55) B1. THINK OUTSIDE THE BIN Kim Maitland We as educators understand how important structured learning and direct instruction is for our students with Autism Spectrum Disorder. In fact, all students with exceptionalities benefit from clearly defined learning tasks delivered in predictable and routine driven formats. However, preparation of these manual tasks become labour intensive to include printing, cutting, pasting, laminating, trimming laminated pieces, and adding velcro. While these tactile activities continue to
serve as great learning tools, there are also effective alternative ways to enhance and develop student learning in addition to the file folders and bin work. Come and check out some effective ideas to help students develop and reinforce independent learning and life skills using technology. Keynote and visual schedules on the iPad, digital work systems on the SMART Board, Boardmaker for group activities and fostering autonomy, and Google Forms for journal writing and digital tracking. Experience first hand how all of these tools can help streamline and promote independence in your classroom, assist with programming for unique learners and help students move from memorizing to generalizing. Kim is a Special Education teacher with the Halton District School Board. Currently a Self Contained Life Skills Teacher, Kim is dedicated to helping students with special education needs meet their programming goals and develop their individual skill sets. Previously an Educational Assistant and a Child and Youth Worker, Kim has extensive experience supporting children and youth with complex profiles and varied learning needs. Kim incorporates technology into all aspects of her daily programming, planning and assessment as well as to enhance skill acquisition for all students. B2. APPLE ACCESS ABILITIES: DESIGNING FOR ALL LEARNERS TBA Join us to learn about tools and resources from Apple that allow all students to explore, communicate, and create in new and powerful ways. Explore the built-in accessibility features included on every iPad, Mac, and Apple TV that can be customized to help diverse learners succeed. Presenter bio: TBA. B3. INTEGRATING DIGITAL MAPPING INTO YOUR CLASSROOM Sara De Cloet Looking for student engagement? Then this is the session for you! In this technology session, we will explore different tools that you can use to engage your students in all areas of the curriculum. We will specifically be looking at ways to use these tools in Social Studies, Language Arts and Mathematics. You will learn how to integrate Google MyMaps, Google Streetview and Google Cardboard into your lesson plans. You can create virtual field trips through various mapping activities and bringing in a simple way to create 3D trips as well. Creating digital lesson plans will help keep your students engaged and allow you to meet the needs of all learners in your classroom. This session is for all learners, whether you are a beginner, intermediate, or advanced technology user. Bring your technology so you can work along with us! Sara De Cloet is a passionate teacher in the Halton District School Board teaching Grade 7 and 8 gifted students in a self-contained classroom. Over the past 6 years she worked in the Special Education Resource teacher role working with students with disabilities through the use of Assistive Technology. Throughout her career she has been a lead technology teacher, assisting teachers in differentiating their programs to engage and meet the needs of all learners.
B4. Making Math Digital in the K-12 Classroom
Ross Kresnik and Melanie Choukour
For too long mathematics has lagged behind other subjects in the 21st century “digital” classroom. In
this cross panel K-12 presentation, we take the novice technology user and guide them through a suite of
tools (EquatIO, Microsoft OneNote, and a suite of virtual manipulatives) that they can use to digitize their
mathematics curriculum and instruction. These tools have the ability to predict formulas, detect
handwritten notes and convert them into math, convert speech into mathematics, and access digital
math spaces that serve to reduce the gaps in student achievement across multiple learner profiles. This
presentation is unique in that it is led by both an elementary and secondary teacher, and therefore the
application of these tools is discussed at all levels.
Ross Kresnik is a secondary mathematics and special education teacher devoted to the use of assistive
technology to enhance student learning. He has spent his career teaching a variety of learners, from the
most vulnerable students at a closed custody detention centre to academic mathematics at a regional arts
school.
Melanie Choukour is a special education teacher who helps students access curriculum through the use of
assistive technology. Throughout her teaching career, she has worked with learners from K-6 as a primary
classroom teacher, a special education teacher, and as an Early Literacy Teacher with the Peel District
School Board.
HEN TECH GOES BAD: SUPPORTING THE APPROPRIATE USE OF TECHNOLOGY IN THE CLASSROOM
B5. W
Erica Mark
In this session participants will learn about a variety of strategies both behaviour based and
technology based to support students to use their assistive technology appropriate in the
classroom. Participants will leave this session with a better understanding of the role of self
regulation in appropriate technology use and toolbox of strategies to support students who
struggle.
Having spent the last 20 years teaching Math, Science and Special Education, Erica is always looking for
ways to support students with technology. Currently an Assistive Technology Consultant for the York
Region District School Board, Erica is a Level 2 Google Certified Educator, Microsoft Certified Educator,
and Certified EquatIO Learner.
B6. CONNECT WITH INDIGENOUS ROLE MODELS THROUGH ASSISTIVE TECHNOLOGY: OFFERING ACCESSIBLE
VIRTUAL FIELD TRIPS AND EXPERIENCES
Maia Bradshaw
We will be looking at how universally available technology can be used to connect students and
teachers with Indigenous role models and professionals in Canada. Engage students in accessible
virtual field trips and experiences, through Flipgrids, Virtual Reality and 360 tours, Two-way Video
meetings and Screencastify. Students are supported by accessibility features as they participate in
real time authentic, collaborative experiences. Participants are encouraged to bring their own
devices.Maia Bradshaw is an Assistive Technology Consultant for the York Region District School Board. She supports Special Education Resource Teachers and Classroom Teachers with the implementation of personalized equipment for students with special education needs, supports effective use of personalized equipment for students and staff, and supports integration of technology into curriculum. B7. TECH-ORGANIZED! Franklin Hagar and Sarah Maurice Using technology to keep students organized. A session where we will share our journey to keep our students organized using the Google suite of technology. We invite everyone to bring along their successes and struggles to share with the group. We will provide authentic tasks for teachers to use, helping their students to become more organized. Frank is a classroom teacher with 14 years experience teaching a wide range of learners in the junior and intermediate grades, from gifted students to those with learning disabilities. Sarah is a teacher with the Halton District School Board with a unique view of special education within the primary grades. B8. VENDOR HALL Vendors are available for demonstration and discussion. SESSION C (2:05 – 3:15) C1. PROJECT-BASED LEARNING FOR THE SPECIAL NEEDS LEARNER Jane Brooks and Kate McFarlane Leveraging technology and project-based learning to meet the needs of all students, including students with significant learning disabilities and students with a diagnosis of Autism, ADD/ADHD, Anxiety, and Behaviour. This session will include organizing, scaffolding, and executing engaging projects that challenge students and allow students to display different levels of comprehension. These projects give students the opportunity to show understanding in a variety of subjects, showcase their strengths, challenge themselves, and evolve their 21st-century learning skills. Kate MacFarlane and Jane Brooks co-teach a double self-contained learning disability classroom at McKenzie-Smith Bennett in Acton, Ontario. Their students range from grades 4 to grade 8. Technology is a way for them and their students to access information, stay in touch with the world community, and express themselves. C2. I DIDN'T KNOW MY STUDENT COULD DO THAT! Amanda Laforet, Jennifer Newton and Dr. Christine Daigle This workshop will introduce a collaborative partnership between John McGivney Children's Centre School Authority & Greater Essex County District School Board on the implementation of robotics in self-contained classrooms for students with complex needs. Our mission is to expose special education students to various robotics as a means of demonstrating learning otherwise
unknown. Come learn about our research study completed in conjunction with the University of Windsor and the Ozad Institute, our joint journey to date highlighted with video evidence and explore the devices. This workshop is open to technology users of all proficiencies. Amanda Laforet is the education consultant at JMCCSA. She is a strong advocate for the implementation of 21st-century skills and robotics in classrooms with students with complex needs and leads the staff at both JMCCSA and GECDSB in professional development about these topics. Jennifer Newton has worked as a special education coordinator for the GECDSB for 19 years. She has a special interest in students with complex needs and is constantly seeking innovative ways to meet their needs. Dr. Christine Daigle is a licensed clinical neuropsychologist specializing in learning disorders and developmental disorders. Dr. Daigle has worked for GECDSB since 2012. Her clinical interests include self-regulation and social/emotional learning in young children. C3. DIFFERENTIATING EARLY LITERACY A ND MATH ACTIVITIES U SING ASSISTIVE TECHNOLOGY Lisa Mast & Sarah Glyn-Williams Come join Sarah and Lisa in this interactive session and discover how to use a variety of assistive technology to support student communication, provide access to early literacy and math activities and demonstrate student learning. This session will focus on how using assistive technology can help classroom staff differentiate activities for students with diverse physical, cognitive and learning needs. Examples of early literacy and math activities and how they can be adapted for single switch and AAC (augmentative and alternative communication) users will be shared. Participants will walk away with an overview of a variety of hardware (e.g., switches, voice output devices, Tobii eye gaze, touch screen communication devices) and software (e.g., Boardmaker Studio, Boardmaker Online, Tobii Communicator 5, Snap Core First). Come prepared to participate in fun early learning activities and walk away with valuable resources to help you differentiate your program and possibly even win a prize or two! Lisa Mast and Sarah Glyn-Williams both have experience working in a variety of different special education roles and supporting student learning needs and communication through the use of assistive technology. Lisa and Sarah both teach Developmental Disability Intensive Support Classes at Seneca School in the Toronto District School Board. Sarah teaches a primary junior class and Lisa teaches a junior intermediate class, both supporting students with developmental and physical disabilities. A large focus in their classrooms is using assistive technology to support student communication, provide access to literacy and math activities and demonstrate student learning. C4. EYE GAZE TECHNOLOGY A S A GAME CHANGER F OR STUDENTS WHO HAVE COMPLEX NEEDS Kathy Robinson and Heather Lade Eye gaze technology can provide efficient access to a range of curriculum applications and communication. Over the last few years a decrease in price and increase in the ease of setup has made it possible to include this technology as part of a school's toolkit for providing access to learning materials. The utility of eye gaze technology for students who have CVI has only begun to emerge. In Simcoe Muskoka, we have started using eye gaze technology with students who have multiple exceptionalities, including those who have CVI. We will share our perspectives about how this technology has added to our understanding of students' visual behaviour and how it's impacting learning. We will demonstrate, through case studies (with video), how eye gaze
technology has the potential to build on visual skills and facilitate an increase in independence in accessing both low and high tech materials for curriculum and communication. Kathy is in her 30th year of teaching with the SMCDSB. She has taught in classrooms at both the elementary and secondary levels and has spent the last 18 years as an Itinerant Vision Resource Teacher working with students with VI including those with multiple disabilities and VI. Heather has been teaching for 30 years and has spent the last 11 years in the role of Special Education Resource Teacher. She brings her wealth of knowledge to every learning challenge that students experience, including those with multiple complex needs and effectively connects families and educators to available resources. C5. ABA TO SUPPORT LEARNING AND DATA COLLECTION Melanie Goulet and Katherine Mann How Applied Behaviour Analysis (ABA) can help make classroom life easier and more interactive by using technology to support learning and data collection. In this presentation we will reviewing methods teachers can implement in their classroom as a means of tracking the progress of their students academic and/or behavioural goals. Participants will be provided with electronic sample resources. Melanie has been working in the field of Applied Behaviour Analysis for the past 18 years and in 2017 became certified as a BCaBA. Through the course of her career she’s had the pleasure of working collaboratively with various disciplines to support individuals diagnosed with a range of exceptionalities. Katie is a Board Certified Behavior Analyst® who has been working with individuals with developmental disabilities in private practice and for the Halton Catholic District School Board. Some of Katie's experience includes conducting behaviour and skill assessments, development and implementation of protocols, staff and parent training, and working collaboratively with community partners. C6. JUST BREATHE: USING IPADS TO NURTURE EMOTIONAL LITERACY & REGULATION SKILLS Erica Glover From mindfulness breaks to emotional journaling, participants in this workshop will learn why Erica believes a strong foundation of emotional self-awareness, communication and regulation skills is necessary before learning can happen in our classrooms and schools. Sharing her enthusiasm for iPad technology and FREE apps, Erica will share her “go to” supports that are used daily by her students. While being technology-focused, this workshop will also encourage educators to open their minds around creative ways to support or enhance school climate and student well-being. This workshop is designed to support all types of learners from beginner to advanced. Participants are encouraged to bring their own device as there will be time given to explore and dialogue. As a passionate special education teacher with 20 years experience in the Peel District School Board, wife to a hubby diagnosed as an adult with ADHD, as well as mom to two high school aged sons living with ADHD, Giftedness and Anxiety Disorders, Erica is well versed in the world of Neurodiversity. She loves using technology to help her students find and share their voices! C7. SUPPORTING INCLUSION BY EFFECTIVELY IMPLEMENTING THE IEP Andrew Pearson, Holly Sharpe This session will explore the idea of students acquiring credentials for demonstrating degrees of independence in a particular curriculum area or alternative program. Participants will learn how
cloud-based spreadsheet tools can improve our practices for collecting, analyzing and communicating assessment data within the teaching and learning process. By transforming the way we collect and analyze assessment data we can have more meaningful and collaborative conversations about how to best support students within a culture of inclusion. Using data, Special Education teachers are better equipped to support both students and classroom teachers in participating in an equitable learning environment. The anticipated professional conversations, informed by easily accessible data, can also create more opportunities for promoting successful transitions between self-contained classes and regular classrooms. Andrew is a Special Education Intensive Support Autism classroom teacher, learning alongside his students in the TDSB. He supports his students by integrating technology into his program to differentiate instruction and promote inclusion. Andrew has sought to use Assistive Technology to transform learning experiences for all children. Holly is the Special Education Consultant with the Assistive Technology Team. She supports the District by providing leadership to administrators, teachers and support staff with a specific focus on Universal Design for Learning. She is passionate about creating inclusive environments where all students belong, are supported and have multiple opportunities to learn and explore. C8. VENDOR HALL Vendors are available for demonstration and discussion.
CONFERENCE AGENDA
6:30 pm to 8:30 pm Registration and Reception - Hot and cold selection of food
will be provided
7:00 pm to 9:00 pm Vendor Showcase
9:00 pm to 12:00 am Entertainment - Live Band
7:30 am to 8:45 am Registration and Breakfast
8:45 am to 9:05 am Welcome and O’Canada
Opening Remarks
9:05 am to 10:20 am Keynote Speaker: Temple Grandin
10:20 am to 10:35 am BREAK
10:35 am to 11:45 am Session A Workshops
11:45 am to 12:45 pm LUNCH
12:45 pm to 1:55 pm Session B Workshops
2:05 pm to 3:15 pm Session C Workshops3:15 pm to 3:30 pm Prize Draw
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