The Bush Prof - Jim McKernan

Frequently Asked Questions

Workshops:

How long are your workshops?: Depending upon the topic, and the requirements of the organization, the workshops vary in time from two (2) hours to all-day. That is, an all-day workshop typically starts at 09:00 and goes until shortly before 12:00 .. with a break mid-way through the morning. The afternoon session usually starts at 13:00 and runs until 16:00 .. again with a break mid-way through the afternoon.
Can workshops be conducted after school or during an evening or weekend?: Definitely. Usually I suggest that after-school workshops be limited to two (2) hours as most participants already have put in a full day. If a longer workshop is requested it usually is a good idea to have 1 or 1 ½ hours after school, have a supper break and then continue during the early evening.

Workshops held on a Saturday can be handled in a similar fashion to those held during a Professional Development day or a Conference.
What are the costs for your workshops?: The base price for a three (3) hour workshop is $500.00.
The base price for a six (6) hour workshop (all-day) is $800.00.

Travel, accommodations, meals, and associated expenses are extra. In most cases I e-mail or fax copies of hand-outs for participants. In this way, the organization can make copies more economically than I can make and transport copies.
In what formats are your workshops presented?: The presentation format varies with the workshop topic and the audience. Most, if not all, involve a Power Point component, wall charts, handouts, lectures, group discussions, and group activities.

Consulting Services:

What is involved with the Special Education Course for Teaching Assistants and Classroom Support Staff?

The course, Special Education for Teaching Assistants and Classroom Support Staff, consists of 125 hours of rigorous study spread over twelve (12) weeks. The material is delivered through a combination of four (4) five hour in-class sessions given in the community, and for the other 105 hours via internet sessions several times per week. Students should be prepared to spend a minimum of ten (10) hours per week on readings and completing assignments. The instructor is available "24/7" via internet for students' questions, concerns, and for assistance.

Topics include: Historical foundations; Continuing Issues in Special Education; Ontario's Five Categories of Exceptionalities; "Cracks" students fall into; Use of Terminology; Medical and Educational Views of Exceptionalities; Organization of Special Education Services; Behavioural Issues; Types of Assessments; Educational and Clinical Assessment and Diagnostic Tools; Learning Disabilities Models, Theories and Approaches; Autism Spectrum Disorder; Major Policy and Research Issues; Giftedness; Mild Intellectual and Developmental Disabilities; the School-Team Approach; Physical Disabilities; Holistic and Mechanistic approaches to instruction; teaching Deaf and Hard-of-Hearing students; teaching Blind and Low Vision students; Role of the Family in Special Education programs; Language and Speech Impairments.

Successful candidates will be awarded a Certificate of Accomplishment indicating that they have completed a 125 hour university-level course in Special Education.

When the Local Education Authority is paying 100% of the tuition fees for students it is suggested that the "Successful Completion" of this course be a prerequisite for retaining (or keeping) employment or gaining employment within in the school.

Another option that has worked well in the past, is having the student pay one-half (1/2) the fee "up-front" and the Education Authority paying the other one-half. Upon successful completion of the course, the Education Authority will reimburse the student for the fees spent. In this way, the onus is placed on the student to successfully complete the requirements of the course.

This Special Education course for Teaching Assistants and Classroom Support Staff has the following learning expectations for candidates:

to understand and help the classroom teacher to implement Ontario Ministry of Education curriculum expectations and Ontario Ministry of Education and district school board policies and guidelines;
to develop the theoretical understanding and foundation necessary to help the classroom teacher design, implement and assess programs for students identified as exceptional;
to develop the knowledge required in order to help the classroom teacher create learning environments conducive to the intellectual, social, emotional, physical, linguistic, cultural, spiritual and moral development of students identified as exceptional;
to understand how to use, accommodate and modify expectations, strategies and assessment practices based on the developmental or special needs of students;
to learn how to work collaboratively with in-school personnel, parents/guardians and the community;
to learn how to access a variety of resources within and beyond the educational system to enhance and support student learning;
to demonstrate an openness to innovation and change;
to inquire into their practice (their professional actions) through reflection, active engagement and collaboration;
to demonstrate the ability to help the classroom teacher to integrate information and communication technology into teaching practice; and
to learn to embed theory into practice

For more detailed information, please click here.