| Time | Activity |
|---|---|
| 8:00 – 8:30 | Registration and Exhibitor Booths Opens |
| 8:30 | Welcome & Address |
| 9:00 – 10:15 | Concurrent Session 1
Room A: Supporting Students to Achieve Writing Success Room B: Unlocking Potential Virtually: Executive Function and Assistive Technology |
| 10:15 – 10:45 | Exhibitor Booth Scavenger Hunt & Wellness Break |
| 10:45 – 12:00 | Concurrent Session 2
Room A: Building Mathematical Understanding Through Number Lines: Instructional Strategies for Students with Dyscalculia Room B: Building Connections between Teachers, Parents, and Children through an Understanding of ADHD and LD |
| 12:00 – 12:45 | Lunch Break & Exhibitor Booth Scavenger Hunt |
| 12:45 – 2:00 | Concurrent Session 3
Room A: Empowering ADHD & LD Learners: Thriving in Academics Across the Lifespan Room B: From Struggle to Strength: Supporting Students with Dyslexia |
| 2:00 – 2:15 | Transition |
| 2:15 – 3:30 | Concurrent Session 4
Room A: The Why and How of Multi-Sensory Structured Literacy Instruction Room B: Stronger Together: Making IPPs Work Through Teacher–Parent Partnerships |
| 3:30 – 4:30 | Wine & Cheese Expert Panel Q & A and Networking |
Session Overview and Speaker Bios
1A.
Supporting Students to Achieve Writing Success
Presenters: Shani Reiter & Jaime McLachlan
Learning to write is complex. It requires the integration of various cognitive and motor skills, from generating ideas and structuring arguments to mastering grammar, syntax, and the physical act of transcription. With so many interlocking components to coordinate, writing can easily become an overwhelming and frustrating task for many students. This challenge is magnified, often significantly, for students who face learning differences or specific writing-related disabilities, such as dyslexia and dysgraphia.
This session is designed to provide evidence-based ways that educators can offer structured support to their students at each stage of the writing process. Teachers will be equipped to help students confidently express their unique ideas through the power of written communication.
Objectives
- To educate teachers on the cognitive science behind writing and address common writing challenges
- To empower teachers with an explicit, research-based writing strategy
- To provide teachers with practical tools to help students build strong sentences and cohesive paragraphs
Shani Reiter
Shani Reiter
Shani Reiter has extensive experience offering intensive literacy remediation for students of all ages. She is a teacher and the Director of Professional Development at the Centre for Literacy where she develops evidence-based training materials, and professional development workshops and courses for Centre teachers and external educators.
As the lead for the Centre’s mentoring team. Shani offers a comprehensive review of an inventory of evidence-based literacy remediation resources, which she develops for the purpose of helping teachers personalize their instruction.
Shani attained her MEd with a specialization in Educational Research, Educational Neuroscience and Children’s Mental Health from the University of Calgary in 2023.
Jaime McLachlan
Jaime McLachlan
Jaime McLachlan is a teacher specializing in literacy and numeracy remediation at the Centre for Literacy. She excels at helping students reach their full learning potential by focusing on the development of their decoding and encoding skills.
As a core member of a collaborative project with the First Nation School Board (FNSB), Jaime, . together with Shani, provided district-wide structured literacy professional development and on-going coaching to FNSB literacy specialists. This training empowered the specialists to significantly advance their students’ academic levels in reading and writing, a success story keynoted at the 2026 International Dyslexia Association conference.
Jaime holds a B.Ed from Concordia University of Edmonton. Her additional certification in Therapeutic Recreation provides her with a valuable and unique framework for assessing students’ needs and formulating effective intervention plans.
1B.
Unlocking Potential Virtually: Executive Function and Assistive Technology
Presenters: Andria Slipp, John Wolf
Explore the intersection of Learning Disabilities (LD), ADHD, and the modern digital learning landscape. This session provides a comprehensive overview of how executive function supports and assistive technologies can be seamlessly integrated to empower neurodiverse learners. Drawing from the innovative model at Rundle Studio, Alberta’s premier online school for LD and ADHD, the presenters will share practical strategies for fostering engagement and independence in a virtual environment. Attendees will gain insights into how personalized online platforms can be leveraged to “unlock” a student’s potential, transforming the challenges of remote learning into opportunities for academic and personal growth. Integrating these supports into a traditional classroom setting will also be emphasized, ensuring these strategies can be applied across any learning environment to enhance accessibility.
Objectives:
- Identify Core Supports: Understand the foundational principles of supporting students with LD and ADHD through targeted executive function coaching and Universal Design for Learning (UDL).
- Leverage Assistive Technology: Explore specific Assistive Technology tools—such as text-to-speech, dictation, and organizational software—that enhance accessibility and student autonomy in online spaces.
- Apply Best Practices: Learn how to implement “Teacher Advisor” models and interactive digital tools to maintain strong social connections and student accountability within a remote learning framework.
John Wolf
John Wolf
John Wolf is the passionate Principal of Rundle Studio, a specialized online program for students with learning disabilities and ADHD. An educator with over 20 years of experience, John has taught internationally and holds a Master of Education in Administration. He is a marathon enthusiast and active community volunteer.
Andria Slipp
Andria Slipp
Andria Slipp is an Enrolment Officer for Rundle Academy and Rundle Studio, specializing in admissions for students with learning disabilities and ADHD. She previously served as the Head of Literacy and a junior and senior high teacher at Rundle Academy. Andria is passionate about structured literacy and educational leadership.
2A.
Building Mathematical Understanding Through Number Lines: Instructional Strategies for Students with Dyscalculia
Presenter: Mackenzie Bruce, B.Ed., M.Ed.
In this session, we will explore how to effectively use number lines as a powerful tool to support students with dyscalculia and other math challenges. Participants will learn strategies for teaching math concepts such as number sense, operations, and fractions through the use of number lines, making abstract concepts more concrete and accessible and providing students with one unifying manipulative and visual across concepts and grade levels. This session will focus on practical applications for integrating number lines into daily math instruction to enhance student confidence, problem-solving skills, and mathematical understanding, particularly for students who struggle with traditional methods.
Mackenzie Bruce, B.Ed., M.Ed.
Mackenzie Bruce, B.Ed., M.Ed.
Mackenzie Bruce is the Director of Education and Principal at Edmonton Academy, a specialized school serving students in Grades 3–12 with specific learning disorders and ADHD. She has been part of the Edmonton Academy community since 2017, having previously served as a teacher, Programming Support Coordinator, and Vice Principal.
In her current role, Mackenzie leads school-wide instructional practice that supports students with learning disabilities and ADHD. Her work focuses on building educator capacity, supporting executive functioning and self-regulation, and translating research into practical, classroom-ready strategies.
Mackenzie holds a Bachelor of Education (B.Ed.) and a Master of Education (M.Ed.) from the University of Alberta.
2B.
Building Connections between Teachers, Parents, and Children through an Understanding of ADHD and LD
Presenter: Dr. Dan Ross
ADHD is a common issue that can co-occur with learning disabilities and can greatly impact how children and learners’ function at home and in the classroom. By understanding how ADHD presents (and debunking myths) we can learn how to better support those with ADHD and LD in multiple environments.
Objectives:
- Outline what ADHD is (and is not) to better support those with both LD and ADHD
- Understand ADHD from the perspective of skill acquisition and development
- Explore how ADHD can impact specific learning processes, with particular emphasis on working memory
- Provide a brief overview of medications and how they improve function in ADHD
Dr. Dan Ross
Dr. Dan Ross
Dr. Dan Ross is a community pediatrician, where he has dedicated more than 25 years to supporting children and youth with developmental, learning, behavioural, and mental health concerns. His clinical work focuses on ADHD, Autism Spectrum Disorder, Learning Disabilities, and a wide range of neurodivergent profiles, with a strong commitment to helping families navigate complex systems of care.
Dr. Ross has been a long‑standing collaborator with the Learning Disabilities Association of Alberta, contributing to conferences, workshops, and parent education sessions. He is passionate about improving access to evidence‑informed supports and continues to advocate for children and families through his involvement with the LDAA Board.
Outside of his clinical and advocacy work, Dr. Ross enjoys photography, travel, and exploring the natural beauty of Alberta and beyond.
3A.
Empowering ADHD & LD Learners: Thriving in Academics Across the Lifespan
Presenter: Larissa Predy, Registered Psychologist, PhD Candidate
Participants will learn to harness cognitive differences as strengths, manage burnout, and support mental health while navigating the demands of any educational setting. In this presentation, we will model various evidence-based practical strategies for executive function skills (e.g., organization, time management, task completion), and identify barriers to promoting autonomy, motivation, and skill-building. The session provides actionable insights for creating a supportive learning space that fosters success for learners at any stage of life. Attendees will leave equipped to better support their students academic and personal growth.
Larissa Predy, M.Psych, PhD Candidate
Larissa Predy, M.Psych, PhD Candidate
Larissa Predy, M.Psych, PhD Candidate, is a Registered Psychologist, Clinical Supervisor, and Clinic Director at Little Oaks Psychology. She has over 20 years of experience supporting individuals with developmental disorders and specializes in assessment and treatment of ADHD, Autism, learning difficulties, behaviour concerns, and parenting challenges.
Larissa is a doctoral candidate in cognitive developmental psychology at the University of Alberta, focusing on executive functioning across the lifespan. She has taught Adolescent Development, Emotional Development, and Abnormal Psychology at the University of Alberta and currently supervises emerging professionals while providing consultation and therapy for families with complex emotional‑behavioural needs. She is committed to creating safe, inclusive learning environments that foster resilience and meaningful change.
3B.
From Struggle to Strength: Supporting Students with Dyslexia
Presenter: Michele Pentyliuk, M.Ed., Registered Psychologist
Dyslexia affects children in every classroom, but many parents and teachers are not aware of the signs of dyslexia. With early identification and intervention, children with literacy learning challenges can be successful. This session is targeted to parents as well as teachers, so they gain insight into this common condition and then recognize early signs of this disorder to ensure children get the best support as early as possible.
Objectives:
- To provide a clear definition of dyslexia, highlighting critical features of this learning challenge, while debunking some of the well-established myths.
- To outline the importance of early identification and intervention including the importance of progress monitoring.
- To provide an overview of common accommodations and supports required when children struggle to read and write at grade level.
- To promote parent and child advocacy skills so children’s needs are met.
Michele Pentyliuk
Registered Psychologist
Michele Pentyliuk
Michele Pentyliuk, M. Ed., is a Registered Psychologist and Certified Teacher working in private practice in Edmonton as a clinician and the managing partner of North Land Family Counselling Group. The focus of her practice is on identification of – and interventions for – individuals who encounter challenges within educational environments. Early intervention regarding literacy learning is a particular interest. Michele started her career as a Special Education teacher, then moved into private practice as an educational consultant before embarking on her graduate program where she focused her studies on assessment and intervention practices, culminating her program with a thesis evaluating parental involvement in assessment. Michele has presented workshops to parents, professionals, and students throughout Canada on a wide range of topics related to learning and learning differences. She has provided strategy instruction to individuals, small groups, and large audiences at all educational levels.
4A.
The Why and How of Multi-Sensory Structured Literacy Instruction
Presenter: Chelsey Weinbeer, B.Ed., M.Ed
Join structured literacy interventionist Chelsey Weinbeer to expand your knowledge base of how the brain develops to support fluent word reading and the core deficits that impact struggling readers. Chelsey will share the evidence-based, and multi-sensory instructional practices that are highly effective in both developing literacy and strategically intervening when traditional approaches are unsuccessful. Come prepared to actively engage in activities and discussion, we all learn best when we do!
Objectives
- Expand your knowledge base of how the brain develops to support literacy
- Understand the skills essential to fluent reading and how to strategically develop them
- Learn about effective, multi-sensory instructional practices to utilize within your primary classroom or literacy intervention practice
Chelsey Weinbeer, B.Ed., M.Ed
Chelsey Weinbeer, B.Ed., M.Ed
Chelsey Weinbeer, B.Ed., M.Ed., is a co-founder of The Brick House Collective (The BHC), a group of independent practitioners who provide educational, physical and mental health supports within the community. Chelsey is a certified teacher with a master’s degree in reading, writing and oral language disabilities from the University of Alberta and an Orton-Gillingham Associate Practitioner (OG-Can). She comes with many years of experience teaching in complex primary classrooms and providing specialized literacy supports.
As a literacy leader in the public school system, Chelsey became passionate about supporting best practices in literacy education, not only to make learning more accessible for all children but as an essential part of the joyful school experience. Chelsey now exclusively provides targeted literacy intervention and assessment for children with identified learning disabilities and other comorbidities at the BHC.
4B.
Stronger Together: Making IPPs Work Through Teacher–Parent Partnerships
Presenters: Sarah Hoag & Shelley Watt
What happens when teachers, parents, and educational assistants truly work as a team? Students thrive.
This engaging session explores how strong teacher–parent partnerships make Individual Program Plans (IPPs) more meaningful, practical, and effective. Learn how clear communication, shared goals, and simple strategies can turn IPPs into powerful tools that support students both at school and at home. Through real-life examples and easy-to-use ideas, you’ll walk away feeling more confident and connected in supporting student success.
Objectives
- A clear understanding of everyone’s role in the IPP process
- Practical strategies you can use right away
- Ideas for building consistency between home and school
- A shared language for working together in the best interest of the student
Join us to learn how working together truly makes a difference—for students, families, and schools.
Sarah Hoag
Sarah Hoag
Sarah Hoag holds a BA in Human and Social Development from the University of Victoria, a BSc in Elementary Education (K–8) from the University of Providence, and an MSc in Educational Leadership and Administration from Walden University. With more than 30 years of experience in specialized educational settings, she has worked extensively with students with diverse learning and behavioural needs.
Sarah has taught grades 2–11, though she is especially passionate about junior high. Her leadership experience includes roles such as Curriculum Lead, Academic Dean, Dean of Student Affairs, and Director of Stakeholder Engagement. She also serves on the Board of Directors for the Learning Disabilities Association of Alberta (LDAA).
Throughout her career, Sarah has remained deeply committed to supporting neurodiverse learners, dedicating her work to empowering students and families with learning differences.
Shelley Watt
Shelley Watt
Shelley Watt brings more than 35 years of experience in public education, grounded in her academic training at St. Thomas University, New Brunswick, where she earned a Bachelor of Arts (English and Psychology), a minor in Special Education, and a Bachelor of Elementary Education. Her career spans teaching grades 2–6 and serving in a range of leadership roles, including inclusion coordinator, literacy coordinator, classroom support teacher, and instructional coach.
Deeply committed to inclusive education and supporting diverse learners, Shelley now serves as Vice Principal at The Edmonton Academy, an independent school dedicated to students with learning disabilities—a role she considers the capstone of her career. A proud mother of two and soon-to-be grandmother, she brings warmth, dedication, and a steadfast belief in every learner’s potential.
