Upon completion of each workshop, you will receive both a certificate of completion and a digital badge. Digital badges are a way of demonstrating your achievements online. We are hosting the badges in an Alumni Community section, which we hope will also be a potential forum for former participants to connect and share experiences.
This badge is awarded for completion of the Working with Students with Autism Spectrum Disorder Workshop. By completing this workshop, recipients have increased their knowledge on Autism Spectrum Disorder (ASD) and working with students with this diagnosis. Recipients have demonstrated this knowledge by:
- Identifying characteristics of Autism Spectrum Disorder and discussing the implications of the new DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, 5th edition),
- Applying new knowledge to generate strategies for modifying the classroom or teaching environment,
- Discussing the importance of communication and collaboration between the education team and family,
- Reflecting on the importance of data collection through the intervention program process (before, during, and after), and
- Generating ideas on how to integrate the material into teaching practices.
This badge is awarded for completion of the Working with Students with Behavioural Disorders Workshop. By completing this workshop, recipients have increased their knowledge on Behavioural Disorders and working with students with these types of conditions or who demonstrate inappropriate behaviour. Badge recipients have demonstrated this knowledge by:
- Reviewing behaviour and specific conditions that are often associated with inappropriate behaviour,
- Identifying their own and their school’s relevant strengths, weaknesses, and personal characteristics that influence student behaviour and support programming, as well as ways in which they as individuals can contribute to the services provided,
- Applying informal assessment strategies, including developing a behaviour checklist, breaking down a task using task analysis, and identifying relevant antecedents and consequences,
- Reflecting on merits and appropriate use of behaviour modification strategies, and
- Generating ideas on how the content has changed their approach to working with students with behaviour exceptionalities or needs.
This badge is awarded for completion of the Working with Students with Developmental Disabilities Workshop. By completing this workshop, recipients have increased their knowledge on developmental disabilities and working with students with developmental disabilities. Badge recipients have demonstrated this knowledge by:
- Reflecting on the meaningfulness of different definitions of developmental disabilities,
- Identifying services and resources available in the community for students who developmental disabilities and ways of accessing these services and resources,
- Discussing factors influencing student placement (e.g. integration versus specialized classroom/program), as well as benefits and downsides for different placement options,
- Identifying key information for knowledge transfer and transition planning before a student transitions between schools, and
- Generating and reflecting on strategies, accommodations, modifications, and/or expectations for general- and diagnosis-specific needs or potential challenges.
This badge is awarded for completion of the Working with Students with Learning Disabilities Workshop. By completing this workshop, recipients have increased their knowledge on learning disabilities (LDs) and working with students with these diagnoses or who have specific learning needs. Badge recipients have demonstrated this knowledge by:
- Representing learning disabilities-specific knowledge (e.g. definitions, impact, on students, diagnosis process, supports, strategies, common myths) in one of several formats appropriate to diverse learning needs (e.g. mind map, paragraph, list),
- Identifying unique characteristics in individuals (e.g. previous students, family members, friends) that display common characteristics of learning disabilities,
- Generating strategies for stigma reduction based on participants’ experiences with stigma and the impact of stigma on student learning,
- Reflecting on their own feelings and experiences related to learning disabilities (e.g. through experiences with learning challenges simulators, consideration of labels), and
- Applying material to scenarios relevant to previous and/or future students with learning exceptionalities (e.g. creating handouts, discussing the application of strategies, identifying strengths and weaknesses in their education team’s IEP process).