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In this webinar, Dr.Rhonda Martinussen and Dr.Todd Cunningham discuss the development and implementation of a student’s Individualized Education Plan (IEP) from various perspectives, including the need to consider the academic and social strengths of the student with a learning disability, the nature of the environment in which the student is receiving instruction, and the nature of the academic domain or task. The presenters also discuss the role of intervention and remedial instruction within the context of a modified program for a student with a learning disability.

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About the Speakers:

Photo of Dr. ToddWith his engaging presentation style, weaving together research, compelling stories, and humour, Dr. Todd Cunningham has empowered thousands of educators to support students who learn differently in their classrooms. Dr. Cunningham is a psychologist (Supervised Practice) currently teaching at the University of Toronto and provides academic intervention services. He completed his Postdoctoral Fellowship in the Psychology Department at the Hospital for Sick Children in Toronto, and obtained his Ph.D. in Clinical Psychology at the University of Toronto. His innovative research investigates the integration of assistive technology and learning strategies for children with learning difficulties due to a variety of reasons. A sought after public speaker and consultant, Dr. Cunningham has shared his expertise with parents, students, educators, school boards, and other professionals across Canada. In addition to hundreds of workshops, Dr. Cunningham has guest lectured at universities, given keynote addresses, presented at educational and research conferences, and appeared on CBC several times. Dr. Cunningham was recently awarded a Bell “Let’s Talk” mental health grant to provide academic intervention support to northern Ontario communicates through telepsychology. 

Dr Rhonda's photo.Dr. Rhonda Martinussen is currently an Associate Professor of Special Education and Adaptive Instruction at the Dr. Eric Jackman Institute of Child Study, Ontario Institute for Studies in Education at the University of Toronto.  She is interested in the nature of the overlap between inattention and learning difficulties in children and adolescents.  She is currently conducting research on oral language proficiency and reading comprehension in youth with and without attention-deficit hyperactivity disorder (ADHD).  She is also highly interested in teacher professional development and teacher preparation in the fields of special education and literacy instruction.