Classroom Educator Course Information

Under the guidelines of the Academy of Orton-Gillingham Practitioners and Educators we offer a 4 day training course.

Trainees are eligible for Professional Development hours towards the Special Education Teacher Certificate through Manitoba Education and Training (Certification Branch). If you are interested in PD hours towards a Special Education certificate in Manitoba, you must provide 3 weeks advanced notice.

This 30-hour course offers training for:

· teachers to use the Orton-Gillingham approach in a classroom setting

· specialized tutoring intervention practice

· the first step towards a Classroom Educator or Associate Level Orton-Gillingham accreditation (AOGPE) (with additional lesson plans, observations, and coursework required)

· aligned and accredited with the Academy of Orton-Gillingham Practitioners and Educators

During this training, attendees will learn about:

· dyslexia and reading disorders

· strategies for multi-sensory instruction

· formal and informal testing

· how to use information for tutorials and lessons

· how to plan an Orton-Gillingham lesson

· fundamental elements of the Orton-Gillingham approach including an introduction to phonology and basic phonics

· This course is imperative for Special Education teachers working with students who have IEP’s and not achieving proficiency.

· for more information please click here.

*The four day training meets criteria for participants to earn 28 Professional Development hours towards the Special Education Teaching Certificate through Manitoba Certification Branch. Please see more information in Frequently Asked Questions below.*

Note: This is an accredited course approved by the Academy of Orton Gillingham Practitioners and Educators and taught by a highly experienced AOGPE Fellow and Fellow-in-Training. Many teachers choose to take this course but do not choose to become accredited by the Academy. Teachers wanting to become accredited as an Orton-Gillingham Classroom Educator or Associate practitioner must be aware that accreditation requires an additional commitment and expense beyond the present course.

Click here more information regarding the practicum.

More information regarding regarding the Classroom Educator and Associate level courses.

Possible Additional Expenses

**All necessary materials for both CE and Associate training are providing in the course fees**

We suggest purchasing the Gillingham Manual, by A. Gillingham & B. Stillman (8th Edition). This is an invaluable reference and resource for implementation, and is NECESSARY for anyone seeking certification (summarizing the manual, chapter-by-chapter, is a required part of the certification process).

Your course fee covers all aspects of the workshop including online access to phoneme cards and all resources and materials to get you started with OG practice.

Many teachers pursuing Classroom Educator Level accreditation by the Academy of Orton-Gillingham Practitioners and Educators opt to purchase additional materials, pursue a practicum and/or purchase a membership.

Additional possible expenses:

- Phoneme Cards - purchased through trainer

- Materials fee of $475 USD (includes over 3,300 word cards and sentences) which may be purchased through the trainer.

- Practicum Fee if working towards Classroom Educator or Associate accreditation through the Academy: $175/observed lessons (USD or Cdn depending upon observing Fellow)

- Application Fee/1st Year Membership for AOGPE: $150 (approx.)

*While many teachers find these packaged resources convenient, others make them on their own.


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The Center for Effective Reading Instruction (CERI), an affiliate of the International Dyslexia Association (IDA), is pleased to offer professional certificates and certifications to qualified individuals teaching and supporting reading in public and private general, remedial, and special education settings. These certificates and certifications include:

CERI certificates and certifications reflect the common features of national and international certifying body standards that define the minimum requirements for a professional certification program to be considered valid and reliable. Included among these features are stakeholder involvement and the separation of candidate training activities from certification activities.

CERI certificates and certifications were developed with the input of multiple stakeholder groups, including, but not limited to: general educators and remedial reading interventionists employed in public and private settings; higher education faculty; reading researchers; speech language pathologists; independent educator training organizations and companies reflecting a variety of programs and approaches; public and private school administrators; state department of education representatives. When establishing the minimum total practicum hours and impact requirements for certified Structured Literacy/Dyslexia Interventionists and Structured Literacy/Dyslexia Specialists for example, CERI carefully evaluated the scientific research concerning impaired readers’ response to interventions provided, consulted researchers within the field, evaluated supervised practicum requirements of other independent reading certification programs and approaches, and secured input from multiple stakeholders through committees and public comment initiatives.