Meet Your Instructors


Dr. Kathy Howery
Dr. Kathy Howery
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I began my career nearly forty years ago focusing on finding ways for students with the most complex needs share their voices in the world. I have since that time worked in a variety of settings including specialized schools, inclusive early childhood programs, specialized clinical programs (The ICAN Centre), government, several school districts, and several universities. I have developed and taught graduate level courses in Assistive Technology, Inclusive Education, Universal Design for Learning, and Augmentative and Alternative Communication.

My doctoral research focused on using phenomenological methods to explore the lived experience of young people who speak with (or through) speech generating devices.

I am currently teaching courses in Inclusive Education for Concordia University of Edmonton as well as two courses in this program. I am also under contract with Alberta Education as part of their Provincial Low Incidence Team.

I am keenly interested in supporting teachers who have students with complex communication needs in their classrooms. That work continues through my Presidency of ISAAC (International Society for Augmentative and Alternative Communication) Canada and my involvement in practical research with Edmonton Catholic Schools.

Courses taught in the CTSCCN Program:
EDU 481 TSCCN: Instructional Design and Methods
EDU 482 TSCCN: Augmentative and Alternative Communication


Monica Braat
Dr. Monica Braat

I am a 30-year veteran educator with a variety of experiences and expertise. The first 20 years of my career ranged from teaching primarily Grade 7-12 mathematics in both innovative and traditional school settings to developing and facilitating a Grade 8-10 experiential education program in an urban private school to teaching in a self-contained classroom for Grade 1-12 students with significant disabilities. The diversity of the first 20 years of my career prepared me well for the work I do currently as a divisional inclusive learning consultant.

My mid-career shift to the fields of special and inclusive education was motivated by my experiences and learnings as my son, who has a developmental disability, began school. This new lens projected me not only to a shift in the focus of my career but also to graduate school. Between 2011 and 2021, I completed both my masters and doctorate degrees through the University of Lethbridge and University of Western Ontario respectively. My masters research focused specifically on educating students with complex disabilities in inclusive settings while my doctorate research focused on establishing the inclusive learning environments in which all students can thrive.

I am driven by the contribution that our most complex students can offer education. I strongly believe that every student learns differently and that consideration of how to support those students who experience the most significant barriers to learning benefits all students. When we consider the role that language, communication, and conceptual understandings play for students with complex communication needs we not only figure out how to support their learning, but we also come to better understand quality teaching and learning practices more generally.

Courses taught in the CTSCCN Program:
EDU 485 TSCCN: Numeracy


Toby Scott
Toby Scott

In my 30+ years in the education system, I have worked as a teacher in K-8 regular and specialized classrooms across Canada, including several indigenous communities in the Arctic and on the west coast of British Columbia. I began my work in the field of assistive technology in 2008 while completing my master’s degree at the University of Alberta, specializing in literacy for students with significant disabilities. I am currently working with Edmonton Catholic Schools as their Low Incidence Team lead and provide assistive technology supports for Kids with Cancer Society.

I am passionate about AAC implementation, inclusion and ensuring all students have access to curriculum, excellent literacy teaching and social engagement in school. I never cease to be amazed and am forever grateful for what students and their families have taught me about being in the world.

Courses taught in the CTSCCN Program:
EDU 484 TSCCN: Conventional Literacy


Erin Sheldon
Erin Sheldon

I teach emergent literacy instruction, and its relationship to early language development for students with complex communication needs. I have authored numerous articles, manuals, book chapters, and professional learning modules in the areas of AAC implementation, emergent literacy development, and the inclusion of students with significant disabilities in the regular classroom and general curriculum. Before the pandemic, I was a frequent presenter on AAC and literacy at a range of conferences and workshops.

I entered the field of special education and assistive technology after my first child was born with complex disabilities. I earned my M Ed at Queen's University, in Kingston, Ontario, where I live with my family. I work as a language and literacy development specialist for the assistive technology company, AssistiveWare. My oldest child is now a young adult. My research focus has shifted to emergent literacy instructions for adults with significant disabilities, as well as supported decision-making and individualized support models.

Courses taught in the CTSCCN Program:
EDU 483 TSCCN: Emergent Literacy