EEPS filed for corporate status back in February 1992. It was a necessary formality, but little else. At the time there was no “we”, in fact to say that EEPS existed at all would be misleading. EEPS was only an idea. There were no students or staff to bring that idea to life. The real work involved organizing a network of co-workers who wanted to commit to the EEPS idea. This idea was in essence that the experience of higher education for adults with disabilities was distinctive, and that specific service needs were often necessary for student success.
The Manitoba Learning Centre served students with learning disabilities in a creative and effective manner. The centre however was closing down. The director, Mr. Digby Ferries, had been a long time advocate and service provider in this field. Mr. Ferries was a significant mentor for me in this area, and graciously supported me in many ways, not the least of which were as an advisor on my Masters Degree studies in Educational Psychology. While the MLC focused on services to younger students, its closure seemed to highlight that the timing for a new, somewhat broader service; including adults was a good idea.
The first stage of the plan was to call on some assistance. Dr. Loring Brinckerhoff, then the director of the Learning Disability Services Program at Boston University was contacted. Dr. Brinckerhoff was well known from mutual involvement with the Association of Higher Education for Adults with Disabilities. A man of action, Dr. Brinckerhoff gave an invitation to come to Boston, stay at his home, and observe their program, particularly what they were doing with merging learning strategy principals together with content tutorial. In addition, he helped to set up a series of meetings and observations at the University of Connecticut. Connecticut runs a doctoral program in learning disability services and has consistently been a key advocate for improved training in this field. It was an inspiring week, topped off by watching “Larry Bird Night” at the old Boston Gardens. EEPS was still only an idea, but the basic concepts behind the idea had been seen in action, and the confirmation from leaders in the field was nothing else but inspiring. Now all that needed to be done was to see if the strategy could be implemented in Winnipeg.
The second stage was to organize a conference on services to adults with disabilities. This would be the EEPS kick off. The conference went well, with Dr. Loring Brinckerhoff, as the resource person for the event. Although there was much talk of improving services in Winnipeg, no one called to ask EEPS to do anything, in fact, no one really called at all. Well, at least not right away. By April there was some activity, and by July year end there had been enough action to formally declare business losses to Revenue Canada. Referrals were picking up. It already felt as though there were prospects around the corner that would be exciting and challenging.
In the second year, enough activity was generated to hire some staff, although the position of “Director” continued to be largely illusionary, in both deed and salary. The EEPS Director role in fact remained a “volunteer” position through 1994. This is mentioned to give some thanks to Mike Manning, who was helpful during those early years. Mr. Manning was well known as the Director of Vocational Rehabilitation Services at the Workers Compensation Board. Mr. Manning had formed a private vocational rehabilitation firm and an active synergy with EEPS was made possible. Mr. Manning was also helpful in providing guidance on small business startup complexities.
In 1996 EEPS moved into its own building at 130 Scott Street. This move was excellent both in terms of creating a comfortable and calm learning environment, and in providing for improved flexibility with space needs.
In an effort to be closer to the University of Winnipeg students, EEPS moved to 312 Balmoral St. in 2004. This space, while convenient in many ways, proved to be somewhat limiting given the additional Education and Training Project Work that we were doing. So when New Directions inquired about taking over our office space, we decided to take the opportunity to 368 Edmonton Street, a move that is downtown and where many of our Education and Training Project students live. In addition we remain close to our University of Winnipeg students.
The 368 Edmonton building, also known as the Hoover-Town Duplex, is a heritage building built in 1901. It is located right across from Central Park close to the International Centre. The homey and stylish atmosphere has provided an excellent learning environment. http://www.winnipeg.ca/ppd/historic/pdf-consv/Edmonton%20368-long.pdf
In reflecting back, a few crucial factors stand out as core ingredients to the development and success of EEPS. Great staff has and continues to be a critical ingredient to a cohesive team. While program delivery has taken some different forms over this period, programs in essence have been maintained through to the present and have provided for a stable referral base. Further, we are thankful to have the opportunity to try out training methods learned in theory, and test practical applications. Project work with Manitoba Department of Education and Training has been of critical assistance to program stability and has also provided the opportunity for research and curriculum development.
A second critical ingredient has been a long-standing service relationship with the Vocational Rehabilitation Department of the Workers Compensation Board, as well as private vocational rehabilitation firms operating in Winnipeg. These include the Occupational Rehabilitation Group of Canada, Great West Life, Baldwin Rehabilitation Services, New Century Health, to name a few. This relationship has focused on a 1-1 tutorial model. It involves working with adult students in transition from one career to another, primarily due to injury or some other external circumstance.
This EEPS model is based on the belief that many adult students in this type of life transition require a period of academic strategic instruction before entry into formal classroom training programs at a college or upper high school level. Research has shown, as has our experience that many adult students in this situation have not learned the necessary proactive, strategic learning skills needed for success in a college classroom environment. The combination of strategic learning skills with necessary academic content needed for college continues to be an effective instructional approach. This approach goes a long way to ensuring student skills, confidence, and habits that allow for independence and success in the classroom and into employment.
“It’s a great day for learning” is the EEPS motto. It still applies as a core requirement for long term success of all our students.
A third ingredient has been the relationship with the University of Winnipeg Disability Services Centre. In 1993 the University of Winnipeg approached EEPS to write a learning specialist manual and a curriculum for a preparation program for students with learning disabilities entering the university. We have had a consistent working relationship with U of W students in a tutorial capacity, particularly students with disabilities.
A fourth key ingredient has been the ongoing positive working relationship with the Department of Education and the GED office in Winkler. The collegial relationship that EEPS has developed and maintained with the many formal training schools in Winnipeg has also helped in ensuring a smooth transition into the next level of formal training.
The fifth ingredient is the staff at EEPS. Our staff is exceptional, both in terms of their specific content specialty, and in their ability to communicate complex ideas in a way that students can receive and integrate. We are grateful for the quality and commitment of our staff. We would also like to take this opportunity to thank existing and past staff for their contribution, and hope that we can continue to build on our success, and continue to be genuinely challenged and humbled by the achievement of our students.
The Manitoba Learning Centre served students with learning disabilities in a creative and effective manner. The centre however was closing down. The director, Mr. Digby Ferries, had been a long time advocate and service provider in this field. Mr. Ferries was a significant mentor for me in this area, and graciously supported me in many ways, not the least of which were as an advisor on my Masters Degree studies in Educational Psychology. While the MLC focused on services to younger students, its closure seemed to highlight that the timing for a new, somewhat broader service; including adults was a good idea.
The first stage of the plan was to call on some assistance. Dr. Loring Brinckerhoff, then the director of the Learning Disability Services Program at Boston University was contacted. Dr. Brinckerhoff was well known from mutual involvement with the Association of Higher Education for Adults with Disabilities. A man of action, Dr. Brinckerhoff gave an invitation to come to Boston, stay at his home, and observe their program, particularly what they were doing with merging learning strategy principals together with content tutorial. In addition, he helped to set up a series of meetings and observations at the University of Connecticut. Connecticut runs a doctoral program in learning disability services and has consistently been a key advocate for improved training in this field. It was an inspiring week, topped off by watching “Larry Bird Night” at the old Boston Gardens. EEPS was still only an idea, but the basic concepts behind the idea had been seen in action, and the confirmation from leaders in the field was nothing else but inspiring. Now all that needed to be done was to see if the strategy could be implemented in Winnipeg.
The second stage was to organize a conference on services to adults with disabilities. This would be the EEPS kick off. The conference went well, with Dr. Loring Brinckerhoff, as the resource person for the event. Although there was much talk of improving services in Winnipeg, no one called to ask EEPS to do anything, in fact, no one really called at all. Well, at least not right away. By April there was some activity, and by July year end there had been enough action to formally declare business losses to Revenue Canada. Referrals were picking up. It already felt as though there were prospects around the corner that would be exciting and challenging.
In the second year, enough activity was generated to hire some staff, although the position of “Director” continued to be largely illusionary, in both deed and salary. The EEPS Director role in fact remained a “volunteer” position through 1994. This is mentioned to give some thanks to Mike Manning, who was helpful during those early years. Mr. Manning was well known as the Director of Vocational Rehabilitation Services at the Workers Compensation Board. Mr. Manning had formed a private vocational rehabilitation firm and an active synergy with EEPS was made possible. Mr. Manning was also helpful in providing guidance on small business startup complexities.
In 1996 EEPS moved into its own building at 130 Scott Street. This move was excellent both in terms of creating a comfortable and calm learning environment, and in providing for improved flexibility with space needs.
In an effort to be closer to the University of Winnipeg students, EEPS moved to 312 Balmoral St. in 2004. This space, while convenient in many ways, proved to be somewhat limiting given the additional Education and Training Project Work that we were doing. So when New Directions inquired about taking over our office space, we decided to take the opportunity to 368 Edmonton Street, a move that is downtown and where many of our Education and Training Project students live. In addition we remain close to our University of Winnipeg students.
The 368 Edmonton building, also known as the Hoover-Town Duplex, is a heritage building built in 1901. It is located right across from Central Park close to the International Centre. The homey and stylish atmosphere has provided an excellent learning environment. http://www.winnipeg.ca/ppd/historic/pdf-consv/Edmonton%20368-long.pdf
In reflecting back, a few crucial factors stand out as core ingredients to the development and success of EEPS. Great staff has and continues to be a critical ingredient to a cohesive team. While program delivery has taken some different forms over this period, programs in essence have been maintained through to the present and have provided for a stable referral base. Further, we are thankful to have the opportunity to try out training methods learned in theory, and test practical applications. Project work with Manitoba Department of Education and Training has been of critical assistance to program stability and has also provided the opportunity for research and curriculum development.
A second critical ingredient has been a long-standing service relationship with the Vocational Rehabilitation Department of the Workers Compensation Board, as well as private vocational rehabilitation firms operating in Winnipeg. These include the Occupational Rehabilitation Group of Canada, Great West Life, Baldwin Rehabilitation Services, New Century Health, to name a few. This relationship has focused on a 1-1 tutorial model. It involves working with adult students in transition from one career to another, primarily due to injury or some other external circumstance.
This EEPS model is based on the belief that many adult students in this type of life transition require a period of academic strategic instruction before entry into formal classroom training programs at a college or upper high school level. Research has shown, as has our experience that many adult students in this situation have not learned the necessary proactive, strategic learning skills needed for success in a college classroom environment. The combination of strategic learning skills with necessary academic content needed for college continues to be an effective instructional approach. This approach goes a long way to ensuring student skills, confidence, and habits that allow for independence and success in the classroom and into employment.
“It’s a great day for learning” is the EEPS motto. It still applies as a core requirement for long term success of all our students.
A third ingredient has been the relationship with the University of Winnipeg Disability Services Centre. In 1993 the University of Winnipeg approached EEPS to write a learning specialist manual and a curriculum for a preparation program for students with learning disabilities entering the university. We have had a consistent working relationship with U of W students in a tutorial capacity, particularly students with disabilities.
A fourth key ingredient has been the ongoing positive working relationship with the Department of Education and the GED office in Winkler. The collegial relationship that EEPS has developed and maintained with the many formal training schools in Winnipeg has also helped in ensuring a smooth transition into the next level of formal training.
The fifth ingredient is the staff at EEPS. Our staff is exceptional, both in terms of their specific content specialty, and in their ability to communicate complex ideas in a way that students can receive and integrate. We are grateful for the quality and commitment of our staff. We would also like to take this opportunity to thank existing and past staff for their contribution, and hope that we can continue to build on our success, and continue to be genuinely challenged and humbled by the achievement of our students.
