This course speaks about the basics of FASD, including the cause, and also teaches specific strategies to support individuals with FASD and their families. It also allows practitioners to make subtle shifts in their practice to be more inclusive of FASD, to adopt a trauma-informed lens and use FASD-specific intervention strategies, and to be more accepting and less judgemental when working with FASD affected individuals and their families.

This is an advanced training course intended for educators working with students with FASD including administrators, teachers, educational assistants, ECE’s, office admin, and board personnel. This Level II training course builds on the Level 1 Foundations in FASD course, while providing the perspective of individuals who have FASD and their caregivers. It is also evidence-based and current, and employs a culturally sensitive approach. 

The course is designed for professionals working in educational, community, and residential care settings—including teachers, principals, educational assistants, early childhood educators, support staff, and managers. This course offers an educational, evidence-based, up-to-date overview of autism spectrum disorder, including characteristics, strengths, and challenges, while emphasizing inclusive, person-centered approaches. While having the opinions of experts in the field, this course also incorporates the voices and perspectives of individuals with autism to help reduce stigma and stereotyping, and help to promote understanding through a neurodiversity-affirming lens.

Through this training, I learned how to identify appropriate modeling strategies—such as live modeling, video modeling, and peer modeling—and how to tailor them to meet individual learning styles. The course emphasized data collection, progress monitoring, and strategies to promote generalization of learned skills.Completing this course has strengthened my ability to use modeling effectively as an intervention tool, while promoting a strengths-based, respectful approach that values the unique abilities of individuals with autism.

Throughout the training, I learned how to identify social skill deficits, set individualized goals, and implement structured teaching techniques such as modeling, role-playing, and feedback. The course also covered how to create supportive environments that encourage social engagement and provided tools for monitoring progress and generalization of skills. This training deepened my understanding of how to approach social development in a respectful, person-centered way, and equipped me with the tools to help individuals with autism build confidence, form relationships, and navigate social situations more effectively.

This training is highly transferable to the Child and Youth Care (CYC) field, as both roles prioritize relationship-building, trauma-informed care, and supporting individuals through a strengths-based lens. My DSW education enhanced my ability to respond to diverse emotional and developmental needs, implement individualized strategies, and promote resilience in children and youth. With a solid understanding of neurodiversity, mental health, and inclusive support practices, I feel confident applying these skills in CYC settings to create safe, empowering environments where young people can thrive.

The Dean’s List recognition also demonstrates a deep understanding of theory, ethics, and best practices in youth work. It shows that I take my education seriously and am prepared to uphold high standards in my professional role. Most importantly, it reinforces my commitment to lifelong learning, growth, and providing the best possible support to the young people and families I work with. Being on Dean’s list shows that I am dedicated to my practice and am willing to work hard.