October 30, 2025 at 15:30 - 5pm
Online
A transformative three-part webinar series for educators, caregivers/parents or administrators keen on understanding and supporting students with Fetal Alcohol Spectrum Disorders (FASD). Join us for an enlightening three-part webinar series designed to equip you with the knowledge, strategies, and resources to make a real difference in the lives of students with Fetal Alcohol Spectrum Disorder (FASD).
Our presenter, Ailsa Clarke, is an international expert; an ex-educator who is now an independent consultant and trainer on trauma and FASD. She works across the independent and state education systems and is also completing a post-graduate degree in Diagnosis and Management of FASD. See more below.
The three webinar presentations are pre-recorded due to the difference in time zones between Scotland and Aotearoa New Zealand. Nevertheless, there will be time for a Q&A session at the end of each presentation.
Click here or on the tile image to download a large version to share on social media or via email to your colleagues!
Date: Thursday 11 September 2025
Time: 3:30 – 5:00 pm
So where do you start? Come along and learn about best-practice strategies and actions that can give you and your FASD student the best start to their school year.
FINISHED
Date: Thursday 16 October 2025
Time: 3:30 pm – 5:00 pm
Learn practical strategies and approaches that support the unique needs of students with FASD.
FINISHED
Date: Thursday 30 October 2025
Time: 3:30 – 5:00 pm
Learn about the link between the effect of sensory input and environmental settings on impulse control and self-regulation, and tips and accommodations to support the ākonga.
Don't miss this opportunity to expand your knowledge and make a positive impact on the educational journey of students with FASD. Register today and be part of a transformative learning experience!
For more information, contact: [email protected]
Together, let's create an inclusive and supportive educational environment for all students!
Ailsa lives in Scotland. She was a secondary school English teacher who has now become a well-known authority on FASD in education.
Twelve years ago, she and her husband adopted a baby who had been exposed to alcohol and drugs in utero and had been assessed as having mild developmental delay. He now has diagnoses of FASD, ADHD and ASD.
When her son’s needs meant that Ailsa had to resign from her teaching position, she began developing educational resources and training for school staff in Scotland.
She is now an independent consultant and trainer on trauma and FASD who works across the independent and state education systems. Ailsa is also completing a post-graduate degree in Diagnosis and Management of FASD. She has worked with FASD-CAN over the two previous years to develop and deliver our very successful FASD Training Course for Educators – Kete into Practice.
Ailsa takes a brain-based, trauma-informed approach to unlocking the learning potential of people with FASD and those affected with developmental trauma. Her favourite job is still developing strategies and skills in schools to suit individual students and to see them move from struggling in school to thriving there. She brings insights from the lived experience and a gentle humour to her presentations which is both engaging and challenging.
“I was amazed that I had not, at any point in teacher training, or on any professional development course since, been told about neurobiology, about the fact that learners who are neurodiverse or with a background of trauma do not fit easily into a school system that relies heavily on frontal lobe skills like impulse control and an awareness of cause and effect, and often assumes that because learners are safe in school that they feel safe in school.”
“There are many children and young people who can remain and thrive in mainstream if those working with them have the knowledge and skills to reframe what they see using a brain-based lens,” she says. “Trauma-informed approaches and a working knowledge of FASD as a brain-based condition allows us to look at ‘behaviour’ differently and shift from a reactive to a proactive approach.”
Read more on Ailsa’s website: Valiant Minds Education
