Background 

Fetal Alcohol Spectrum Disorder (FASD) is a diagnostic term used to describe the lifelong impacts on the brain and body of people who had prenatal alcohol exposure (PAE).

Individuals with FASD will experience some degree of challenges in their daily living, and need support with motor skills, learning, memory, attention, communication, emotional regulation and social skills to reach their full potential. Every person with FASD is unique and has areas of both strengths and challenges.*

* Thanks to CanFASD for this definition.

According to a recent Australian study, their estimated prevalence rate is 3.64%, equating to approximately one in 28 children (one child in every classroom). Our prevalence rate is likely to be similar, but Aotearoa NZ has yet to complete a national study.

About the course

The aim of this course is to empower all LSCs to feel more confident and better able to identify and support the unique needs of FASD ākonga / students. The training is trauma-informed, strengths-based and neuro-affirming and will also be beneficial for other neurodivergent learners.

The title, Kete into Practice, reflects the intention that the course will be based on practical examples of how to realistically implement new strategies in a real-world setting of limited resources and competing demands.

The learning objectives for the course are:

• an increased knowledge about how the symptoms of PAE / FASD impact on the learning and behaviour of ākonga / students.

• an increased knowledge of brain-based strategies and interventions that can be applied in the akomanga / classroom and kura / school environments.

• to learn practical examples from other kaiako of how they have used and integrated brain-based strategies and interventions in a real-life class or school setting.

• to identify issues to raise and discuss within your kura / school that can improve the inclusion of ākonga with FASD.

• to identify areas for future personal development that will increase your ability to meet the needs of learners within the vision of a modern, inclusive approach to education.

Course delivery

The course comprises:

• 10 learning modules of 1.5 hours duration

• one on-demand Masterclass (choose from three great options)

• two Community of Practice (COP) sessions – these are an opportunity to talk to the Kete presenters and discuss with colleagues issues that have arisen in the training.

The course will be delivered via Zoom and participants will receive a copy of the presentation handouts after each Module session. If you are unable to attend a particular session, it will be made available for you for two weeks for on-demand viewing. 

When and how?

Kete into Practice 2026 will be delivered to four groups of LSCs throughout 2026 (avoiding holidays) with staggered start dates. While we have tried to keep the days and times of the week consistent there is some variation due to international presenter availability and public holidays.

This course begins on Monday 20 April and ends on Thursday 6 August 2026. 

Group 1 dates and modules

Date	Day	Module	Module Name
20 Apr	Monday	1	FASD 101
28 Apr	Tuesday	2	Reframing
4 May	Monday	3	Planning and Preparation
11 May	Monday	4	Building and Maintaining Positive Connections
18 May	Monday	5	Strategies for Supporting FASD Ākonga in the Classroom/Akomanga
2 Jun	Tuesday	COP	First Community of Practice Session
8 Jun	Monday	6	Sensory and Environmental Matters … Matter!
18 Jun	Thursday	7	Rethinking Rewards and Consequences
29 Jun	Monday	8	Theory into Practice – ECE and Primary School
20 Jul	Monday	9	Theory into Practice – High School
27 Jul	Monday	10	Pulling it All Together:  FASD-Informed Teaching and Learning Strategies
On Demand			Masterclass option
3 Aug	Monday	COP	Final Community of Practice Session

 

Facilitators

Ailsa Clarke is an ex-educator, now an independent consultant and trainer on trauma and FASD in Scotland. She works across the independent and state education systems and has recently completed (and passed with distinction) a post-grad degree in Diagnosis and Management of FASD. Ailsa takes a brain-based, trauma-informed approach to unlocking the learning potential of people with FASD and those affected with developmental trauma. 

Educational Psychologist Debbie Kenwright has worked in the education sector and as a social worker supporting youth in care. She is now an educational psychologist supporting Tamariki and rangatahi, their whānau and educators. Debbie’s background uniquely equips her to understand the demands made on neurodivergent ākonga / students.

Kim Milne is the Principal and Practice Advisor at FASD-CAN. She has multiple qualifications, including in political science, international politics and social work. She brings her on-going study and monitoring of PAE research to her role, alongside her lived experience of bringing up a young adult with FASD.

Testimonials from previous participants 

"Fantastic course, well run and very informative, I would like to continue my study in this area if possible."

"Any new LSC should take part in the learning as it follows many of the UDL principles that also support other neurodiverse learners." 

"The course challenged my preconceived ideas, understanding and biases regarding FASD students."

"Good mix of theory – loved all the practical applications. Great, up-to-date info."

Any questions?

If you have any questions about the course or want to know more, please contact Kim Milne: [email protected].

Registration

Click here to fill in the registration form for Group 1 LSC training – beginning 20 April.

* Please share this information: click here or on the image below to download and share an A5 pānui with your colleagues – or put on your school noticeboard!