Indigenous Inclusive Education (IIE) recently attended a conference in Yorkton, Saskatchewan, hosted by the Yorkton Tribal Council (YTC). The event focused on Fetal Alcohol Spectrum Disorder (FASD) awareness and brought together individuals with FASD, advocates, educators, healthcare workers, and community members.
We were grateful to be invited by Janice Ramsay, FASD/Mental Health Coordinator with the Yorkton Tribal Council, and to attend such an important and meaningful gathering.
Below is a reflection shared by Janice on her work and experience:
“I have been working with neurodiverse children for 16 years. As a Maternal Child Health and FASD Coordinator for the Yorkton Tribal Council, I bring awareness and support for parents and children that may be affected by FASD. As a child and youth care councillor, I supported children with Autism, FASD and ADHD. As an educational assistant in an elementary school setting for ten years, I worked with children who had the most complex needs. A common theme between all the children I worked with was they all had sensory issues and each child’s needs were unique. I used sensory play to help children self-regulate and to help children learn. I bring sensory play workshops to the communities I serve so I can give parents tools and understanding to help regulate their children. If a child is regulated, they can learn but if their sensory system is overloaded, they are going to communicate with behaviours. The more senses that are engaged in learning, the more concrete their learning is.” - Janice Ramsay
Throughout the 2 day conference, we heard from speakers who shared valuable knowledge, lived experiences, and perspectives on FASD. One of the most impactful takeaways was learning more about the stigma that often surrounds FASD, and how important it is to support children and individuals with understanding and care.
At IIE this aligns closely with our mission. We are proud to offer products that support children with diverse needs, including those living with FASD. From sensory tools to regulation supports, our goal is to help create environments where children feel safe, supported, and able to thrive.
One of the most valuable parts of the experience was connecting with educators, healthcare workers, and community members. Hearing firsthand what people are using, what they need, and what they want to see more of opened our eyes to new ways we can better support children and communities, and inspires us to keep learning and growing.
We are grateful for the opportunity and to be part of this important work. Experiences like this continue to shape what we do and strengthen our commitment to supporting children, families, and communities in meaningful ways.
We’d love to hear from you! Have you tried any of these tools with your child or students? What worked well or what would you add? Please write your comment below and share your experiences, questions, or tips!