My role within the School Support Program at Surrey Place has evolved and enhanced my focus on adult education through capacity building with caregivers, educators and corporate professionals. The reach we have in the community, school boards and corporate settings allows me to learn from others and respond to the client needs around neuro-inclusive trainings. This role has strengthened my consultation skills as I continue to seek opportunities build capacity and destigmatize neurodiverse inclusive practices across sectors.

Professor of Special Populations: Childhood Issues. I taught students in their final semester of the Behavioural Science Technician Diploma program, Centres for Community Services & Health Sciences division at GBC.This course guided students through careful exploration of 4 diagnoses of childhood ADHD, ASD, FASD, ODD. Students left having examined the etiological factors through an Applied Behavioural Analytical lens. I facilitated the theoretical knowledge and practical examples of evidence based practices and touched on pharmacology. Throughout the course, I offered perspective from my own learning educational equity and family centred care. In requesting regular feedback from the students, I always intend to teach with an informed and student focused approach. Some students remarked on her dedication to their success in the course, her responsiveness and approachability.

In this part time role, I supported Youth and Adults on the Autism Spectrum in community programs. Recreation and social connection are cornerstones to any thriving community - it was amazing to be part of this small initiative.

My role an Intensive Resource Support (IRS) was to coach and model skills to support the inclusion of children with complex developmental, social, emotional or behavioural needs for licensed child care providers in Toronto. I thrived in the opportunity to foster close collaborative relationships with the childcare supervisors, staff and families. This position challenged me to adapt quickly and think critically. I learned the fine balance between evidenced based intervention, family centered goal setting all the while building capacity with staff.

With a true passion for human sciences, my time as a research assistant shaped my data analytic and critical thinking skills. I was fortunate to work with Janette Pelletier in her lab studying cohorts of Full Day Early Learning Kindergarten in its infancy while completing my Masters degree in Developmental Psychology and Education, at OISE, University of Toronto. On top of her studies, she was a research assistant on the Full Day Early Learning Kindergarten project at the Eric Jackman Institute for Child Studies.