About

A cause-driven, social enterprise with a mission to build the skills within the educational community that allow for greater acceptance and support for neurodivergent students.

For more than 40 years, we have delivered educators with core foundational training, the latest research findings, and intervention techniques to create inclusive classrooms.

World-class training

Sonderly partners with internationally respected thought leaders – from both academia and the private sector. Everything we present is peer-reviewed by a panel of subject-matter and lived experience experts. Courses are delivered by those who have front-line, first-hand experience.

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“Great information, looking forward to taking more courses in the future.”

“Real-life examples always make it easier for me to understand concepts. Thank you for adding those.”

Management Team

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Andrew Davis

Andrew’s interest in Autism first spiked when completing his Bachelor of Science degree at Queen’s University. After graduating in 2003, he immediately began working at Geneva Centre for Autism as an IBI therapist.

By 2006, he was a Supervisor/Senior therapist in the program, where he continued to develop his skills in the field of ABA, including the areas of verbal behaviour, errorless teaching, skill assessment, curriculum planning, and behavioural interventions for children with Autism.

In 2008, he joined the Sonderly (previously the Training Institute) team at Geneva Centre and participated in the ministry-funded initiative to deliver training in applied behaviour analysis and autism support strategies to over 10,000 childcare and school board educators across the province of Ontario.

In 2011, Andrew graduated with a Master’s Degree in Applied Disabilities Studies with a specialization in ABA from Brock University. Today, he continues his work at Geneva Centre through training engagements and consultations as Sonderly’s Director.

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Adriana Karka

Adriana has been with the Sonderly team (previously the Training Institute) since 2007. She has been a passionate trainer, curriculum developer and consultant for medical and educational professionals in Canadian and international communities on their work with individuals on the autism spectrum.

Adriana holds a Master of Education degree with a focus on Developmental Psychology and Mental Health from the Ontario Institute for Studies in Education at the University of Toronto, as well as a French and English Literature degree from the University of Toronto and post-graduate certification in Music Therapy from Montclair State University in New Jersey. She previously provided therapy services at the Autism Intervention Program at the Children’s Hospital of Eastern Ontario (CHEO) and Chicago’s Easter Seals Developmental Center. She is fluent in English, French and Lithuanian and provides training and consultations in both English and French.

Adriana loves to travel and has ventured to Europe and Asia as a guest lecturer on autism and special education. In her free time, Adriana can be found at concerts, singing and coaching in her community or planning her next travel adventure!

Coast Mountain School District

“Thank you for providing us with useful information to help me improve my teaching practices in the classroom and school. You have inspired me to be a better teacher.”

Sonderly User

“Explained so well with details and videos really helped us to see how to set up our classroom for our learning diversity students thank you"

School board staff in Ontario

“The engaging presentation style and the practical examples made the content accessible and relevant to our work. We appreciate the comprehensive and informative session.”

Special Educator, Ontario

Rebecca presented "Thanks For Asking!" Using Communication Temptations with Autistic Students to Increase Spontaneous Interactions was an incredibly informative presentation", the Best presentation I have attended at CEC Ontario in the last several years.

Special Education Coordinator, Quebec

"Our teachers have found the ADHD course extremely helpful. They made amendments to the physical layout of their classroom based on this training. They've also had a chance to apply this new learning to some of our students and have made some plans for accommodations beginning the first day."