faseout project 2006 fasd and education an ontario perspective faseout presentations february 17,...

FASEout Project 2006 www.faseout.ca

FASD and Education An Ontario Perspective

FASEout PresentationsFebruary 17, 2006 - Ottawa

Mary K. Cunningham B.Ed. P.H.Ec.


AcknowledgementsMary Cunningham is a parent of a young adult with ARND. She has been learning about FASD from her daughter and her students since 1998.Diane Malbin, (Oregon) Donna Debolt (Lethbridge), Chris Margetson (Guelph), Bonnie Buxton (FASworld Toronto), Cheryl Duquette (Ottawa), Laura Spero(London) Alberta Government – Education ministry


Presenter InformationParenting consultant and FASD advocate

Retired from 30 years in education system as a teacher, department head and consultant

Has two young adult children, one with ARND

Is married to another retired educator

Co-author of Parenting in Canada, 2003

Co-founder of ON Coalition for Parenting Ed.

Lives in Kitchener, ON [email protected]



1-Educational Success forStudents Affected by FASD

2-Advocating Successfully within the School System


Educational Success for Students with FASD

1- Introduction2- FASD 101 for Educators3- What FASD Looks Like at School4- Brain Damage = Behaviour5- How Secondary Effects Develop6- Success for Students with FASD


FASD is an umbrella term for:

Fetal Alcohol Syndrome (FAS) (obvious to all)

Partial Fetal Alcohol Syndrome (pFAS)

Alcohol Related Neurodevelopmental

Disorder (ARND)

ARBD, Static Encephalopathy


FASD and Education?Have I seen FASD yet?


Alcohol Use In Pregnancy

50% of pregnancies are unplanned17% to 25% of women reported drinking alcohol during their last pregnancy7% to 9% reported drinking alcohol throughout their last pregnancy

Canadian National Survey


What about Dad?

A father’s drinking does not cause FASD…BUT:

Drinking and drug use can damage sperm causing subtle neurological damage such as impulsivity,learning disabilities, attentional problems & (lower birth weight)

When a father drinks he influences the mother’s drinking


Co-occurring Mental Illnesses

ADD/ADHD is often diagnosed(Reactive) Attachment Disorder (R-AD)Bi-Polar Disorder/DepressionConduct Disorder (CD)Oppositional Defiant Disorder (ODD)Obsessive Compulsive Disorder (OCD)Borderline Personality Disorder (BPD)(Kathryn Page – 2002- Ctr. For Families, Children & Courts)


FASD in Education FactsHealth Canada notes that 1% of live births are FASD-

affected. (This is probably low). This means at least 300,000 Canadians are living with FASD

FASD is one of the most common birth defects in North America

FASD is the most common cause of developmental delay in North America

IF YOU ARE AN EDUCATOR YOU HAVE DEALT WITH FASD


Most Students with FASD are Invisible


The Usual FASD StoryJK/SK – unduly quiet or aggressive and unruly (ADD/ADHD-like)

May slip through cracks at first – Level 2 – “C” evaluations

By 4-6 serious learning problems are obvious: reading, math, science

May be a “Safe School” nightmare with frequent suspensions


The Usual FASD StoryBy grade 7 or 8 is dropped by achieving friends who can see disabilitiesPicks up with peers with similar problemsSchool skipping, no homework, school failurePetty crime, drugs, alcohol use, early sexual activitiesEarly school dropout or expulsion – first sign of marginalized adulthood


If you are an educatorYou have dealt with students who have FASD

You will deal with students who have FASD for the rest of your career

So, what’s to be done?


Reframe The Behaviour

IT IS NOT THAT THEY WON’T,

THEY CAN’T


Brain Damage = Behaviour Change (Donna Debolt)

Prenatal Exposure to Alcohol Causes Prenatal Exposure to Alcohol Causes Permanent Damage to the Brain Permanent Damage to the Brain


FASD = Information Processing Disabilities

FASD is an extremely serious and debilitating information processing learning disability

A student could have any or all of these deficits:

1. Input- recording of information from the senses2. Integration- process of interpreting the input

3. Memory- storage of information for later use

4. Output- producing answers, responses, completion of work


Two Common Reactions Processing Difficulties

1- Total shut down and turn off May be confused with ADD

2- Hyperactive acting out May be confused with ADHD

ADHD is frequently misdiagnosed!


Brain Damage = Behaviour

Our brain is like a computer “CPU” and it controls our behaviour

When the “CPU” gets the wrong data or processes data incorrectly dysfunctional behaviour results

A FASD-affected brain will not recover so those around it must adapt and serve as

“external” brains


What might an information processing disorder feel

like?Imagine: loud music is blaring, the lights are buzzing and you are wearing a scratchy wool sweater over your bare skin, (Dorothy Shwab, Manitoba)This is how it feels for a student with FASD, Exactly what would you actually learn under these circumstances?How would you act under these conditions?


Primary Effects a Teacher Might See

(A-L-A-R-M)Adaptation - trouble stopping or starting activities

Language - talk a “great line”, but don’t “get it” when

people try to talk to them

Attention – ADD/ADHD frequently misdiagnosed

Reasoning – don’t understand abstract ideas, eg. math

Memory - ‘sketchy’-on and off, has big gaps, don’t learn

from experience…same mistakes over and over

IT IS NOT THAT THEY

WON’T;THEY CAN’T


Brain Damage Causes Dysmaturity

A confounding but classic sign of FASD

Student appears to be functioning at different, inconsistent ages, for example:

Chronologically 18 Socially 12Emotionally 8 Cognitively 9

Research is starting to show that individuals with FASD tend to get as mature as they are going to, or get “caught up” by age 35, too late for the school system, but still a ray of hope for parents


Expressiveness (Talking)

Reading ability

How Old He/She MAY act in each skill area

SKILLS

Dysmaturity Concept – Students with FASD Frequently Show Many Different Ages

Adapted from research findings of Streissguth, Clarren et al by D. Malbin 94

Understanding Ideas

Emotional Maturity

Money & Time Concepts

Physical Maturity

Social Skills

Living (Life) Skills


Will Students Outgrow FASD?

NOThey may have life-long problems with:

- Learning

- Remembering

- Thinking things through

- Getting along with others

Brain damage is permanent!


The Worst Case Scenario:Secondary Effects Develop


Students With FASD Often:

Are bullied and stigmatized

Have trouble finding friends

Do not achieve at school

Disappoint people around them

Are disappointed in themselves

Develop very poor self esteem


Then FASD creates Secondary Behaviours

(Malbin, 2004)Primary FASD behaviours are those that most clearly reflect underlying damage to brain structure and function (slides 29 ff)

Secondary FASD behaviours are defensive and develop over time in response to a non-supportive environment, the individual suffers from a chronic inability to “fit in”


Secondary BehavioursAn Educator Might See at School

Inappropriate humourClass clownIsolated, Few friendsPseudo-sophisticated- trying to pass as “OK”Irritability,Resistance, Fatigue, ArgumentsAnxious,Fearful,OverwhelmedPoor Self EsteemUnrealistic Goals

Bullied, TeasedFighting, OutburstsRunning away, AvoidanceSexually ‘inappropriate’ to point of being

dangerousDepressed, SuicidalCo-occurring DiagnosesSchool Failure, Expulsion – grade 9/10


Secondary Effects of FASD (1996-Washington State)

0 20 40 60 80 100

Mental Health

Dependent LivingArrangements

EmployementDifficulties

Suspended/ Expelledfrom School

Trouble with the Law

Innappropriate SexualBehaviour

Alcohol/ DrugProblems

Percentage of Adults withFetal Alcohol SpectrumDisorder who have specificSecondary Disabilities


ReviewAlcohol in utero can cause both physical and neurological damage to the fetusNeurological (brain) damage is the root of most FASD problems faced by schoolsBrain damage causes very serious learning disabilities which lead to primary behaviours If left untreated primary behaviours turn into serious secondary behaviours and a marginalized adulthood (see Streissguth, 1996)


The Best Case Scenario:Success for Students with

FASD


Change the ParadigmIf they could they would -”It is not that students with FASD won’t, they can’t”Understanding this will change your attitude and they will notice your support Behaviour = Brain DamageDiabetics need insulin, paraplegics need wheel chairs, students with FASD have permanent brain damage and need you to deal with this irreversible fact“Learn to love the student you got, not the one you wanted”


There IS a silver lining…

ALL STUDENTS WITH FASD HAVE INNATE STRENGTHS

AND COMPETENCIES


Recognize ability not disability!

ALL people with FASD excel in some or all of the following areas:

ART MUSIC POETRY

MECHANICS “HANDS-ON” SKILLS

WORKING WITH CHILDREN & ANIMALS

COMPUTERS & TECHNOLOGY

COMPETITIVE SPORTS


Multiple IntelligencesHoward Gardner is the theorist behind “MI”, this is especially useful for students with FASDEverybody has some of each of the 9 intelligence

groups. Find out what you are good at and work at getting better. Don’t beat yourself up about your weaknesses. Multiple Intelligence development is especially important for students with FASD. Good for self esteem development too“Google” Howard Gardner + Multiple Intelligences


Multiple Intelligences Verbal – Interpersonal – Visual

Kinesthetic - Musical – Naturalistic

Intrapersonal - Mathematical – Existential

Every student has some of each. Discover and develop your best ones!


Typical Strengths and Abilities

Hands on learnersKinesthetic, energeticLearn by doing and repeatedly shownGood long term visual memoryValue fairness and

can be rigidly moral, comforted by rules and orderliness

Express themselves well verbally

Good with animals, children, mechanics, computers, and the artsFriendly, affectionate,

loving, loyal, gentle, determined, sensitive and compassionate


Teaching Students with FASD

FASD strategies will not hurt students so when in doubt or waiting for diagnosis go ahead and use these strategiesThe ideas in this presentation are an introduction only and teachers should be aware that an endless repertoire can be developed. There is no magic formula.All these Special Education strategies are just good teaching. They work for almost any student with learning disabilities.


In GeneralHead off trouble, nip escalating stimulus overload before the child explodesProvide constant supervision, preventing a crisis is easier than cleaning it up These students need “external brains”All the expectations in curriculum won’t be met, teach life skills and blend in academics Teaching life skills that others learn by osmosis must be multimodal,repeated and compelling (ESSENTIAL)


Some Starter StrategiesReduce stimulation, provide quiet places for them to de-stress as neededGo slowly-”10 s children in a 1 s world”Hands on learning, focus on strengths Foster interdependence not independenceRepeat, re-teach, repeat, re-teach, repeat…Carpe diem- Enjoy today, do a day at a time


More Starter StrategiesDo not ask “why” – they don’t knowIf things go wrong try differently, not harderMake transitions as easy as possibleUse visuals as often as possibleBreak everything into steps, do 1 at a timeRemember that students with impairments teach life lessons to everybody else


External Brains (S. Clarren)

Help the child reframe their worldProvide crutches for an invisible disabilityProvide pro-active and intervention strategiesAssist the child to process information and to respond more appropriately

If you are physically disabled you need a wheelchair.

If you are blind you need a seeing eye dog.If you are a child with FASD you need an

external brain.


People Who Understand


“Teaching Students with FASD

Building Strengths, Creating Hope”

The following website is INVALUABLE:www.education.gov.ab.ca/k_12/specialneeds/fasd.asp

Western Canada is “light years” ahead of us in all aspects of FASD understanding, prevention and intervention (education)Do not try to re-invent the wheel, go to the above Alberta website for the newest and best resource on successful education for students with FASDYou may print for free – 165 pages in length




IntroductionChapter 1: What is FASD?Chapter 2: Key Program Planning ConceptsChapter 3: Positive Classroom ClimateChapter 4: Students’ NeedsAppendices A, B & C (excellent resources)Bibliography and Index


Ideally……..

We will substantially reduce the incidence

of FASD in the future…….How?

By spreading the Zero 4 Nine message


Zero 4 Nine MessagesNo known amount of alcohol can be consumed safely during pregnancy.There is no known safe time to drink alcohol in a pregnancyA pregnant woman has a choice, her baby does not.A pregnant woman may need help from her spouse and peers not to drink.Avoid alcohol when planning a pregnancy or breast feeding*


FASD Prevention in Education

The place to get the “0 for 9” message out so it will stick is to students before can drink legally

OCMPE – The Ontario Coalition for Mandatory Parenting Education wants all high school students take and pass a parenting course before graduation; FASD messaging will be embedded.

Fewer babies in the stream!


For More InformationPlease feel free to contact the presenter at

[email protected] or 519-893-7393 (Kitchener, Ontario)

The internet is a valuable source of information, search under “fetal alcohol spectrum disorder”www.education.gov.ab.ca/k_12/specialneeds/fasd.asp (excellent resource)


The End of Part OneRECESS!



2-Advocating Successfully within the School System


Successful Advocacy inthe School System

1-Advocacy and Advocates2-Parent and School Relationships3-Getting a Diagnosis of FASD4-FASD Has NO Special Ed category!5-Emphasize the Positive6-Strategies for Successful Education


FASD Advocacy?

Advocacy is active support; especially the act of pleading or arguing for something

An advocate is a person who pleads for a cause or promotes ideas

Students with FASD need advocacy and advocates to have any success in today’s schools


Who Can Advocate for Students?

TeachersParents and/or caregivers

Anyone else who works with students in a school – professionals, paraprofessionals

- others working in the school

Anyone who understands schools and FASD has the potential to be a good advocate for a student with FASD


Involve the Whole School…… Ideally ALL the people who work in a school from the administrators and teaching staff to the custodians, community coaches and lunch room supervisors will understand the realities of FASD and be prepared to recognize and properly support students who may have (or just look like they might have) FASD.


Whole School EffortsFASD 101 professional development

for everybody

Use of whole school programs like TRIBES ™

“With All Due Respect” Ronald Morrish (Font Hill, ON)


Involve the Whole Community

1. Establish an FASD Task Force and Support Team at the board level

2. Educate all school staff personnel about FASD.3. Build community awareness about FASD.4. Be prepared to support parents and teachers caring

for FASD children.5. Implement changes in the school environment and

academic programming6. Get diagnostic facilities in the community.7. Refer children for FASD testing.8. Revisit administrative procedures regarding safe

schools.9. Set up a personal advocate for each child with FASD


A Delicate Balancing ActThe squeaky wheel gets the grease?

ORThe squeaky wheel gets changed?

One always catches more flies with sugar than vinegar

Each school will have different limits


Most FASD experts such as Malbin or Debolt

acknowledge that many parents of children with

FASD give the impression of being ‘crazy’

Most parents will obsess to get their children served


Parent/School Relationship“FASD parents” are the ultimate, 24 hour front-line workers and desperately need your support

These parents only appear to be crazy; they are almost overwhelmed and super stressed

Professionals are often tempted to assume that (undiagnosed) FASD is the result of ineffective parenting and family dysfunction.

The family with FASD is often dysfunctional because of FASD not the other way around


Duquette et al Research School Experiences of Students with Fetal Alcohol Spectrum Disorder Duquette, Cheryll and Emma J. Stodel (U of Ottawa) in Exceptionality Education Canada, vol 15, #2, 2005, pp.51-75Examined ‘factors leading to persistence in school among students with FASD from perspectives of the students & their parents’Relatively small sample (24), all children adoptedThe “high maintenance parent” appeared to foster success; parental advocacy is strongly linked with persistence and graduation among students with FASDParents studied FASD & then educated teachers


Elements Related to School Success (Duquette et al)

Caring teachers who understood FASD and made accomodations led to more success

Parents obtained psychological testing and used diagnoses to access services and to provide an underlying reason for student difficulties

Specialized programs and paraprofessionals, when needed, were related to success

Most parents advocated strongly and provided ‘encouragement’ at home


Parent AdvocatesNeed to remember that teaching has been designated as just slightly less stressful than air traffic control – the most stressful occupation in that study

Teachers are responsible for all the students in their classes not just your child – who may be taking a lot more energy than the others


Summer holidays DO NOT make up for 10 months of

extremely stressful teaching. They merely allow most teachers to continue

teaching the next September


Educators on the other hand will do well to remember that every student has

parents and/or caregivers who understand their

individual needs better than anyone else


An involved parent or caregiver for a child with

FASD is generally going to know a lot about FASD and should be considered as an

“expert”


It should never come to this…


Parents, schools fight $1.8 Billion special needs war – Dec. 5/05 (Star)HELEN HENDERSON LIFE COLUMNIST (THE STAR)

Gordon Martin is 9 years old. Over the past two years, he has arrived home from school on several occasions with feces in his lunch bag and disturbing marks on his skin. In October, he was expelled for disruptive behaviour.

His mother has been banned from all school board properties and accused of uttering profanities and making false allegations against staff and students. The Martins moved to a smaller house, cashed in their retirement savings and got help from community garage sales to pay for a specially trained support therapist to help in class with their son, who is autistic. The school asked the therapist to stay out of the classroom.

Gordon's mother says his behaviour at school — X School in X was a response to how he was treated there. The school calls her complaints "baseless." Welcome to the war zone that is special education in Ontario………

………As in many cases examined by the Star, communication between family and school board broke down completely, an issue the working committee intends to address. "We have to do better at communicating," says co-chair Kathleen Wynne, parliamentary assistant to (Gerrard) Kennedy.

"Maybe we need a third party who knows how to get past the emotion, because common sense gets lost in emotion" — parents whose children have gone through the system or retired teachers, for example.


Does my Student have FASD?

Teachers should only assess and NOT diagnose

All of the primary behaviours related to FASD can have other causes and every “problem student” does not have FASD - this is a critical concept

FASD can be picked up even in ECE settings

If you see several or all behaviours request an immediate psycho-educational assessment

While you are waiting use FASD strategies. They will help almost all learning disabled students


Most Students with FASD are Invisible


Physical Birth Defect Indicators

Most can be also caused by factors other than alcohol

Brain damageHeart defectsBlood vessel defectsHearing/ear problemsKidney deformitiesUro-genital defectsSmall head sizeScoliosis (skeletal)

Long, smooth philtrumShort palpebral fissuresThinned upper lip

Skeletal (eg.clinodactyly)

Club footCleft lip and palateDental abnormalitiesGrowth abnormalities


Primary Behaviours Related to Neurological

DamageLearningAttentionJudgmentMemoryPerformance (varies)ImpulsivityAbstract ConceptsCommunication “Lack of Conscience”

(A-L-A-R-M

Cognition/aural slowInability to generalizeExecutive FunctioningSocial PerceptionBoundaries (touching)Sleeping ProblemsEating ProblemsLearning is affected

PLUS)


Getting A DiagnosisPsycho-educational testing is the first stepIf ‘psych’ testing suggests major learning disabilities the next step is medical testingFASD diagnostic testing is done by a full interdisciplinary medical team A medical diagnosis of FASD diagnoses the child but the mother is also included so a diagnosis of FASD is a “diagnosis for two.”


Diagnosis – The Earlier the Better!

Diagnosis should bring special programs for a child (and disability support for an adult)Labelling may bring some understanding of self

and helps stop self-blameDemonstrates that the individual needs special treatment. Intervention MUST follow diagnosisIncreases social awareness of FASD which may eventually reduce the stigma associated with it

Individuals diagnosed early get fewer secondary behaviours related to chronic frustration


Missing an Early DiagnosisUnless they have serious behaviour problems pre-school and primary students with FASD will often be missed because their cognitive limitations have not yet been challenged

Parents MUST be believed when they describe what is going on at home – the earliest clues will be found there


Psycho-educational Testing

Average IQ for full FAS is 74IQ range for full FAS is 20-130Average IQ score for FASD is 90However, an IQ score in the normal range is misleading as many people with FASD are unable to perform at levels indicated by their IQ scores. (Streissguth, 1996)Educational success is more than just IQ


Psycho-educational Testing

A full battery of psycho-educational tests is needed, Verbal and Peformance IQ testing will be part of this testingFull battery psycho-educational testing will reveal very obvious skewing if FASD existsIf possible, testing which tests two functions at the same time will often reveal highly useful resultsPlan an IEP which maximizes strengths and minimizes weaknesses


The Ideal SituationIdeally the child with FASD will get early diagnosis and his/her Parents/Caretakers, Physician, Educators, Therapists, Social Support Workers and mentors will meet at the school level and begin to develop a realistic, life-long plan of communication and care to minimize the development of secondary disabilities

We all need to work towards this situation


FASD as a Learning Disability

In Ontario FASD is not recognized as a specific learning disability

Many parents feel their children would be better served if FASD was treated as a

specific learning disability

In light of the Auton decision (June 2004) in the Supreme Court of Canada it is unlikely to be recognized as a specific learning disability any time soon



Governments are beginning to realize they definitely can not afford to recognize FASD which is almost twice as common as ASD and far more costly in the long run

Recognizing FASD as a specific learning disability would open a “Pandora’s Box”



Recognizing FASD as a Special Education category could open the door to recognition as a disability and Sections 7 and 15(i) of the CCRF could kick in

Your child or student needs help NOW not when the “right thing” finally happens.

You child can’t wait while you lobby!


Then Why Diagnose FASD?A student’s educators MUST know they are dealing with FASD

USE EXISTING Ontario Special Education categories with FASD in mind– They will work

An advocate must help teachers to understand how to deal with the behaviour caused by brain damage. Be prepared to teach educators about FASD


WE CAN EFFECTIVELY SERVE STUDENTS WITH

FASD IN ONTARIO!


Celebrate Strengths, Minimize Weaknesses

This is the good news and reason to hope: a basis for intervention and educational success existsFostering innate strengths and minimizing weaknesses is the basis of success for students with FASDSuccess has been shown to prevent defensive secondary behaviours in affected students


Individual Education PlansPlan an IEP from the ‘psych’ test results,

if possible plan it WITH the teacher(s)and caregivers

Teachers, who are mere mortals, must be able to follow this plan without jeopardizing their other 20+ students or their own healthRe-assess IEP frequently and fine tune if possibleInclude others for support: caregivers, EA, mentors, buddies, anyone in ‘circle of support’ (external brains)


Learning StylesMost students with FASD are first and foremost tactile or “hands-on” learners. This helps with their need to move. Learning in context is easiest and most efficient for most of them

Visual learning is the next easiest style for most students with FASD. “A picture is worth a 1000 words” has a whole new meaning for FASD!

Least of all, students with FASD are auditory learners. This does not work well for most of them (but teachers will still have to talk.)


Typical Strengths and Abilities

Hands on learnersKinesthetic, energeticLearn by doing and repeatedly shownGood long term visual memoryValue fairness and

can be rigidly moral, comforted by rules and orderliness

Express themselves well verbally

Good with animals, children, mechanics, computers, and the artsFriendly, affectionate,

loving, loyal, gentle, determined, sensitive and compassionate


Educational Environments for Students with FASD

1- Special class or school just for students with diagnosed FASD (David Livingston in Winnipeg)

(video available, profiled on The National)

2- Home Schooling www.edu.gov.on.ca/extra/eng/ppm/131.html

3- Regular Classroom with integrated special education and withdrawal where necessary

With proper planning most students with FASD can be accommodated in a regular classroom (challenging but doable)


Most Important – Reframe the Behaviour you see

If they could they would -”It is not that students with FASD won’t, they can’t”Understanding this will change your attitude and they will notice – you support themBehaviour = Brain DamageDiabetics need insulin, paraplegics need wheel chairsStudents with FASD have permanent brain damage and need you to respect them for what they are, they can’t survive without this


Interventions for SuccessDealing with FASD Information Processing

Deficits

Structure is critical- structure with clear and predictable routines is paramount,gentle transition

Supervision/Monitoring – external brain may be needed 24/7- or be a telephone call away

Simplicity-simple, brief directions – repeat them

Steps- break everything down, written/visuals

Context- if teaching a skill do it where it will happen – generalization is often difficult


Start with the Classroom Environment

The classroom learning environment has the most effect on students’ abilities to learn within the settings we provide. This includes its organization, its management, and its emotional components.

Use the acronym

S-C-O-R-E-S


ScoresSupervision

Close supervision to keep students safe and out of trouble - 24/7 (Recess too!)

Structure Teach students that every day has a

consistent and routine structure to itSimplicity

Keep rules, routines and directions simple

Give directions orally and in visual form


SCoresCommunication

-Regular and frequent communication between home and school -Students are taught and reminded how to

communicate feelings and needs to teacher, peers and othersConsistency

-Routines, rules and consequences are consistent -Steps to complete a task are given in the same way every time


ScOresOrganization

The school helps students to become organized by teaching and reinforcing sequential organization strategies – repeat, repeat, repeat

Classroom is organized – a place for everything and everything in its place

The lessons and the day are organized


ScoResRules

- Simple, concrete and easy to follow eg.– “Don’t hit” ; rather than abstract eg. “Be kind” or “Stay safe”- All staff use the same words for each rule

and follow the same rules- Check to see whether students know and

understand what the rules mean- Consequences are followed up- Consequences applied immediately and

consistently taking into consideration students disabilities


ScorEsExpectations

-Focus on life skills/social skills vs academics

-Realistic, attainable, and easily understood -Modified/take into consideration the

special needs of students -Clearly specify what is to be expected and

accomplished on any given assignment -Limit the amount of work, including

homework


ScoreSSelf Esteem

-Students feel accepted, valued and safe -Positive encouragement is given in a consistent way each day -Student’s strengths are explored to help them cope with the frustration of things they cannot do -Students are reassured that they are not bad even though their behaviour is unacceptable and needs improvement


More Classroom StrategiesMinimize visual/sensory overloadTone down colors – paint walls light blue/greyReduce/remove clutterClearly define areas- use lines on floor or colored tilesProvide visual cues – sequencingKeep classroom as simple as you can


Attention StrategiesUse as few words as you canUse auditory/visual cues and promptsFocused teaching areas (One activity only)Use separate seating/carrels/dividersRepeat/Reteach/RepeatReinforce, Recognize, Encourage and SupportVary background sounds and activities – soft music or silent activity followed by physical activity


Strategies for TransitionsPrepare for transitions – use visual and/or auditory cuesHave an agenda for the day on the board for the students to seeRoutine!!If you are aware of a change in routine, alert ahead of time and practice new stepsPractice – Repeat – Re-teachHave a digital clock visibleWarn or remove before fire drills


“Discipline” StrategiesFocus on solutions not problemsPositive incentivesReinforce the value of failureRecognize and celebrate little successesFirm, consistent, clear rulesConsistent follow throughEmphasize responsibility for own choicesEncourage positive self-talkDe-emphasize cause/effect


Strategies for Dealing with Hyperactivity

Recognize triggers – read body language – nip outbursts in the budBrain Gym Provide regular breaks and allow cocooning in a quiet placeProvide clay, kushy balls or anything soft to be held and manipulated by hand for the child to keep at his desk so that he/she may sit a little longer Make use of weighted vests (dentist)




The following website is INVALUABLE: www.education.gov.ab.ca/k_12/specialneeds/

fasd.asp

Western Canada is “light years” ahead of us in all aspects of FASD understanding, prevention and intervention (education)Do not try to re-invent the wheel, go to the above Alberta website for the newest and best resource on successful education for students with FASDYou may print for free – 165 pages in length


What’s Next for FASD?Current Trends in FASD :Intervention - Understanding FASD and helping individuals with FASD and their care-givers to be SuccessfulPrevention – Messaging – “Zero 4 Nine”, There is no safe level of alcohol in pregnancy, etc.Research- FASD is quickly becoming a

hot research topic – early times as yet


For More InformationPlease feel free to contact the presenter at

[email protected] or 519-893-7393 (Kitchener, Ontario)

The internet is a valuable source of information, search under “fetal alcohol spectrum disorder”

www.education.gov.ab.ca/k_12/specialneeds/fasd.asp (excellent resource)


Thank you for your attentionto and interest in helping to

understand, prevent and intervene in the lives of those living with FASD

Mary K. Cunningham

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