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C O M P I L E D A N D D E V E L O P E D B Y :
D . H U M P H R I E S , P H Y S I O T H E R A P I S T
K . C H R E N E K , E D U C A T I O N A L P R O G R A M M E R
K . S A N N I G , S P E E C H L A N G U A G E P A T H O L O G I S T
K . P E N N E Y , O C C U P A T I O N A L T H E R A P I S T
M O D I F I E D A N D P R E S E N T E D B Y :
A Hands-On Approach to Supporting Students with Fetal
Alcohol Spectrum Disorder
Overview of Series
Session 1: Introduction to FASD and Universal Behavioral Strategies
Session 2: Environmental Modifications and Universal Communication Strategies
Session 3: Visual and Organizational Strategies
Session 4 Part A: Building Function into Your Program
Session 4 Part B: Building Function into Your Program
Session 5: Supporting Inclusion in the Classroom
Session 6: Parenting Approaches for Families Caring for Children with FASD.
Definition Types
Change or alternation in the regular way a student is expected to learn, complete assignments or participate in classroom activities
• Environmental (e.g.,
alternative seating, adaptive devices).
• Instructional (e.g., copies
of notes, alternative reading materials).
• Assessment (e.g., extra
time, oral tests)
Accommodations (AB Ed, IPP; Ch. 6)
Definition Examples
A modified program has learning outcomes that are significantly different from the provisional programs of study and are specifically selected to meat the student’s special education needs.
• Simplifying key concepts and skills in content areas
• Lowering reading level
• Individualizing program to match student’s level of ability and understanding
Modifications (AB Ed, IPP; Ch. 6)
Academic Challenges
Adjust academic expectations by: Using a variety of assessment strategies to generate
comprehensive information for planning and instruction Present one new concept in a lesson Give instructions one step at a time orally and visually Allow time to process information Provide extra time and reduce workload so it can be
accomplished within a reasonable amount of time Provide opportunities for small group or individualized
instruction Allow student to look away, doodle, fidget, chew gum during
listening activities Allow time for organization: write down homework, file notes
1. GOALS a. Goal for some students b. Goal for most students c. Goal for some students
Multi-Sensory Approaches to Learning
Use a multi-sensory approach to learning. Creating multiple pathways to learning is the most effective way for FASD students to learn. Learning occurs more easily when words are linked to action, paired with music, or a rhythm. This can help students anchor information input and trigger or cue information retrieval. Anchor the learning to the body. Create a human study guide.
Shaw, William M. Ed: A Transition from Inside the Traditional Box to the Fields of Inclusive Learning Environments
Assistive Technology for Learning (ATL) is
defined as the device, media and services used
in learning environments to overcome barriers for
students with physical, sensory, cognitive, speech,
learning or behavioral special needs to actively
engage in learning and to achieve their individual
learning goals.
All students can benefit from access to appropriate
accessible assistive technology.
Assistive Technology
Increases levels of independence
Improves quality of life
Increases productivity
Enhances performance
Expands education/vocational options
Increases success inclusive settings
Reduces amount of support services
needed…over time
Reasons to Use ATL
“The success of technology has more to do with
people then machines
All the right parts and pieces together won’t work
miracles by themselves. It is people who make
technology powerful by creatively using it to fulfill
their dreams.”
Alliance for technology Access, 1996
The ATL Continuum of Devices
Low tech High tech
ATL Services
…are strategies , ideas, supports and personnel that are necessary to make the device(s) work functionally for the person.
I devices
Use apps for communication (symbol systems), word prediction, speech to text or learning tools for any academic subject
Alternate Access ~ Hardware
Dedicated Word Processor
Symbol Software
Word Prediction
Text to Speech
Text to Speech
Learn in Context and Real –Life Situations
Use examples linked to the real world
Concrete materials and examples (manipulatives, pictures)
Role playing can help with processing information
Relate ideas and concepts to things that are familiar to the students
A Supportive Environment
Reduce clutter
Multiple work spaces, clearly defined
Label items, colour code
Options for tuning out noise
Access to natural lighting
“The challenge is to become conscious of all stimuli in an environment,
and consider them for their potential impact on a person with FASD. Sometimes it is the littlest things that make all the difference between comfort and agitation.”
Diane Malbin, 2002: Fetal Alcohol Spectrum Disorders Trying Differently Rather Than Harder
Teach Organization
Limit the number of items used at a time Communication books between school and home Teach students how to use daily planners and provide
time in class to write in them Teach how to maintain a clear organized work space and
visually delineate personal spaces with tape, colour or labels
Display simple, numbered concise steps for completing assignments
Use pictures to accompany written and verbal instructions
Provide a finished sample
Processing Speed
A long response delay may be interpreted as controlling behaviour
A response of “I don’t know” fills time and covers the need for more processing time.
Students with FASD may listen more slowly
It takes time for the sound to connect with meaning
Time is a gift
Malbin, Diane (2002) Fetal Alcohol Spectrum Disorders Trying Differently Rather Than Harder, Pg.48.
If a person is able to say the rule but not follow through, check for comprehension and for the
ability to apply what is said to what is done. Try saying ‘show me’ rather than ‘tell me.’
Malbin, Diane (2002): Fetal Alcohol Spectrum Disorders Trying
Differently Rather Than Harder, Pg.46.
Strategies to Develop Reading Comprehension Skills
Pair less-able readers with competent readers to read and complete
assignments together Cooperative learning strategies such as Think Pair Share Games to review content already taught: Bingo, Jeopardy, Wheel of
Fortune Photocopy reading material and use whiteout tape to cover difficult
words. Write simpler words on the whiteout tape. Highlight key words or steps Audio books, adapted books, high interest low vocabulary materials Multi-method approach to teach reading: phonics, word families,
language experience Personal Picture Dictionary of assigned vocabulary words Encourage a home reading program
The 5 Finger Rule
Start to read and each time you come to a word you don’t know put a finger down
If all your fingers are down after a page then the book is too hard so try another book
If some fingers are up after a page then the book is okay
Model the procedure
Teach students how to check book cover information for Interest level as well as Reading Level
Reithaug, Dawn (2002) Orchestrating Success in Reading
Supporting Writing
Consider alternative demonstrations of knowledge and understanding such as videotaping, audio recording, building a model, telling a story, painting a mural, making a game and computer applications instead of written work
Teach the use of electronic spellcheckers and word prediction software for writing.
Supporting Writing
Use graphic organizers, charts, webs, mind maps
K-W-L : What I Know, What I Need to Know and What I Learned
Word web: new vocabulary
Story Map: Comprehension of story plot
Venn Diagram: compare and contrast
Graphic Organizers
http://www.teachervision.fen.com/
www.writngfun.com
Reithaug, Dawn (2009) Orchestrating Academic Success by Adapting and Modifying Programs
Reithaug, Dawn (2002) Orchestrating Success in Reading
Writing Fun by Jenny Eather
• Click in the boxes to type.
Procedure - text organizer
Title: By: Goal: • tells what will be made or done
Requirements • list of what is needed
Steps • numbered in order of what has to be done
• include diagrams or pictures if needed
Paragraph Checklist
Topic Sentence Bun
Details: Meat, cheese, lettuce, tomatoes
Concluding Sentence: Bun
Teach Note-Taking Skills
Create a visual for note-taking steps Date and title Record Key words on board so student can record in
notebooks and use phrases or pictures to convey meaning Set specific format guidelines: one idea per line, skip lines,
wide margins, one side of page only Encourage students to put a question mark beside something
they do not understand and leave time for clarification at the end of the lesson.
Time at end of class to compare notes with peer, ask for clarification and to write down homework from board
A student with FASD may benefit from having photocopied notes from an able peer or teacher notes.
Supporting Instruction in Math
Assess current math skills
Move slowly when concepts are introduced
Offer repetition and practice
Use consistent language and consistent steps to explain concepts or operations
Provide illustrated checklists for operations that have more than one step and allow use during testing.
Computer programs may work well for review
Math Supports
Clear concise examples
Use number lines, blocks, fingers, calculators, chanting, graph paper or lined paper (turned sideways) for operations such as subtraction and multiplication with regrouping
Fewer math problems on a page with more space for answers
Calculators can be used for self checking
Math games reinforce skill taught
Talk through each step of a problem
Concept of Time www.timetimer.com
Time
Horstmeier, DeAnna (2004) Teaching Math to People with Children with Down Syndrome and Other Hands On Learners
Activity
On your index card write down three strategies you are already using that you find useful or three strategies you will try.
When the music starts get up from your seat and walk around the room with your card.
When the music stops introduce yourself to the person closest to you and share one of the strategies on your card.
Repeat with two other people.
Challenges for Including a Student with FASD in Physical Education
Delayed development of motor skills
Unable to understand the ‘rules’
Impatient-difficulties with turn-taking
Always wanting to ‘win’
Strategies to Include the Student with FASD in Physical Education
Modify the Activity
Parallel activities and alternative ways to participate
Individual sports
Modify the Activity
Pre-teach skills
Include with peers when teaching skill component
Set up stations with variety of skill level –have the student directed to the easier stations
Include in the game, choosing position carefully and provide consistent instruction
images.google.ca
Parallel Activities and Alternative Ways to Participate
For those times where modification of the activity will not be sufficient
Working with an Assistant or another student
Include in the game as an Assistant
Individual Sports
Eg.
Swimming
Bike riding
Running
Weight Room and Gyms
Yoga/Pilates
Dance
images.google.ca
Studying and Test Taking Skills
Photocopy important pages in text books to highlight key words/ideas
Model the idea of summarizing by using a graphic organizer
Review games in pairs or small groups
Make up potential test questions
Practice reading instructions
Draw attention to words in bold or italics
Skip a difficult question and come back to it
Talk through the problem solving steps
Homework Support
Allow regularly scheduled class time to record homework
Allow student to email homework assignment or leave voice mail message at home explaining homework
Maintain a homework corner on the board for visual reference
Model the use of visual timelines to develop time management skills
Allow regularly scheduled class time to clean and organize lockers
Provide an extra set of textbooks for home use
Supporting Healthy Relationships
Present information in small units
Role play situations to practice skills
Social stories may assist to convey expectations
Identify one person in the school that a student trusts and can talk to
Circles
The CIRCLES Concept is a concrete organizational paradigm that helps students generalize their social learning and awareness across many settings.
CIRCLES defines and clarifies appropriate social boundaries and helps students recognize and practice them.
The CIRCLES program focuses on quality of life and personal safety.
Copyright 1983, 1993 James Stanfield Publishing Company; Santa Barbara, California
Additional Resources to Teach Healthy Relationships www.amazon.com
Opportunities for Peer Support
A rotating transition buddy who walks with the student from class to class
A rotating homework buddy to call if they have questions about an assignment
A member of a sports team or club who will provide informal coaching and feedback in new situations
Students will need explicit and ongoing coaching on how to be a friend.
Top Ten Strategies: Working with Paraprofessionals in the Classroom
1. Welcome paraprofessionals into the classroom as an important member of the teaching team.
2. Have conversations about students’ learning and behavioral needs and strategies to respond to these challenged.
3. Discuss and clarify daily roles and responsibilities of both the teacher and the paraprofessional.
4. When two adults are present in the classroom, share tasks that are routine and communicate authority (e.g., taking attendance, writing on the chalkboard).
5. Address paraprofessionals in the same manner in which teachers are addressed (e.g., Ms. Durst).
6. Provide a space for paraprofessional’s belongings and work if necessary.
7. Determine what specific support students with disabilities need when in the classroom. Also, determine when Adult support is not necessary.
8. Carve out time in your schedule to meet and communicate with paraprofessionals regularly to discuss student specific concerns and questions.
9. Establish backup plans for absences or unexpected situations (e.g., challenging behavior).
10. Find ways to show appreciation for all members of the teaching team including paraprofessionals.
Dr. Julie Causton-Theoharis, Syracuse University: Leaders Reinventing Schools for ALL Learners, Equity, Inclusion& Special Education
Resources
Alberta Education. Re: defining success: A team Approach to Supporting Students with FASD.
Alberta Education. Building on Success: Helping Students Make Transition From Year to Year.
Reithaug Dawn; Orchestrating Academic Success by Adapting and Modifying Programs
Reithaug, Dawn; Orchestrating Positive and Practical Behaviour Plans
Horstmeier, DeAnna; Teaching Math to People with Down Syndrome and Other Hands On Learners, Book 1 and Book 2
Mount Royal University: Positive Behaviour Supports for Children http://pbsc.info/education/
Small, Marion (2009) Good Questions; Great Ways to Differentiate Mathematics Instruction . Teachers College Press
www.stkate.edu/people/dgheacox
