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Agenda
1. Video & Warm-up activity2. What is Fetal Alcohol Syndrome Disorder?3. Identification & Characteristics4. Prevalence5. Best Practices
Instruction Tasks Environment Classroom Management/Behaviour
6. Activity: Team Case Study7. Video & closing remarks
Video: Nichalos
https://www.youtube.com/watch?v=bd3tsHOzTr0&list=PLiFZcDuldDA7k1pnjI1SHzq5p6_Ka-PwJ&index=2
Fact or Myth?
Children with FASD will outgrow it.There is no benefit in receiving a diagnosis. This
diagnosis will brand an individual for life.People with FASD have low IQ’s.Children usually plateau at grade 4 in their ability
to learn.The behaviour problems associated with FASD
are a result of poor parenting.FASD is only an issue for certain populations.A woman who has FASD will have children with
FASD.
Definition: Fetal Alcohol Syndrome Disorders
FASD is an umbrella term used to describe a full range of permanent birth defects caused by prenatal exposure to alcohol.
Deficits are evident in infancy, childhood and adulthood.
Fetal Alcohol Syndrome
Partial Fetal Alcohol
Syndrome
Alcohol-related Birth Defects
Alcohol-related Neurodevelopmental
Disorder
Clarification
Fetal Alcohol Syndrome Individuals exhibit 4 key features:
Alcohol exposure Growth deficiency Facial features Brain damage
Partial Fetal Alcohol Syndrome Individuals exhibit some but not all of the physical signs of FAS and
also have learning and behavioural difficulties.Alcohol-related Neurodevelopmental Disorder
Individuals have learning difficulties, poor impulse control, poor social skills, and problems with memory, attention, and judgment.
Alcohol-related Birth Defects Individuals have specific physical anomalies; these may include
heart, skeletal, vision, hearing, and fine/gross motor problems.
Diagnosis of FAS
Alcohol exposureGrowth deficiencyFacial featuresBrain damage
Behavioural & Learning Patterns
Sensory and motor deficitsAcademic learning difficultiesMemoryLanguageCognitive functioningBehavioural regulationAdaptive skillsSocial skillsSecondary exceptionalitiesTalents and strengths
Prevalence
1/1000 But…probably more because so many go
undiagnosed.Often times, students with FASD share
similar characteristics to other exceptionalities. ADD/ADHD ODD
Best Practices - Instruction
Use the same terminology when giving instructions or going over an activity
Monitor frequently – be aware of the fact that students with FAS/FASD get easily frustrated and overly stimulated
Remember that to know material one day does not mean the student will know the material the next day
Best Practices - Instruction
Students with FAS are very visual – pictures, images, and photos of students involved in activities help students remember the structure and/or schedule
Monitor the student for any signs of stress that may develop into a behaviour outburst and redirect the student if needed
Remember that praise for these students is very important and helps to build self-esteem
Best Practices - Tasks
Break work into smaller, more manageable chunks
Give one task at a timeRepeat tasksPut a small number of tasks
on a page with white space all around
Display pictures and symbols below whiteboard so the student and other children with additional needs have a visible timetable of the day/lesson
Best Practices - Tasks
Have a smaller version of the timetable copied into students’ planner so they can view it during lessons as necessary
Keep tasks short and achievableBreak tasks up with physical activities to
expend energy and refocus attention Support understanding of tasks by explaining
directions and ensure student understandsParaphrase instructions to process steps
Best Practices - Environment
Teachers need to create a classroom that is physically and psychologically safe for all students.
Students with FASD benefit from routine, and a predictable environment where their comfort and competence levels can grow.
Planning a safe, calm, flexible, efficient instructional setting will make teaching and learning more effective.
Best Practices – Environment
Strategies Create a calm, quiet environment Organize space and furniture for flexibility Organize personal workspaces to promote
organization and develop independent work habits Ensure lockers are easy to access Develop routines that support learning Structure the class to accommodate active behaviours Ensure smooth transitions from one activity to the
next Establish clear rules
Best Practices - Behaviour
Observe and monitor Set limits and follow
them consistentlyChange reward oftenHave pre-established
consequences for misbehaviour
Ask the student to tell you the consequence
Just do it
Best Practices - Behaviour
Notice and comment when student behaviour is appropriate
Avoid threatsRedirect behaviourIntervene before behaviour escalatesProtect the student
Activity: Case Study
You will be divided into three groups: One will focus on task strategies One will focus on instruction & classroom
environment One will focus on a behaviour
You have 15 minutes to create your planBe prepared to share and justify your
strategies
In the end, our class will have created a team plan for a student with FASD.
Video: Fran
https://www.youtube.com/watch?v=jKnGZXh8hhg&list=PLiFZcDuldDA7k1pnjI1SHzq5p6_Ka-PwJ&index=5
One final thought…
It’s not that they won’t, it’s that they
can’t.
References
Teaching Students with Fetal Alcohol Spectrum Disorder: Building Strengths, Creating Hope. Alberta Learning Speaial Programs Branch
What Educators Need to Know about FASD. Healthy Child Manitoba
National Organization on Fetal Alcohol Syndrome (nofas.com)
Case Study www.bced.gov.bc.ca/specialed/fas