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Supporting Students with FASD
AccommodationsDate:
Location:
1
Agenda• Welcome back• Reflections on learning • Creating a good fit• Strengths based approach• Break• Strategies• Connections• Reflection
2
Accommodations (Session 3)
• To increase an understanding that all learners have unique needs and strengths
• To demonstrate how to support a primary disability with appropriate accommodations
3
Making Connections!Think of a student you have worked with who may have had one of the primary disabilities discussed.
What were some indicators?What worked to support that student?What did not work to support that student?What strengths did that student have?What interests did that student have?
4
Paradigm Shift
Understanding FASD as a brain based disability requires that we shift our thinking about students’ behavior from “won’t” to “can’t”
For more information or for viewing additional POPFASD Learning Modules, go to www.fasdoutreach.ca
5
Primary Disabilities
• Impulsivity• Linking actions to
outcomes• Predicting outcomes• Generalizing
information• Abstracting • Staying still• Paying attention
• Memory• Processing pace• Sequencing• Over stimulation• Sensory issues• Perseveration• Language• Dysmaturity or
“uneven maturation”
6
Secondary Disabilities / Behaviours
• Frustration• Anxiety• Shutdown• Anger• Fatigue• Isolation• Poor self esteem• Depression
• School problems• Trouble with law• Drug and alcohol issues• Independent living
challenges• Mental health issues• Parenting difficulties
(Streissguth, 1996)7
Video clip
• “Finding Hope” (Chapter 3)
– Knowledge Network - 2009
– http://findinghope.knowledge.ca/
8
Accommodations - Good Fit
Environment Instruction/ Curriculum/
Communication Resources
9
Creating a Good Fit
• Know and understand the learner well
• Build on strengths
• Identify the poor fit between expectations and the suspected primary disabilities
• Provide accommodations
10
Creating a good Fit
Creating a “good fit” involves understanding the learner and providing appropriate accommodations.
For more information or for viewing additional POPFASD Learning Modules, go to www.fasdoutreach.ca
11
Accommodations - Good Fit
Environment Instruction/ Curriculum/
Communication Resources
12
What works?
• Understanding the child
• The approach that we will share with you today.
13
FASD Approach
• FASD = physical, brain-based disability• Know your learner well (relationship)• Observe closely and try different strategies• Set up the environment for learner success• Plan and interact proactively• Be visible• Provide the necessary accommodations to
support the suspected primary disabilities
14
EA Tips
• Be selective in choosing workspaces• Develop visual signals with the student• Watch for behavioural clues and
intervene, redirect, or take break• Observe closely in various situations
(what works, what doesn’t)
15
EA Tips
• Keep close communication with teacher• Have backup plans • Tell, show, practice• Encourage a class/school job• Plan for, and celebrate, successes• Ask and listen
16
EA Tips
•Be aware of non-verbal communication
•Allow a preferred activity after task
• Share your valuable insights and observations at team meetings
• Provide the supervision that our kids need
17
EA Tips
• Make the student feel like s/he belongs • Spend time• Help identify and then use strengths and
interests• Have fun and play games• Find support groups
18
Communication Strategies
1. Keep it simple
2. Use positive phrasing
3. Avoid idioms
4. Be consistent
5. Use visual supports
6. Give directions one at a time
7. Give directions in order
8. Ask concrete questions
9. Ask the learner to show understanding (“show me”, not “tell me”)
10.Allow more time
19
Keep it simplePlease remember:1. Complete
answers2. Neat writing
Don’t forget that, as usual, marks will be
credited in direct relation to completeness of
answers, legibility of writing and, of course,
accuracy!
20
Keep it simple - drop all extra words
Attention Class, I think it is just about 5
minutes till the end of class and you should
be thinking about getting cleaned up and
ready to go soon.21
Keep it simple - drop all extra words
Class, put your books away now.
(Susan, books away now)
22
Use positive phrasing
Don’t RunDon’t Run John,WalkJohn,Walk
23
Avoid Idioms
Don’t let the cat
out of the bag
Meow, Meow!!
24
Be Consistent*repeat the same words*
Bob, keep workingKeep working
Have a seatQuit visiting
You are off-taskGet back to work
25
Use Visual Cues
26
Use gestures
Stop
Good job
3 More
Shhhh!
Listen
27
Give directions one at a
time.
How do I ‘straighten up’ my
locker?
28
Give directions one at a
time.
I can do that!
First, take everything out of your locker.
29
Use checklists
30
Give directions in orderAvoid “before/after”
Before we play
basketball, we have to do our math
31
Give directions in orderAvoid “before/after”
First math, then
basketball.
32
Ask concrete questions
Where do Where do you live?you live?
Bob, tell me Bob, tell me your address.your address.
In a house. 425 Leaf Street, Prince George
33
Ask the student to show they understand.
Please show me how you open
your lock.You’ve got it!
Images from the Uvic Humanities Computing and Media Centre and Half-Baked Software
34
Allow More Time!
Did you hear the question?
Should I ask someone else?
I know, I know!
35
Communication Strategies
1. Keep it simple
2. Use positive phrasing
3. Avoid idioms
4. Be consistent
5. Use visual supports
6. Give directions one at a time
7. Give directions in order
8. Ask concrete questions
9. Ask the learner to show understanding (“show me”, not “tell me”)
10.Allow more time
36
Essential Strategies: Summary
• “Shift” thinking and change approach• Know your learner: build a relationship through respect and understanding• Use a strengths-based approach• Use strategies for accommodations: - environment….
- instruction/communication…. - curriculum/resources
37
Making Connections!
Do all strategies work with all students?
38
Additional Strategies
The following slides show additional possible strategies. It is important to remember that not all strategies work with all students.
39
Strategies: Environments
• Visual supports
• Safe, quiet place
• Tennis balls on chair/legs
• “Fidget” items
• SUPER vision
40
Strategies: Environments
• Visual schedules • Clutter free• Preferential seating• Organize and label shelves, bins, etc
41
Strategies: Environments
• Designated display areas• Control lighting• Colour code items
• Use calming music or “white” noise
• Allow headphones
42
Strategies: Communication
• Be consistent - repeat using same words• Get to the point - drop all extra words (e.g. “Book, pencil, to the carpet”)
• Keep it simple - think about a telegram• Say specifically what you want done
(e.g.. instead of “No running” say “Walking, please”)
43
Strategies: Communication
• Give directions one step at a time
• Start with the individual’s name
• Use names - avoid pronouns
• Concrete - no idioms
• Positive phrasing
• Allow more time
44
Strategies: Communication
• Show what you want
• Repeat, repeat, repeat
• Talk about the here and now
• Use “now”
• Give directions in order
(avoid “before/after”)
45
Strategies: Communication• Use visual cues:
gestures, pictures,
actions, etc
• Silence is golden
• Speak slowly and
pause frequently
• Ask simple, direct questions - less is best
• Ask “yes”/“no” questions or give two choices
46
Strategy: Structure
Structure is to a brain with FASD as insulin is to a body with diabetes…
(Jan Lutke)
Sameness: routines, schedules, consistency and repetition
(Jan Lutke)
47
Strategy: Routines
• Spend time teaching and practicing routines
• Be consistent with your routines
• Plan transitions
• Give lots of warning of change
• Teach, model, practice, review - never assume
• “Prop, rule and role” (Ory, 2008)
• Treat every day as a new day48
Strategies: Expectations
• Keep rules simple, concrete
• State rules positively
• Post rules
• Clear, consistent plan
• Provide immediate positive feedback
• Teach and model desired behaviours
• Continuous frustration indicates a need for changes
49
Strategies: Instruction • Simple, clear, concrete with visuals
• One step at a time
• Repetition, practice, review, and re-teach
• Keep instruction short and interesting; highlight key points
• Think “younger” in planning activities
• Watch for behavioural clues
50
Strategies: Instruction
• Chunk assignments into smaller pieces• Do task analysis• Utilize learner strengths • Use hands-on, experiential activities• Provide supervision• Schedule short breaks• Be aware of non-verbal communication
51
Strategies: Instruction
• Prepare learners for activity changes
• Provide structure but allow for flexibility
• Give frequent feedback
• Ensure that learner feels comfortable asking for help
• Teach skills where they will be used
52
Strategies: Curricular/Resources
• Choose resources at the individual’s level - plan success
• Simple language and limited print (lots of visuals)
• Instructor-made resources may work best
53
Strategies: Curricular/Resources
• Adapt materials to encourage success (level, quantity, time, output, support)
• Allow learner to show learning in various ways
• Provide a variety of ways to practice new learning (i.e.. computer, games, puzzles)
54