Subscribe for FREE Resources

Subscribe for FREE Resources

Subscribe to our mailing list

* indicates required

Tuesday, November 30, 2010

Strategies for FASD

Whole School Strategies (this represents a minimum)

• All staff in the school trained to understand how fasd affects students
• Substitute personnel trained to understand and deal with students with fasd
• Emergency support for substitute personnel and students if “the wheels fall off.”
• Teachers and aides with realistic expectations of functional development
• Ideal staff will have nurturing, flexible personalities and a sense of humour
• Full-time Educational Assistants
• Make student records easily accessible (understandable) to professionals within privacy limits
• Whole school behaviour expectations, eg. Tribes ™ or “With All Due Respect”
• Mark boundaries on floors, hallways if inappropriate touching and poking is a problem
• Direct supervision of all meals, snacks, recess, bathrooms, on the bus – 24/7 supervision
• Structure program as much as possible, no surprises, structure all routines and be consistent
• Buddy Program of fasd-affected student with unimpaired peer
• Direct supervision, if required, of all transit from place to place within the school
• Each fasd student should have an adult “buddy” within the school
• Be overcautious with safety — expect the unexpected — lock up all dangerous items
• Have these students “do in-school errands” (if capable) to use energy acceptably
• Prepare students carefully for assemblies, guest speakers or fire drills (provide ear protection)
• Communication books that go home and come back every day
• Work closely with parent(s)/caregiver(s) — “everyone on the same page” — “iron-clad” consistency
• The same teacher for more than one school year, minimizing transitions
• “Time-in” spots that are private, safe, easily supervised, low-stimulus and comfortable
• Aim for fun and enjoyment, enjoy good times with all students, Carpe diem.
• Staff need to learn to like the students with fasd as people
• Remember that students who are impaired teach life lessons to those who are less challenged
• Remember that students with fasd do not know why they do things, don’t ask!
• Foster interdependence not independence in the fasd affected, learn to use ‘external brains’
• When things are going poorly try something different, don’t try harder
• Life skills curriculum blending academic, daily living, personal/social and occupational skills
• Focus on helping students function well in the community with a minimal amount of supervision

No comments:

FIVE Tips to Maintain Classroom Sanity

The number one difficulty that teachers talk about is behavior in the classroom and the ability to teach when things get chaotic.  It is no ...