Supporting Students with FASD Accommodations Date: 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 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 – 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 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 simple Please remember: 1.Complete answers 2.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 Run John,Walk 23

Avoid Idioms Don’t let the cat out of the bag Meow, Meow!! 24

Be Consistent *repeat the same words* Bob, keep working Keep working Have a seat Quit visiting You are off-task Get 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 order Avoid “before/after” Before we play basketball, we have to do our math 31

Give directions in order Avoid “before/after” First math, then basketball. 32

Ask concrete questions Where do you live? Bob, tell me 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 day 48

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