Teaching Practices and Considerations
Teaching & Instructional Practices
Children with Fetal Alcohol Spectrum Disorder (FASD) have permanent brain damage which causes learning difficulties in the area of social and emotional development, understanding rules, expressive language, and problem solving and numeracy. Because of this, they will not follow the general patterns of learning, or be able to generalize rules learned from one situation to another. Educating and caring for these children relies on a unique approach that is based on adaptive teaching practices.
Optimal teaching practices to best serve FASD students within an inclusive environment include,
Children with Fetal Alcohol Spectrum Disorder (FASD) have permanent brain damage which causes learning difficulties in the area of social and emotional development, understanding rules, expressive language, and problem solving and numeracy. Because of this, they will not follow the general patterns of learning, or be able to generalize rules learned from one situation to another. Educating and caring for these children relies on a unique approach that is based on adaptive teaching practices.
Optimal teaching practices to best serve FASD students within an inclusive environment include,
- Offer the child choices to practice decision-making skills
- Teach daily living skills
- Teach new concepts visually
- Use simple rules and repeat them using the same wording each time
- Use predictable routines
- Use advanced warnings for transitions
- Chunk work into small portions
- Redirect misbehaviour when possible
- Notice and reward positive behaviours
- Change rewards often to avoid loss of interest and saliency
- Protect them from exploitation from negative peers, they are naïve
- Enhance students self-confidence and self-worth by reinforcing student roles and opportunities to help around the school
- Patience! Working with FASD students takes a great deal of patience and empathy
No single pathway works for every student!
Teaching Considerations
Teaching considerations for students with FASD will vary for every individual. Each student will have their own strengths and challenges and it is important that as a teacher you are able to adapt to what their strengths and challenges are so you can assist them in their learning.
There are many considerations a teacher can make to ensure FASD students are feeling safe, accepted and comfortable within an inclusive learning environment and overcome learning difficulties. Some considerations include:
Auditory
Visual
Kinaesthetic
There are many considerations a teacher can make to ensure FASD students are feeling safe, accepted and comfortable within an inclusive learning environment and overcome learning difficulties. Some considerations include:
Auditory
- If giving verbal instruction, ensure to not give only a few instructions at once (about one or two). When instructions become more complex, students will become confused and will not be able to remember what the first few steps were
- Provide audiotapes or audio CD's of and novels.
- Introduce new words slowly and repeat them frequently
Visual
- Limit the number of items or objects that are shown at one time, as they can become confused and overwhelmed
- Display simple, numbered, concise steps for completing assignments
- Use pictures to accompany written and verbal instructions, whenever possible
- Give students photocopies of instructions for multiple-step assignments. Number the steps or separate them into a stapled instruction booklet to further emphasize the order and steps in the process. When possible, provide a finished sample
- Teach students how to use daily planners. Provide a visual system to record and monitor what tasks need to be done, and check off completed items
- Visually outline individual students’ work spaces or personal space with tape, color or labels
- Use visual timelines to develop time-management skills
- Help older students locate and color code essential information in instructions by underlining, circling or highlighting key words or steps
Kinaesthetic
- Use communication books for daily communication between school and home. This may also be a way to provide instructions for and track homework assignments
- Develop homework checklists that students understand and can use to self-monitor
- Offer extra tutoring after school
- Move slowly when concepts are introduced, and offer lots of repetition and practice. Students need clear, concise examples and explanations
- Use consistent language to explain concepts or operations
- Teach how rather than why at first. Gradually work to develop understanding through multiple presentations with manipulative
- Provide a positive 'breakout' space or routine quiet time to avoid behavioural episodes such as, aggression
- Have students repeat tasks they have completed successfully to ensure they understand that they are responsible for their achievements
To learn more about teaching students with Fetal Alcohol Spectrum Disorder, please visit,
References
Alberta Learning. (2004). Teaching students with fetal alcohol spectrum disorder: Building strengths, creating hope. Retrieved from https://education.alberta.ca/media/377037/fasd.pdf
Learning challenges: Fetal alcohol syndrome. (n.d.) Retrieved from http://www.acposb.on.ca/learnchall/f.a.s.html
Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal design for learning: Theory and practice, Wakefield MA: CAST
Alberta Learning. (2004). Teaching students with fetal alcohol spectrum disorder: Building strengths, creating hope. Retrieved from https://education.alberta.ca/media/377037/fasd.pdf
Learning challenges: Fetal alcohol syndrome. (n.d.) Retrieved from http://www.acposb.on.ca/learnchall/f.a.s.html
Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal design for learning: Theory and practice, Wakefield MA: CAST