FASD and Education An Ontario Perspective

FASEout Presentations February 17, 2006 - Ottawa Mary K. Cunningham B.Ed. P.H.Ec

.

FASEout Project 2006 www.faseout.ca

Acknowledgements

Mary Cunningham is a parent of a young adult with ARND. She has been learning about FASD from her daughter and her students since 1998.

Diane Malbin, (Oregon) Donna Debolt (Lethbridge), Chris Margetson (Guelph), Bonnie Buxton (FASworld Toronto), Cheryl Duquette (Ottawa), Laura Spero(London) Alberta Government – Education ministry FASEout Project 2006 www.faseout.ca

Presenter Information

Parenting consultant and FASD advocate Retired from 30 years in education system as a teacher, department head and consultant Has two young adult children, one with ARND Is married to another retired educator Co-author of Parenting in Canada, 2003 Co-founder of ON Coalition for Parenting Ed.

Lives in Kitchener, ON [email protected]

FASEout Project 2006 www.faseout.ca

FASD and Education An Ontario Perspective

1-Educational Success for Students Affected by FASD 2-Advocating Successfully within the School System

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Educational Success for Students with FASD

1- Introduction 2- FASD 101 for Educators 3- What FASD Looks Like at School 4- Brain Damage = Behaviour 5- How Secondary Effects Develop 6- Success for Students with FASD FASEout Project 2006 www.faseout.ca

FASD is an umbrella term for:

Fetal Alcohol Syndrome (FAS) (obvious to all) Partial Fetal Alcohol Syndrome (pFAS) Alcohol Related Neurodevelopmental Disorder (ARND) ARBD, Static Encephalopathy FASEout Project 2006 www.faseout.ca

FASD and Education?

Have I seen FASD yet?

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Alcohol Use In Pregnancy

50% of pregnancies are unplanned 17% to 25% of women reported drinking alcohol during their last pregnancy 7% to 9% reported drinking alcohol throughout their last pregnancy Canadian National Survey FASEout Project 2006 www.faseout.ca

What about Dad?

A father’s drinking does not cause FASD…BUT: Drinking and drug use can damage sperm causing subtle neurological damage such as impulsivity,learning disabilities, attentional problems & (lower birth weight) When a father drinks he influences the mother’s drinking FASEout Project 2006 www.faseout.ca

Co-occurring Mental Illnesses ADD/ADHD is often diagnosed (Reactive) Attachment Disorder (R-AD) Bi-Polar Disorder/Depression Conduct Disorder (CD) Oppositional Defiant Disorder (ODD) Obsessive Compulsive Disorder (OCD) Borderline Personality Disorder (BPD) (Kathryn Page – 2002- Ctr. For Families, Children & Courts) FASEout Project 2006 www.faseout.ca

FASD in Education Facts

Health Canada notes that 1% of live births are FASD affected. (This is probably low). This means at least 300,000 Canadians are living with FASD FASD is one of the most common birth defects in North America FASD is the most common cause of developmental delay in North America IF YOU ARE AN EDUCATOR YOU HAVE DEALT WITH FASD FASEout Project 2006 www.faseout.ca

Most Students with FASD are Invisible

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The Usual FASD Story

JK/SK – unduly quiet or aggressive and unruly (ADD/ADHD-like) May slip through cracks at first – Level 2 – “C” evaluations By 4-6 serious learning problems are obvious: reading, math, science May be a “Safe School” nightmare with frequent suspensions FASEout Project 2006 www.faseout.ca

The Usual FASD Story

By grade 7 or 8 is dropped by achieving friends who can see disabilities Picks up with peers with similar problems School skipping, no homework, school failure Petty crime, drugs, alcohol use, early sexual activities Early school dropout or expulsion – first sign of marginalized adulthood FASEout Project 2006 www.faseout.ca

If you are an educator

You have dealt with students who have FASD You will deal with students who have FASD for the rest of your career So, what’s to be done?

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Reframe The Behaviour

IT IS NOT THAT THEY WON’T, THEY CAN’T

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Brain Damage = Behaviour Change (Donna Debolt) Prenatal Exposure to Alcohol Causes Permanent Damage to the Brain FASEout Project 2006 www.faseout.ca

FASD = Information Processing Disabilities

FASD is an extremely serious and debilitating information processing learning disability A student could have any or all of these deficits: 1. Input- recording of information from the senses 2. Integration- process of interpreting the input 3. Memory- storage of information for later use 4. Output- producing answers, responses, FASEout Project 2006 completion of work

Two Common Reactions Processing Difficulties

1- Total shut down and turn off May be confused with ADD 2- Hyperactive acting out May be confused with ADHD ADHD is frequently misdiagnosed!

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Brain Damage = Behaviour

Our brain is like a computer “CPU” and it controls our behaviour When the “CPU” gets the wrong data or processes data incorrectly dysfunctional behaviour results A FASD-affected brain will not recover so those around it must adapt and serve as “external” brains FASEout Project 2006 www.faseout.ca

What might an information processing disorder feel like?

Imagine: loud music is blaring, the lights are buzzing and you are wearing a scratchy wool sweater over your bare skin, (Dorothy Shwab, Manitoba) This is how it feels for a student with FASD, Exactly what would you actually learn under these circumstances?

How would you act under these conditions?

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Primary Effects a Teacher Might See (A-L-A-R-M)

Adaptation

- trouble stopping or starting activities

Language

talk a “great line”, but don’t “get it” when people try to talk to them

Attention

– ADD/ADHD frequently misdiagnosed

Reasoning

– don’t understand abstract ideas, eg. math

Memory

‘sketchy’-on and off, has big gaps, don’t learn from experience…same mistakes over and over

IT IS NOT THAT THEY WON’T;THEY CAN’T

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Brain Damage Causes Dysmaturity A confounding but classic sign of FASD Student appears to be functioning at different, inconsistent ages, for example: Chronologically 18 Socially 12 Emotionally 8 Cognitively 9 Research is starting to show that individuals with FASD tend to get as mature as they are going to, or get “caught up” by age 35, too late for the school system, but still a ray of hope for parents FASEout Project 2006 www.faseout.ca

Dysmaturity Concept – Students with FASD Frequently Show Many Different Ages

SKILLS Expressiveness (Talking) Understanding Ideas Money & Time Concepts Emotional Maturity Physical Maturity Reading ability Social Skills Living (Life) Skills How Old He/She MAY act in each skill area www.faseout.ca

Will Students Outgrow FASD?

NO

They may have life-long problems with : - Learning - Remembering - Thinking things through - Getting along with others

Brain damage is permanent!

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The Worst Case Scenario: Secondary Effects Develop

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Students With FASD Often:

Are bullied and stigmatized Have trouble finding friends Do not achieve at school Disappoint people around them Are disappointed in themselves Develop very poor self esteem

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Then FASD creates Secondary Behaviours (Malbin, 2004)

Primary FASD behaviours are those that most clearly reflect underlying damage to brain structure and function (slides 29 ff) Secondary FASD behaviours are defensive and develop over time in response to a non-supportive environment, the individual suffers from a chronic inability to “fit in” FASEout Project 2006 www.faseout.ca

Secondary Behaviours

An Educator Might See at School Inappropriate humour Class clown Isolated, Few friends Pseudo-sophisticated- trying to pass as “OK” Irritability,Resistance, Fatigue, Arguments Anxious,Fearful, Overwhelmed Poor Self Esteem Unrealistic Goals Bullied, Teased Fighting, Outbursts Running away, Avoidance Sexually ‘inappropriate’ to point of being dangerous Depressed, Suicidal Co-occurring Diagnoses School Failure, Expulsion – grade 9/10 FASEout Project 2006 www.faseout.ca

Secondary Effects of FASD

(1996-Washington State)

Alcohol/Drug Problems Innappropriate Sexual Behaviour Trouble with the Law Suspended/Expelled from School Employement Difficulties Dependent Living Arrangements Mental Health 0 20 40 60

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Percentage of Adults with Fetal Alcohol Spectrum Disorder who have specific Secondary Disabilities 80 100

Review

Alcohol in utero can cause both physical and neurological damage to the fetus Neurological (brain) damage is the root of most FASD problems faced by schools Brain damage causes very serious learning disabilities which lead to primary behaviours If left untreated primary behaviours turn into serious secondary behaviours and a marginalized adulthood (see Streissguth, 1996) FASEout Project 2006 www.faseout.ca

The Best Case Scenario: Success for Students with FASD

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Change the Paradigm

If they could they would -”It is not that students with FASD won’t, they can’t” Understanding this will change your attitude and they will notice your support Behaviour = Brain Damage Diabetics need insulin, paraplegics need wheel chairs, students with FASD have permanent brain damage and need you to deal with this irreversible fact “Learn to love the student you got, not the one you wanted” FASEout Project 2006 www.faseout.ca

There IS a silver lining…

ALL STUDENTS WITH FASD

HAVE INNATE STRENGTHS AND COMPETENCIES

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Recognize ability not disability!

ALL people with FASD excel in some or all of the following areas:

ART MUSIC POETRY MECHANICS “HANDS-ON” SKILLS WORKING WITH CHILDREN & ANIMALS COMPUTERS & TECHNOLOGY COMPETITIVE SPORTS

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Multiple Intelligences

Howard Gardner is the theorist behind “MI”, this is especially useful for students with FASD Everybody has some of each of the 9 intelligence groups. Find out what you are good at and work at getting better. Don’t beat yourself up about your weaknesses.

Multiple Intelligence development is especially important for students with FASD. Good for self esteem development too “ Google” Howard Gardner + Multiple Intelligences FASEout Project 2006 www.faseout.ca

Multiple Intelligences

Verbal – Interpersonal – Visual Kinesthetic - Musical – Naturalistic Intrapersonal Mathematical – Existential Every student has some of each. Discover and develop your best ones!

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Typical Strengths and Abilities

Hands on learners Kinesthetic, energetic Learn by doing and repeatedly shown Good long term visual memory Value fairness and can be rigidly moral, comforted by rules and orderliness Express themselves well verbally Good with animals, children, mechanics, computers, and the arts Friendly, affectionate, loving, loyal, gentle, determined, sensitive and compassionate FASEout Project 2006 www.faseout.ca

Teaching Students with FASD

FASD strategies will not hurt students so when in doubt or waiting for diagnosis go ahead and use these strategies The ideas in this presentation are an introduction only and teachers should be aware that an endless repertoire can be developed. There is no magic formula.

All these Special Education strategies are just good teaching. They work for almost any student with learning disabilities.

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In General

Head off trouble, nip escalating stimulus overload before the child explodes Provide constant supervision, preventing a crisis is easier than cleaning it up These students need “external brains” All the expectations in curriculum won’t be met, teach life skills and blend in academics Teaching life skills that others learn by osmosis must be multimodal,repeated and compelling (ESSENTIAL) FASEout Project 2006 www.faseout.ca

Some Starter Strategies

Reduce stimulation, provide quiet places for them to de-stress as needed Go slowly-”10 s children in a 1 s world” Hands on learning, focus on strengths Foster interdependence not independence Repeat, re-teach, repeat, re-teach, repeat… Carpe diem Enjoy today, do a day at a time FASEout Project 2006 www.faseout.ca

More Starter Strategies

Do not ask “why” – they don’t know If things go wrong try differently, not harder Make transitions as easy as possible Use visuals as often as possible Break everything into steps, do 1 at a time Remember that students with impairments teach life lessons to everybody else FASEout Project 2006 www.faseout.ca

External Brains (S. Clarren)

Help the child reframe their world Provide crutches for an invisible disability Provide pro-active and intervention strategies Assist the child to process information and to respond more appropriately If you are physically disabled you need a wheelchair.

If you are blind you need a seeing eye dog.

If you are a child with FASD you need an external brain.

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People Who Understand

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“Teaching Students with FASD Building Strengths, Creating Hope”

The following website is INVALUABLE: www.education.gov.ab.ca/k_12/specialneeds/fasd.asp

Western Canada is “light years” ahead of us in all aspects of FASD understanding, prevention and intervention (education) Do not try to re-invent the wheel, go to the above Alberta website for the newest and best resource on successful education for students with FASD You may print for free – 165 pages in length FASEout Project 2006 www.faseout.ca

“Teaching Students with FASD Building Strengths, Creating Hope”

Introduction Chapter 1: What is FASD?

Chapter 2: Key Program Planning Concepts Chapter 3: Positive Classroom Climate Chapter 4: Students’ Needs Appendices A, B & C (excellent resources) Bibliography and Index FASEout Project 2006 www.faseout.ca

Ideally……..

We will substantially reduce the incidence of FASD in the future…….How?

By spreading the Zero 4 Nine message FASEout Project 2006 www.faseout.ca

Zero 4 Nine Messages

No known amount of alcohol can be consumed safely during pregnancy.

There is no known safe time to drink alcohol in a pregnancy A pregnant woman has a choice, her baby does not.

A pregnant woman may need help from her spouse and peers not to drink.

Avoid alcohol when planning a pregnancy or breast feeding* FASEout Project 2006 www.faseout.ca

FASD Prevention in Education

The place to get the “0 for 9” message out so it will stick is to students before can drink

legally

OCMPE – The Ontario Coalition for Mandatory Parenting Education wants all high school students take and pass a parenting course before graduation; FASD messaging will be embedded. Fewer babies in the stream!

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For More Information

Please feel free to contact the presenter at [email protected] or 519-893-7393 (Kitchener, Ontario) The internet is a valuable source of information, search under “ fetal alcohol spectrum disorder ” www.education.gov.ab.ca/k_12/ specialneeds/fasd.asp (excellent resource) FASEout Project 2006 www.faseout.ca

The End of Part One RECESS!

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FASD and Education An Ontario Perspective 2-Advocating Successfully within the School System

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Successful Advocacy in the School System

1-Advocacy and Advocates 2-Parent and School Relationships 3-Getting a Diagnosis of FASD 4-FASD Has NO Special Ed category!

5-Emphasize the Positive 6-Strategies for Successful Education FASEout Project 2006 www.faseout.ca

FASD Advocacy?

Advocacy is active support; especially the act of pleading or arguing for something An advocate is a person who pleads for a cause or promotes ideas Students with FASD need advocacy and advocates to have any success in today’s schools FASEout Project 2006 www.faseout.ca

Who Can Advocate for Students?

Teachers Parents and/or caregivers Anyone else who works with students in a school – professionals, paraprofessionals - others working in the school Anyone who understands schools and FASD has the potential to be a good advocate for a student with FASD FASEout Project 2006 www.faseout.ca

Involve the Whole School……

Ideally ALL the people who work in a school from the administrators and teaching staff to the custodians, community coaches and lunch room supervisors will understand the realities of FASD and be prepared to recognize and properly support students who may have (or just look like they might have) FASD.

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Whole School Efforts

FASD 101 professional development for everybody Use of whole school programs like TRIBES ™ “With All Due Respect” Ronald Morrish (Font Hill, ON) FASEout Project 2006 www.faseout.ca

1.

2.

3.

4.

5.

6.

7.

8.

9.

Involve the Whole Community

Establish an FASD Task Force and Support Team at the board level Educate all school staff personnel about FASD.

Build community awareness about FASD.

Be prepared to support parents and teachers caring for FASD children.

Implement changes in the school environment and academic programming Get diagnostic facilities in the community.

Refer children for FASD testing.

Revisit administrative procedures regarding safe schools.

Set up a personal advocate for each child with FASD FASEout Project 2006 www.faseout.ca

A Delicate Balancing Act

The squeaky wheel gets the grease?

OR The squeaky wheel gets changed?

One always catches more flies with sugar than vinegar Each school will have different limits FASEout Project 2006 www.faseout.ca

Most FASD experts such as Malbin or Debolt acknowledge that many parents of children with FASD give the impression of being ‘crazy’ Most parents will obsess to get their children served

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Parent/School Relationship

“ FASD parents” are the ultimate, 24 hour front-line workers and desperately need your support These parents only appear to be crazy; they are almost overwhelmed and super stressed Professionals are often tempted to assume that (undiagnosed) FASD is the result of ineffective parenting and family dysfunction. The family with FASD is often dysfunctional because of FASD not the other way around FASEout Project 2006 www.faseout.ca

Duquette

et al

Research

School Experiences of Students with Fetal Alcohol Spectrum Disorder Duquette, Cheryll and Emma J. Stodel (U of Ottawa) in Exceptionality Education Canada, vol 15, #2, 2005, pp.51-75 Examined ‘factors leading to persistence in school among students with FASD from perspectives of the students & their parents’ Relatively small sample (24), all children adopted The FASD

“high maintenance parent”

appeared to foster success; parental advocacy is strongly linked with persistence and graduation among students with Parents studied FASD & then educated teachers FASEout Project 2006 www.faseout.ca

Elements Related to School Success (Duquette

et al

)

Caring teachers

who understood FASD and made accomodations led to more success Parents obtained psychological testing and used

diagnoses

to access services and to provide an

underlying reason

for student difficulties

Specialized programs

and

paraprofessionals,

when needed, were related to success Most parents advocated strongly and provided

‘encouragement’ at home

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Parent Advocates

Need to remember that teaching has been designated as just slightly less stressful than air traffic control – the most stressful occupation in that study Teachers are responsible for all the students in their classes not just your child – who may be taking a lot more energy than the others FASEout Project 2006 www.faseout.ca

Summer holidays DO NOT make up for 10 months of extremely stressful teaching. They merely allow most teachers to continue teaching the next September

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Educators on the other hand will do well to remember that every student has parents and/or caregivers who understand their individual needs better than anyone else

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An involved parent or caregiver for a child with FASD is generally going to know a lot about FASD and should be considered as an “expert”

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It should never come to this…

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Parents, schools fight $1.8 Billion special needs war – Dec. 5/ 05 (Star)

HELEN HENDERSON LIFE COLUMNIST (THE STAR) Gordon Martin is 9 years old. Over the past two years, he has arrived home from school on several occasions with feces in his lunch bag and disturbing marks on his skin. In October, he was expelled for disruptive behaviour.

His mother has been banned from all school board properties

asked the therapist to stay out of the classroom.

and accused of uttering profanities and making false allegations against staff and students. The Martins moved to a smaller house, cashed in their retirement savings and got help from community garage sales to pay for a specially trained support therapist to help in class with their son, who is autistic. The school

Gordon's mother says his behaviour at school — X School in X was a response to how he was treated there. The school calls her complaints "baseless."

Welcome to the war zone that is special education in Ontario ……… ……… As in many cases examined by the

Star

,

communication between family and school board broke down completely

, an issue the working committee intends to address. "We have to do better at communicating," says co-chair Kathleen Wynne, parliamentary assistant to (Gerrard) Kennedy.

"Maybe we need a

third party

who knows how to get past the emotion, because common sense gets lost in emotion"

whose children have gone through the system or retired teachers, for example.

—

parents

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Does my Student have FASD?

Teachers should only assess and NOT diagnose All of the primary behaviours related to FASD can have other causes and every “problem student” does not have FASD - this is a critical concept FASD can be picked up even in ECE settings If you see several or all behaviours request an immediate psycho-educational assessment While you are waiting use FASD strategies. They will help almost all learning disabled students FASEout Project 2006 www.faseout.ca

Most Students with FASD are Invisible

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Physical Birth Defect Indicators

Most can be also caused by factors other than alcohol

Brain damage Heart defects Blood vessel defects Hearing/ear problems Kidney deformities Uro-genital defects Small head size Scoliosis (skeletal)

Long, smooth philtrum Short palpebral fissures Thinned upper lip

Skeletal ( eg.clinodactyly) Club foot Cleft lip and palate Dental abnormalities Growth abnormalities FASEout Project 2006 www.faseout.ca

Primary Behaviours Related to Neurological Damage

Learning Attention Judgment Memory Performance (varies) Impulsivity Abstract Concepts Communication “Lack of Conscience” (A-L-A-R-M Cognition/aural slow Inability to generalize Executive Functioning Social Perception Boundaries (touching) Sleeping Problems Eating Problems Learning is affected PLUS) FASEout Project 2006 www.faseout.ca

Getting A Diagnosis

Psycho-educational testing is the first step If ‘psych’ testing suggests major learning disabilities the next step is medical testing FASD diagnostic testing is done by a full interdisciplinary medical team A medical diagnosis of FASD diagnoses the child but the mother is also included so a diagnosis of FASD is a “diagnosis for two.” FASEout Project 2006 www.faseout.ca

Diagnosis – The Earlier the Better!

Diagnosis should bring special programs for a child (and disability support for an adult) Labelling may bring some understanding of self and helps stop self-blame Demonstrates that the individual needs special treatment. Intervention MUST follow diagnosis Increases social awareness of FASD which may eventually reduce the stigma associated with it Individuals diagnosed early get fewer secondary behaviours related to chronic frustration FASEout Project 2006 www.faseout.ca

Missing an Early Diagnosis

Unless they have serious behaviour problems pre-school and primary students with FASD will often be missed because their cognitive limitations have not yet been challenged Parents MUST be believed when they describe what is going on at home – the earliest clues will be found there FASEout Project 2006 www.faseout.ca

Psycho-educational Testing

Average IQ for full FAS is 74 IQ range for full FAS is 20-130 Average IQ score for FASD is 90 However, an IQ score in the normal range is misleading as many people with FASD are unable to perform at levels indicated by their IQ scores. (Streissguth, 1996) Educational success is more than just IQ FASEout Project 2006 www.faseout.ca

Psycho-educational Testing

A full battery of psycho-educational tests is needed, Verbal and Peformance IQ testing will be part of this testing Full battery psycho-educational testing will reveal very obvious skewing if FASD exists If possible, testing which tests two functions at the same time will often reveal highly useful results Plan an IEP which maximizes strengths and minimizes weaknesses FASEout Project 2006 www.faseout.ca

The Ideal Situation

Ideally the child with FASD will get early diagnosis and his/her Parents/Caretakers, Physician, Educators, Therapists, Social Support Workers and mentors will meet at the school level and begin to develop a realistic, life-long plan of communication and care to minimize the development of secondary disabilities We all need to work towards this situation FASEout Project 2006 www.faseout.ca

FASD as a Learning Disability

In Ontario FASD is not recognized as a specific learning disability Many parents feel their children would be better served if FASD was treated as a specific learning disability In light of the Auton decision (June 2004) in the Supreme Court of Canada it is unlikely to be recognized as a specific learning disability any time soon FASEout Project 2006 www.faseout.ca

FASD as a Learning Disability

Governments are beginning to realize they definitely can not afford to recognize FASD which is almost twice as common as ASD and far more costly in the long run Recognizing FASD as a specific learning disability would open a “Pandora’s Box” FASEout Project 2006 www.faseout.ca

FASD as a Learning Disability

Recognizing FASD as a Special Education category could open the door to recognition as a disability and Sections 7 and 15(i) of the CCRF could kick in Your child or student needs help NOW not when the “right thing” finally happens. You child can’t wait while you lobby!

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Then Why Diagnose FASD?

A student’s educators MUST know they are dealing with FASD USE EXISTING Ontario Special Education categories with FASD in mind– They will work An advocate must help teachers to understand how to deal with the behaviour caused by brain damage. Be prepared to teach educators about FASD FASEout Project 2006 www.faseout.ca

WE CAN EFFECTIVELY SERVE STUDENTS WITH FASD IN ONTARIO!

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Celebrate Strengths, Minimize Weaknesses

This is the good news and reason to hope: a basis for intervention and educational success exists Fostering innate strengths and minimizing weaknesses is the basis of success for students with FASD Success has been shown to prevent defensive secondary behaviours in affected students FASEout Project 2006 www.faseout.ca

Individual Education Plans

Plan an IEP from the ‘psych’ test results, if possible plan it WITH the teacher(s)and caregivers

Teachers, who are mere mortals, must be able to follow this plan without jeopardizing their other 20+ students or their own health

Re-assess IEP frequently and fine tune if possible Include others for support: caregivers, EA, mentors, buddies, anyone in ‘circle of support’ (external brains) FASEout Project 2006 www.faseout.ca

Learning Styles

Most students with FASD are first and foremost tactile or “hands-on” learners. This helps with their need to move. Learning in context is easiest and most efficient for most of them Visual learning is the next easiest style for most students with FASD. “A picture is worth a 1000 words” has a whole new meaning for FASD!

Least of all, students with FASD are auditory learners. This does not work well for most of them (but teachers will still have to talk.) FASEout Project 2006 www.faseout.ca

Typical Strengths and Abilities

Hands on learners Kinesthetic, energetic Learn by doing and repeatedly shown Good long term visual memory Value fairness and can be rigidly moral, comforted by rules and orderliness Express themselves well verbally Good with animals, children, mechanics, computers, and the arts Friendly, affectionate, loving, loyal, gentle, determined, sensitive and compassionate FASEout Project 2006 www.faseout.ca

Educational Environments for Students with FASD 1- Special class or school just for students with diagnosed FASD (David Livingston in Winnipeg) (video available, profiled on The National ) 2- Home Schooling www.edu.gov.on.ca/extra/eng/ppm/131.html

3- Regular Classroom with integrated special education and withdrawal where necessary With proper planning most students with FASD can be accommodated in a regular classroom (challenging but doable) FASEout Project 2006 www.faseout.ca

Most Important – Reframe the Behaviour you see

If they could they would -”It is not that students with FASD won’t, they can’t” Understanding this will change your attitude and they will notice – you support them Behaviour = Brain Damage Diabetics need insulin, paraplegics need wheel chairs Students with FASD have permanent brain damage and need you to respect them for what they are, they can’t survive without this FASEout Project 2006 www.faseout.ca

Interventions for Success

Dealing with FASD Information Processing Deficits Structure is critical- structure with clear and predictable routines is paramount,gentle transition Supervision/Monitoring – external brain may be needed 24/7- or be a telephone call away Simplicity-simple, brief directions – repeat them Steps- break everything down, written/visuals Context- if teaching a skill do it where it will happen – generalization is often difficult FASEout Project 2006 www.faseout.ca

Start with the Classroom Environment

The classroom learning environment has the most effect on students’ abilities to learn within the settings we provide. This includes its organization, its management, and its emotional components. Use the acronym S-C-O-R-E-S

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S

cores

Supervision Close supervision to keep students safe and out of trouble - 24/7 (Recess too!) Structure Teach students that every day has a consistent and routine structure to it Simplicity Keep rules, routines and directions simple Give directions orally and in visual form

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S C

ores

Communication -Regular and frequent communication between home and school -Students are taught and reminded how to communicate feelings and needs to teacher, peers and others Consistency -Routines, rules and consequences are consistent -Steps to complete a task are given in the same way every time

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S

c

O

res

Organization The school helps students to become organized by teaching and reinforcing sequential organization strategies – repeat, repeat, repeat Classroom is organized – a place for everything and everything in its place The lessons and the day are organized

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S

co

R

es

Rules - Simple, concrete and easy to follow eg.– “Don’t hit” ; rather than abstract eg. “Be kind” or “Stay safe” - All staff use the same words for each rule and follow the same rules - Check to see whether students know and understand what the rules mean - Consequences are followed up - Consequences applied immediately and consistently taking into consideration students disabilities

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S

cor

E

s

Expectations Focus on life skills/social skills vs academics -Realistic, attainable, and easily understood -Modified/take into consideration the special needs of students -Clearly specify what is to be expected and accomplished on any given assignment -Limit the amount of work, including homework

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S

core

S

Self Esteem Students feel accepted, valued and safe -Positive encouragement is given in a consistent way each day -Student’s strengths are explored to help them cope with the frustration of things they cannot do -Students are reassured that they are not bad even though their behaviour is unacceptable and needs improvement

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More Classroom Strategies

Minimize visual/sensory overload Tone down colors – paint walls light blue/grey Reduce/remove clutter Clearly define areas- use lines on floor or colored tiles Provide visual cues – sequencing Keep classroom as simple as you can

FASEout Project 2006 www.faseout.ca

Attention Strategies

Use as few words as you can Use auditory/visual cues and prompts Focused teaching areas (One activity only) Use separate seating/carrels/dividers Repeat/Reteach/Repeat Reinforce, Recognize, Encourage and Support Vary background sounds and activities – soft music or silent activity followed by physical activity

FASEout Project 2006 www.faseout.ca

Strategies for Transitions

Prepare for transitions – use visual and/or auditory cues Have an agenda for the day on the board for the students to see Routine!!

If you are aware of a change in routine, alert ahead of time and practice new steps Practice – Repeat – Re-teach Have a digital clock visible Warn or remove before fire drills

FASEout Project 2006 www.faseout.ca

“Discipline” Strategies

Focus on solutions not problems Positive incentives Reinforce the value of failure Recognize and celebrate little successes Firm, consistent, clear rules Consistent follow through Emphasize responsibility for own choices Encourage positive self-talk De-emphasize cause/effect

FASEout Project 2006 www.faseout.ca

Strategies for Dealing with Hyperactivity

Recognize triggers – read body language – nip outbursts in the bud Brain Gym Provide regular breaks and allow cocooning in a quiet place Provide clay, kushy balls or anything soft to be held and manipulated by hand for the child to keep at his desk so that he/she may sit a little longer Make use of weighted vests (dentist)

FASEout Project 2006 www.faseout.ca

“Teaching Students with FASD Building Strengths, Creating Hope”

The following website is INVALUABLE:

www.education.gov.ab.ca/k_12/specialneeds/ fasd.asp

Western Canada is “light years” ahead of us in all aspects of FASD understanding, prevention and intervention (education)

Do not try to re-invent the wheel, go to the above Alberta website for the newest and best resource on successful education for students with FASD

You may print for free – 165 pages in length FASEout Project 2006 www.faseout.ca

What’s Next for FASD?

Current Trends in FASD : Intervention - Understanding FASD and helping individuals with FASD and their care givers to be Successful Prevention – Messaging – “Zero 4 Nine”, There is no safe level of alcohol in pregnancy, etc.

Research- FASD is quickly becoming a hot research topic – early times as yet FASEout Project 2006 www.faseout.ca

For More Information

Please feel free to contact the presenter at [email protected] or 519-893-7393 (Kitchener, Ontario) The internet is a valuable source of information, search under “ fetal alcohol spectrum disorder ”

www.education.gov.ab.ca/k_12/ specialneeds/fasd.asp

(excellent resource) FASEout Project 2006 www.faseout.ca

Thank you for your attention to and interest in helping to understand, prevent and intervene in the lives of those living with FASD

Mary K. Cunningham

FASEout Project 2006 www.faseout.ca