Accommodations- Consistency: When working with students diagnosed with Fetal Alcohol Syndrome, it is known that when learning something, the first time is always the way that works. Be sure that you are continually being consistent with your teaching methods, and rules.
- Multi- sensory Instruction: When you teach students diagnosed with FASD, be sure to teach in ways that will reach as many different sense as possible. When using multi-sensory approaches, it is more common that the neurological connections to increase memory. -Repetition and More Time: Students with FASD need to have reminders and more time to practice newly learned skills. -Model Appropriate Behavior: Provide students diagnosed with FASD, opportunities to see your behaviors and model them. Students tend to copycat behaviors, so be respectful and patient. - Post Schedule, Directions, and Rules: Use images when creating rules, directions and schedules in order for students diagnosed with FASD to see, rather than having to read. -Use immediate discipline: When disciplining a child diagnosed with FASD, be sure that the discipline is immediate. If the discipline becomes delayed, students will not understand what they had done wrong, and in the future they will not be able to make the connections between behaviors and disciplines. (Minnesota Association for Children's Mental Health, 2015) |
Modifications- Provide students with assistance with assignments: If necessary, provide students with many prompts, or begin assignments for students diagnosed with FASD. Model the assignments for students, then provide them with opportunities to finish.
- Allow students to answer verbally, rather than written: When students diagnosed with FASD are asked to write, whether it is to fill our graphic organizers, or an actual writing assignment, allow students to orally provide their answers, and allow teachers, or paraprofessionals to write down the response. (Tools for Teachers, 2015) |
Case Studies
Case Study #1
Simon and his brother Thomas (3 year olds twins) have recently been diagnosed with FASD. Both boys show signs of cognitive delay and have difficulty with impulse control.
In reference to this case study, the first thing that will happen is to begin the pre-referral process. We will begin observations at home, school, and in the community in order to determine the significance of the disorder. when working with this family, I will be sure that the rules at home and at school are consistent, with discipline actions being relatively that same. I would work closely with the parents, special education teacher to ensure that the boys are shown appropriate modeling of behaviors from both parents and teachers and the behaviors are consistent. We will come up with a plan that provides the students with social skills groups that meet the struggles the parents are experiencing with impulse disorders.
Case Study #2
"At an early age, Jonathan’s parents and teachers recognized that he had special needs. He had delayed speech and language development and noticeable problems with fine motor skills. He was not formally diagnosed with Fetal Alcohol Syndrome (FAS) until he was eight years old.
In Grade 4, he is struggling with studying novels. Jonathan has strong word-decoding ability, but his comprehension scores are two years delayed for his grade placement. When answering comprehension questions, his responses often reflect his own experience, or what he wishes would happen, rather than what has been stated or implied in the story. By the time he gets to the end of a chapter, he cannot remember what has happened at the beginning and he cannot remember from one day to the next what is happening in the story."
For case study 2, the students has already been observed and assessed. The student, teachers and parents are all aware of the degree of the disorder he has been diagnosed with. When he is in my classroom, I will work closely with reading teachers, and special education teachers in order to provide his with interventions that will work closely with his struggle of comprehension. I will suggest to intervention teachers and special education teachers that it is important to provides Jonathan with shorter works in order for him to remember what he has read at the end of the sections, chapters or story.
Simon and his brother Thomas (3 year olds twins) have recently been diagnosed with FASD. Both boys show signs of cognitive delay and have difficulty with impulse control.
In reference to this case study, the first thing that will happen is to begin the pre-referral process. We will begin observations at home, school, and in the community in order to determine the significance of the disorder. when working with this family, I will be sure that the rules at home and at school are consistent, with discipline actions being relatively that same. I would work closely with the parents, special education teacher to ensure that the boys are shown appropriate modeling of behaviors from both parents and teachers and the behaviors are consistent. We will come up with a plan that provides the students with social skills groups that meet the struggles the parents are experiencing with impulse disorders.
Case Study #2
"At an early age, Jonathan’s parents and teachers recognized that he had special needs. He had delayed speech and language development and noticeable problems with fine motor skills. He was not formally diagnosed with Fetal Alcohol Syndrome (FAS) until he was eight years old.
In Grade 4, he is struggling with studying novels. Jonathan has strong word-decoding ability, but his comprehension scores are two years delayed for his grade placement. When answering comprehension questions, his responses often reflect his own experience, or what he wishes would happen, rather than what has been stated or implied in the story. By the time he gets to the end of a chapter, he cannot remember what has happened at the beginning and he cannot remember from one day to the next what is happening in the story."
For case study 2, the students has already been observed and assessed. The student, teachers and parents are all aware of the degree of the disorder he has been diagnosed with. When he is in my classroom, I will work closely with reading teachers, and special education teachers in order to provide his with interventions that will work closely with his struggle of comprehension. I will suggest to intervention teachers and special education teachers that it is important to provides Jonathan with shorter works in order for him to remember what he has read at the end of the sections, chapters or story.