Fasd Booklet Final Web

This booklet was written to provide useful information
about Fetal Alcohol Spectrum Disorder (FASD), and to
focus on an approach and an attitude when working
with individuals affected by FASD.

If you have further questions about
FASD
or would like more information,
please contact:

First Nations Special Education
at:

1.877.422.3672

This handbook was updated by Madeline Price
Desktop Design by Brent Scout
© 2006 FNESC

TABLE OF CONTENTS
Talking About Special Education Volume

Inside:
Introduction……………………………………….. 2

What is FASD?…………………………………... 3

FASD Identification……………………………… 4

Understanding People with FASD…………….. 5
“Trying Differently Rather Than Harder”
Understanding the role of the brain in FASD and Basic Needs of Persons with FASD…………… 8
the shift in recognizing the difference between The Ideal Classroom…………………………….. 9
non-competence and non compliance sets the
stage for Trying Differently Rather than Harder” Individual Education Plan (IEP)………………… 10

Adapted from the book: Paradigm Shifts and FASD……………………... 11
Trying Differently Rather Than Harder
(Diane Malbin M.S.W. 2nd Edition) FASD in the Classroom…………………………. 12
Fetal Alcohol Syndrome and
Alcohol-Related Neurodevelopmental Disorders. 2002 Teaching Students with FASD/FAE…………… 13

Design Concrete Measures of Time…………... 14

The T Chart………………………………………. 15
Supporting Behavioural Changes…………….. 16
Trying Differently………………………...…….... 17

Appendices ……………………………………... 19

A - An Example of an IEP

B - Resources

What is Fetal Alcohol Spectrum Disorder?
Talking About Special Education Volume II - FASD , 2006 Talking About Special Education Volume II - FASD , 2006

Introduction
This is an updated handbook from the series of Fetal Alcohol Spectrum Disorder (FASD) is an umbrella
informational handbooks prepared by the First Nations term that refers to a range of birth defects caused by
Education Steering Committee (FNESC) and the First drinking during pregnancy. Fetal Alcohol Syndrome
Nations Schools Association (FNSA). This handbook (FAS) is a medical diagnosis and has 4 key features:
follows from the general discussion of special needs
included in Talking About Special Education Volume I, • prenatal exposure to alcohol
which includes issues such as parental involvement, • growth deficiency
special needs identification, individual education plans, • certain facial characteristics
and advocacy. • brain damage

Several sources of information were used in the *Although the term Fetal Alcohol Effects (FAE) is being
development of this publication. FNESC and the FNSA phased out, it still appears in the literature usually
would like to gratefully acknowledge the following work referred to as Alcohol Related Neurodevelopmental
as most of this information in this booklet comes from Disorders (ARND).
these sources:
Partial FAS (pFAS) - confirmed maternal alcohol
Trying Differently Rather Than Harder 2nd Edition exposure - has some but not all of the physical signs of
Diane Malbin, M.S.W. — Director of FASCETS (Fetal FAS (learning and behaviour difficulties).
Alcohol Syndrome Consultation, Education and
Training Services www.FASCETS.org Alcohol-Related Birth Defects (ARBD) - confirmed
maternal alcohol exposure - displays some physical
Submissions from Deb Evenson — Project FACTS anomalies resulting from prenatal alcohol exposure, for
http://fasalaska.com/links-html example heart, skeletal, vision, hearing, and fine and
gross motor problems.
Aboriginal Nurses Association of Canada (ANAC).
1997. It Takes a Community. A Resource Manual for Alcohol Related Neurodevelopmental Disorders
Community-Based Prevention of Fetal Alcohol (ARND) — confirmed alcohol exposure — refers to the
Syndrome. variable range of central nervous system dysfunctions
Contact the ANAC at: 192 Bank Street, Ottawa, ON that are associated with alcohol consumption during
K2P 1W8, phone (613) 236 - 3373, pregnancy. ARND is demonstrated by learning
e-mail Info@anac.on.ca difficulties, poor impulse control, poor social skills, and
problems with memory, attention and judgment.
Proceedings of the 2005 FASD National Conference

Page 2 Page 3


Understanding People With FASD
(This larger group is now believed to be at greater risk
for failure since they are often not seen as having a Infants
disability).
Infants may experience a range of characteristics.
People with ARND may have significant brain Severely affected infants may require hospitalization
differences, yet their behaviours may be the only from disorders affecting major organs. Infants with
symptoms of their disability. ARND is often referred to FASD are also prone to infections, and they generally
as an “invisible handicapping condition” develop more slowly than other infants. They may have
(Streissguth 1996). difficulty sleeping, sucking and swallowing, keeping
food down, gaining weight, and may be irritable and
FASD Identification unpredictable.

The diagnosis of Fetal Alcohol Syndrome requires the Be patient, and keep their level of stimulation low.
presence of measurable physical characteristics in (Adapted from Aboriginal Nurses Association, 1997)
addition to symptoms of brain damage and is generally
made by a multidisciplinary team. It is the only alcohol-
related diagnosis that may be make in the absence of a Young Children
confirmed maternal alcohol history.
From toddler through preschool, children with FASD
The majority of people prenatally exposed to alcohol may be slow to develop, and if they are severely
have no external physical characteristics, since the affected they may continue to have health problems
facial features of FAS result from specific timing of due to organ damage.
prenatal alcohol exposure — during days 18-21 of
gestation. However, even though a person with FASD Delays in their speech and vocabulary may be
has no physical features, their brain dysfunction may noticeable in preschool years, and referral to therapy
be as severe as for full Fetal Alcohol Syndrome. and special needs preschools may be considered.

Identification for this larger group with FASD is crucial Children with FASD may be clumsy and accident prone
since they are at greater risk for failure due to the due to late development of their motor skills, and their
greater invisibility of their disability (Clarren et al; 1998; learning through experience, seeing and hearing may
Riley, 2003, Streissguth et al. 1996). also be delayed. They may rely more on touch to
explore their surroundings.

Page 4 Page 5


Understanding People With FASD Adolescents and Young Adults with FASD
Young Children (continued) Youth with FASD and their caregivers are dealing with
normal teenage issues plus the concerns of FASD.
Over-stimulation or changes in daily routine can lead to
tantrums and destructive behaviour, and interacting Youth with FASD can be easily misled, and may need
with other children may be a problem. social skills interventions, a supervised environment
and appropriate school programming.
An assessment may be needed to determine what
special services are needed to ensure a successful Affected youth may have problems making friends
transition to school. because of unacceptable or immature behaviour, and
they may have difficulty in communicating and
understanding instructions.
School Age Children with FASD
Abstract thinking is slow to develop, and their literacy
There are physical, learning and behavioural difficulties and numeracy skills may be below their age and grade
common to most children with FASD. level.

Their speech and language development may be Attention deficit and hyperactivity will affect learning
delayed. and relationships with peers. Their excess energy
should be directed.
They may have problems mentally “registering”
information, and once information is learned it may take Some affected youth become skilled in individual sports
more time to be “retrieved.” like swimming or running, and sports can help to build
self-esteem and social skills.
Their ability to understand consequences may be
impaired, and learning disabilities are common. The youth, however, may have difficulty with rules,
daily living skills, managing money and time; therefore,
The child may have a short attention span, life skills must be reinforced from an early age.
under-developed motor skills and reasoning, and
learning disabilities resulting in inappropriate
behaviour.

Page 6 Page 7


Basic Needs of Persons Living with FASD The Ideal Classroom
(Adapted from Aboriginal Nurses Association, 1997)
• Structured with flexibility
The person affected with FASD needs nurturing, • Visual supports
understanding and support. • Little clutter

A stable home, responsive school system, supporting The Ideal Teacher Interaction
friends and caring community are also important
aspects of nurturing the child. • Warm and accepting
• Consistent in behavioural expectations
The person with FASD needs to feel that he or she is a • Frequent positive feedback based on realistic expec-
part of the community. Self-esteem and acceptance are tations
critically important. • Regular communications between parent and school
• An Individual Education Plan outlining strengths with
Parents of children with FASD need connections with realistic and achievable goals in place.
the community, other parents, and services that
provide family centred and culturally sensitive support. Teaching Methods in the Ideal Classroom
Parents may need help dealing with addictions, • Emphasis on collaborative problem solving
poverty, low self-esteem, and limited work and • Emphasis on explicit teaching (make it as concrete
parenting skills. Caregivers should be respectful and as possible)
non-judgmental toward families living with FAS/E and • Programs adaptations (example: more time allowed
acknowledge that the parents are performing a for completion of in-class
demanding job. • Assignments - less written work, visual supports, use
of a computer)
The community social safety net should meet the basic
needs of family members and provide early assistance
to the child’s family. Families should have access to
appropriate assessments and diagnoses and be
empowered to contribute to all discussions about their
children.

Page 8 Page 9


Individual Education Plan (IEP) Paradigm Shifts and FASD
Taken from Building Strengths, Creating Hope — Alberta
The Individual Education Plan is the cornerstone to the Learning. For a complete manual for instruction online at: http://
educational program of many students with FASD. www.education.gov.ab.ca/K_12/specialneeds/fasd.asp

Students with FASD can be successful when realistic From seeing the child as To understanding the child as
and effective approaches are used. There is much
Won’t Can’t
hope for this population!
Bad, annoying Frustrated, challenged
When realistic and achievable goals are designed Lazy, unmotivated Trying hard, tired of failing
Lying Story telling to compensate for
based on previous and appropriate assessment, the memory, filling in the blanks
stage is set for student growth and success. Fussy Oversensitive
Acting young, babied Being younger
The successful IEP is collaborative in nature, and Trying to get attention Needing contact, support
involves all team members (teacher, teacher Inappropriate Displaying behaviours of a
younger child
assistants, family members, the student, and others Doesn’t try Exhausted or can’t get started
working with the student in their educational program). Mean Defensive, hurt
The IEP is designed to set the student up for success. Doesn’t care Can’t show feeling
It focuses on the student strengths, and incorporates Refuses to sit still Over stimulated
support in the areas of student need. Resisting Doesn’t get it
Trying to annoy me Can’t remember
Showing off
* If you would like to have FNESC Special
Education Support demonstrate and facilitate an
IEP at your school, please call or email Kelly From Personal Feelings of: To Feelings of:
Kitchen at 1.877.422.3672 or kellyk@fnesc.ca Hopelessness Hope
Fear Chaos, confusion Understanding
If you have questions related to the IEP please email or Power struggles Organization, comprehension
call Madeline Price at 1. 877.422.3672, Isolation Working with
madelinep@fnesc.ca or call our Toll Free resource Line Networking, collaboration
at 1.877.547.1919 or email Lisa Ellis at lisae@fnesc.ca Professional shifts from: To:

***** See Appendix for Example of IEP ***** Stopping behaviours Preventing Problems
Behaviour Modification Modeling, using cues
Changing people Changing environments

Page 10 Page 11


When teaching students with FAS/FAE...
FASD in the Classroom
(Adapted from FAS/E Support Network 604.576.9911 Remove charts, maps, etc. after use
or email info@fetalalcohol.com Break down work into small pieces
In group activities, pair a FAS/E child with a high
tolerance child
When teaching students with FAS/FAE, try the Have the same teacher, Teacher aide, assistant all
following: year
Teach memory strategies
Provide order!!! Control interruptions of the classroom
Keep a routine oriented classroom Do not allow any talking-out with out hands up
Provide a highly structured environment Use homework books with parents, making the
Build in transition periods teacher and parents responsible for the books
Make areas of the room clearly defined by Clean out the child’s desk with them at least once
activity (wall decorations should reflect only what weekly
goes on in that area) Use a wide spaced paper
Use pink highlighters, not yellow
Put as little as possible on the walls
Find a way to provide at least some lunch hour and
Keep colour to a minimum recess supervision
Put desks in rows—groupings do not work Keep any time out very short
Put the child directly across from speaker for Supervise the child when going from one place to
eye contact another
Use uncluttered worksheets Use open book tests with the areas being tested
Give immediate feedback on assignments highlighted
Keep a posted schedule for the day’s activities Limit homework to a reasonable amount
Ask visitors to the classroom to arrive on time Allow the student more time to respond to questions
Flick the classroom lights to get attention Try to have all people who interact with the child use
Test one on one for knowledge, not attention the same language to mean the same thing
Give thought to developing a peer monitoring
Use redirects—”this is your”…”this is where it
program
goes” After elementary school, emphasize life skills and
Plan ahead for special events and keep them vocational training
infrequent Don’t personalize behaviour
Break up concentration activities with physical Use concrete measures of time (see next page)
activities Teach explicitly, never assume the student will get it
Store books, materials, etc. by type, not size (see T chart—Page 26)
Label shelves and cupboards with words and Listen to parents! They often know what works best
pictures/symbols

Page 12 Page 13


HOW TO DESIGN A CONCRETE MEASURE The T Chart
OF TIME T Chart’s can make rules more concrete and visual.
This is an example of a T Chart for a high school
Many students have great difficulty working on an student who could read but could not remember how to
assignment to completion — sometimes this is leave the breakfast area in the resource room clean.
because they cannot grasp the measure of time and
don’t know when they will be finished. Rule: Breakfast area is clean after breakfast ☺
Time is often a difficult and abstract concept to grasp. Sounds like:
Looks like:
A concrete measure of time can help.
*Good Job!
For younger kids paper chains work well — each part
of the chain can represent 1 minute — the task could
be 5 or 10 minutes and at each minute one link is taken
off — this can be attached to the board at the front of
the room or on the student’s desk. Teacher Assistants •
can help with this support.
* insert a digital photo of
For more sophisticated students — the teacher may •the real-life situation
Dishes in cupboard Teachers and Teacher’s
give them 30 minutes on task work. The teacher could • Knives, forks and Assistants will be smiling
count down the time by 5’’s and write it on the board. spoons in tray and saying:
• Cereal put away in cup-
There are many creative ways to use concrete board “GOOD JOB KOBI, I
• Bread bag has clip on it REALLY LIKE THE WAY
measures of time. Egg timers work and can be placed YOU CLEANED UP
on a student’s desk, or a big one on the teachers desk. • Bread is put in the cup-
board EVERYTHING ON THE
Timers with bells can work as well. COUNTER, ON THE
• Milk is in the fridge
TABLE AND ON THE
Sometimes students need to know that they can have a • Counters are wiped
FLOOR!”
break after they have successfully completed a certain and shiny
amount of time on task — so you can pair time on task • Floor does not have * insert photo of student
with 5 minutes of time that the student can have anything on it working
personally — whatever works to make the student
successful and able to complete time on task!

Page 14 Page 15


Trying Differently Rather Than Harder —
Supporting Behavioral Changes By Supporting Behavioural Changes by
Recognizing Cognitive Differences Recognizing Cognitive Differences
By Diane Malbin — FACETS Inc. www.FASCETS.ORG
A Neurobehavioural Approach
(Taken from the 2005 Alcohol Spectrum DisorderNational
Recent studies have shown the importance of linking Conference — Equality of Access: Rights and the Right
brain damage with behaviour and communication to Thing To Do)
improve outcomes for students with FASD.
Parents and teachers tend to try harder, using good
Brain damage causes behavioural and communication techniques, to change behaviours.
symptoms.
Good techniques that work with other children may
Our Attitudes and Approach in working with students simply not work for people with FASD. Paradoxically,
with FASD will make a difference. their behaviours change as a function of changes in the
environment. In other words we can set these
individuals up for success if we adapt the environment
What Interventions are a poor fit? to ensure better outcomes.

1. Accept that the person has an invisible physical disability.
Interventions based on changing behaviour symptoms
Establish relationship.
have not worked. Traditional methods of teaching
behaviour have often been unsuccessful. 2. Clarify your needs, feelings, resources and supports.
3. As with other more obvious physical handicapping
Techniques based on “learning theory” which include conditions, evaluate environments for their “goodness of
behaviour modification techniques to eliminate or fit” and adapt /modify environments as appropriate to
change behaviour often make things worse. maximize potentials. Recognize which elements of
environments may be posing undue challenges, chronic
frustrations...or be inappropriate. Adjust accordingly.
These approaches do not include a conscious
recognition of brain dysfunction. 4. Ask the “what if” questions and continue to explore
5. Identify strengths, interests, and work through these.
6. Create climates characterized by structure rather than
control.
7. Control tends to be top-down, other-initiated, set up
power struggles.

Page 16 Page 17


8. Structure is safe, respectful, invites participation, Chart
establishes a “with” “not at” relationship and values the By Diane Malbin
person’s input for developing solutions. FASCETS — WWW.FASCETS.ORG
9. Our challenge in part is to recognize the articulate learning Environmental
abilities we take for granted, i.e. Inferential learning, Standard Secondary Accommodations to
generalizing information, linking words with action, and to Interventions Behaviours Prevent Challenging
then clarify whether a discrepancy exists between Behaviours
apparent ability and actual ability. Talk fast Anxiety Slow down
Therapy Frustration Give time
10. Observe patterns; consciously rethink events. Recall that Punish Shut down Adjust workload
there may be a delayed reaction from the time of stressor Take away privileges Anxiety Give time, Slow down
and acting out behaviour. A behaviour at home that Shame Frustration Reduce work load
apparently occurs in response to a request to do a chore Ridicule Tantrums Accept slow pace
may actually relate to a frustration that occurred at school, Fear Accept need to
or with friends. Think broader context, bigger picture. Punish Frustration re-teach a concept in
Anger different settings
11. Depersonalize. Reframe perceptions, shifting from
Teach age-based Think younger,
thinking “willful” to considering “organic” component, or
skills, Punish Lonely Establish develop-
possible gaps in ability. Shift from thinking “won’t” to “inappropriate” Isolated mentally appropriate
understanding “can’t.” behaviours Depression expectations
12. Work to 90% success. Break down tasks into small steps Punish Anxiety, fear, Recognize and allow
and check for completion and comprehension prior to Ground No confidence, for variability
adding more tasks. These may gradually be expanded Shame Erode self-esteem Prevent anxiety
with pattern development and maturity. Punish, More work Agitation, overactive, Evaluate the
Medicate avoidance, anger, environment
13. Recognize that individual needs may be at direct odds to No Recess anxiety, tantrums Adjust accordingly
environmental constraints. Difficult decisions may be Provide breaks
necessary. Punish Anger Adjust workload
14. Consider: There’s always logic to the behaviour. It’s our More work Tantrums Provide breaks &
snacks
challenge to understand the context and recognize the
potential role of “brain damage.” Prevent problems
Punish Avoidance Build on strengths
15. Specifically include the person with FASD in the Defiance Use visual cues
strategizing or problem solving process. Choose words More hours on Burnout Provide Kinesthetic
such as “show me” or “How” rather than “why” to invite homework, No recess Shut down Experiential Relational
input. Therapy Give up options for learning
16. Keep it concrete, specific, and simple. Interrupt Resistance Adjust workload to
Assert control Anger achieve closure
17. Always consider the neurological potential. “Think Require transitions Big Tantrums Provide time
younger”, and remember “Fair is not same.”
Page 18 Page 19


APPENDICES 1: Example of an IEP

ELEMENTARY SCHOOL

Phone:
Fax:

Individual Education Plan
YEAR 2005-2006
Appendix A
Example of an IEP
Student: Kobi Anderson

DATE OF IEP MEETING: June 11, 2005

BIRTH DATE: September 4th, 1994
AGE: 11 GENDER M

MAIL ADDRESS: Box 2220 Sechelt BC VON 3AO

GRADE: 8

PHONE: 604-885-9039

PARENT/GUARDIAN: Victor and Gloria Anderson

School: Pine Elementary
IEP Year 2005-2006 Student: Kobi Anderson

A1


Example of Individual Education Plan:
Student Profile Example of IEP (continued):

STUDENT PROFILE
ASSESSMENT INFORMATION:
Formal Assessment: (Standard Scores) INFORMAL ASSESSMENT:
Date Assessment Name Comments/
Recommendations (Classroom Based/Teacher Assessment)
Weschler Recommendations: Date Assessment Comments/
- Small group language
2003 Intelligence Scale for instruction Name Recommendations
Children 111 - Comprehension
Strategies Informal Teacher Comprehension
(WISC) Counsellor at school June 2005 Assessment/ needs to be sup-
recommended 2X weekly. Reading/Writing Observation ported by activities
Explicit teaching of strate-
Verbal SS-76 gies for sensory overload prior, during and
Performance SS-98 Unit tests at Grade 6 after reading. Is
- Visual calm down
strategies level working in a reme-
- Social story folder dial literacy class in
- Quiet place to ‘hang out’ the afternoons
for sensory overload
June 2005 Informal teacher Enrolled in a Math
Bender Visual Motor - Include in timetable —
extra computer/and wood Math Assessment Mastery Skills
2003 Integration — work electives Working at a - Mastery unit tests Program
* area of strength for Kobi
Grade 3/4 level
2003 Weschler Individual - Include extra scaffolding
strategies for ‘inferential’ 2005 Projects Excels in these
Achievement Test comprehension PE classes (has 2 block
Reading SS 90 - Stress/Add a ‘Life Skills’ Woodwork of PE) One block is
Math SS 70 to Math Program
- Money Computer Physio — working
Writing SS 96
- Banking on weights
- Accounting program
*************************
2003 Peabody Picture *See SLP handout
Pre-teach vocabulary. Requires rigid routine/TA Support, and
Vocabulary Test
(Receptive
Use as many visuals as accommodations in all areas
possible
Language) Support “words with
SS 79 double meanings” ************************
* Use Rewards Program

2003 Referral to Asante
Centre for complete
assessment

A2 A3


AREAS OF NEED
CURRENT SKILL LEVELS:
R = Regular Program A = Adapted Program M = Modified ACADEMIC
Math Skills: money, time, accounting
A Reading
Reading for comprehension
M Math Practical Writing Skills

A Writing BEHAVIOURAL
Protocol for managing behaviour outbursts
A Social Studies Strict routine to support success
A Science SOCIAL/EMOTIONAL
Self Esteem
R Physical Education
Confidence
R Art/Woodwork LANGUAGE COMMUNICATION
R Music Build skills in receptive and expressive language

A Spelling PHYSICAL
Bilateral Hearing Loss (FM Systems in place)
A Listening
LIFE SKILLS
A Expressive Language Work towards Communications 11 and 12
Math Essentials/Accounting
Strengths: Athletic (enjoys PE); likes to be helpful; enjoys music, Career Prep. And Job Support/ Work Experience
art and woodwork; creative; likes to make things; can be
independent with a visual schedule; enjoys structure and routine; LONG TERM GOALS/DREAMS/DESIRES
loves computers
To graduate Grade 12 and get a job.
Descriptors: Hard working; good sense of humour; can be To play on the Men’s Soccer Team after Grade 12
volatile/anger triggers; likes to be independent but has trouble
remembering; likes to have a concrete visual schedule; prints WHAT DO WE WANT KOBI TO ACCOMPLISH THIS YEAR?
neatly; can be easily stimulated i.e. sensory system overloads, • To complete and master all literacy units
requires a consistent calming quiet place • To complete Grade 4 Saxon Math Program
Learns Best When: Has visual schedules for timetable and • To follow his outlined visual schedules
routines; All program adaptations are in place; when feels • To try to remember using polite words
respected; in a quiet environment; 1 on 1 for new concepts; has a • To use his color coded binders/bins in the resource room
Learning Assistance Block; When language is spoken slowly, • To put his breakfast food/dishes away in the resource room
clearly, concretely and with few words (“get to the point)” with • To continue to take weights class and PE Class
personal feelings left out • To find his TA/Teacher when he feels he is “losing it”
Medical History: Bilateral hearing loss; exposure to alcohol • To use the Resource Room as a calm place to rest
prenatally, chronic congestion; Overactive Sensory System (not • To try to stay in his classes until they are finished
on medication at this time) • If he feels tired, to go ask to go to the resource Room
• Morning routine: 7:30 in Resource Room, makes own
School History: K—7 Pine Elementary breakfast, cleans up afterwards.
A4 A5


GOAL CHART
Adaptations & Modifications
Need Goal: Strategy and Team Measurement of
(6 areas ) Student Responsibility Progress
Adaptations/Accommodations needed for student to
Kobi will: CT’s will: CT will: meet regular grade outcomes:
- Complete level 20 - Follow Kobi’s Graph Kobi’s pro-
by next reporting protocol for all classes gress unit by unit demo/model processes/product
time Oct. 28 - Use a concrete - Liaise with RR Accessibility:
access to all areas of school feedback immediate/frequent
- Use LA time to measure of time to Teacher, to help practice guided/independent
complete assign- help Kobi focus on Kobi bring assign- fire exits & routes
Academic ments if needed assignments ments to RR for furniture & storage multisensory (oral/experiential/
written)
Literacy - Hand in all - Chart his progress completion support health & professional care
parking lot, roads & walk- memory (reduce/teach
assignments into so can visually see - RR teacher will strategies)
the RED “IN” BOX his work completed check in with ways
play areas & equipment pace quick/slow
- Support all program Literacy Teacher short sessions/lessons
Work with TA to be adaptations, literacy and support when showers, washrooms &
fountains teach key concepts/vocabulary
on time strategies needed other:
transportation to and from
school
Kobi will: CT’s will: Anecdotal notes
other:
Organizational & Study
- Direct Kobi to use his Strategies
- Use his “calm calm-down routines.
Assignments & Homework b.b. or chart reminders
down” visual sup- - Allow him to leave Positive phone class schedule/timetable
alternate assignments or
port when he feels the room if he calls home clock/timer/watch
format
upset/angry chooses, must go desk/locker/tote tray (personal)
length and/or number
- Go directly to the directly to RR with TA
Behaviour Resource Room - Use of concrete Record of behav-
(decrease) furniture arrangement
partner or group routines for use of materials
(RR) if he is not measure of time iour/solution work- student planner/home-school
assignments
managing his be- - Use the same sheets book
time allowed (increase)
haviour well language, “remember teach organizational/study skills
other:
- Remember to use your polite words” other:
polite words/use - Follow protocol, use Behaviour Management
journal of T charts consequences — clear/ Equipment & Specialized
consistent Materials
Kobi will: work with TA will meet Kobi at Visual attendance expectations/rules —clear/ augmentative commun device
Behaviour his TA to get to the first bell and walk graph consistent Braille machine/materials
Late for Class class on time with him to class in home-school program calculator (large keys/regular/
time for second bell outside agency support voice)
reinforcement (class/group/ camera (Polaroid/digital/
Kobi will: CT’s (and TA’s) will: CT will: individual) regular/video)
- Graph progress, - Graph Kobi’s school counselling program computer/word processor
- Complete up to Praise all efforts, liaise progress unit by student contract/goal computer printer/peripherals
level 14 by Oct. 28 with RR Teachers, RR unit setting fine/gross motor equipment
Teachers will Liaise - Liaise with RR teach/assignments at skill hearing aids/fm system
- Attend all Math with CT’s for work Teacher to help level headphones/listening centre
Classes completion and focus Kobi bring assign- teach & reinforce social Language Master & cards
on task ments to RR for skills
Math magnifier/lenses
- Use concrete completion support other: overhead projector
measures of time - RR Teacher will
reference books
- Ensure all outlined check in with Teaching Strategies: Spell Checker/Grammar
program adaptations Literacy Teacher advance organizers/key Checker
are in place: calcula- and support when visuals
tor, recipe cards, needed alternate content/skills
calculation process, 1 - Home
on 1 support to check commun. once
A6 understanding weekly to advise of A7
progress


Equipment & Specialized revision (first draft, sharing,
revising, 2nd draft, sharing
Materials 3rd draft, polishing;, final, SUPPORT TEAM
standing frame/walker
publishing
switches/adapted handles,
Have student write ideas on
etc
tape recorder
post it notes and then rear- Role Participant Contact
range them to make an outline
wheelchair
Teach keyboarding skills Name Information
other: _______________
Use an outline and 2 column
Reading, Writing & Note notes for paragraph and essay
taking: writing Mother/Father
Use graphic organizers
alternate formats note tak-
Use the dot procedure (work to
ing: carbon copy/outline/
photocopy/taped notes
the dot and get feedback) Teacher
other: _________________
alternate formats reading:
Braille/enlarged print/rebus/
tapes/videos Testing & Evaluation
alternate formats writing: alternate setting/time Principal
computer/printing/word alternate test/format
process time (increase/short sessions)
alternate materials/texts: open book/take home exams
easier reading level/parallel oral (reader/scribe/tape) Teacher Assistant
unit programmed learning
note taker, reader and/or rewriting permitted (TA)
scribe (parent/peer/staff/ Recognize and give credit for
class participation
volunteer)
Review the grading process
Teacher/Hearing Imp.
other: _______________
before the test
Following Directions: provide examples of criteria for
Provide only one or two each letter grade
directions at a time Allow student to retake test Classroom Teacher
Restate directions in clear Teach Relaxation strategies (CT)
simple language Provide sample items at the
Stand close to the student beginning of the test
and gain eye contact before Provide visual graphic cues as Classroom Teacher
giving directions the test directions change
Provide visual support for Repeat directions to the stu-
directions (on students desk dent once you have given them
or on board to the class Classroom Teacher
Use take home tests for
Increasing Written Input: practice
Allow for a scribe or record other: __________________
responses on tape Classroom Teacher
Establish the process for

KEY:
Resource Room
A = ADAPTED (Regular Grade Learning Outcomes w/ Accomm./Adapt.)
E/G = ENRICHED/GIFTED (i.e., Extended Learning Outcomes or Teacher (RR)
Advanced Level)
R = REGULAR (Grade Level Learning Outcomes: Content & Skills) Special Ed. Teacher
M = MODIFIED ('Substantially Different" from Regular)

A8 A9


SAMPLE PROTOCOL
INDIVIDUAL EDUCATION PLAN ATTENTION ALL TEACHERS:
Date: _________ Student: Kobi Anderson — Grade 8
REVIEW DATE: __________
Structure:
Create a structured environment-includes choices and clear routines.
ACCOMPLISHMENTS Supervise:
Carefully supervise so the behaviour does not escalate into a situation that
becomes unworkable.
Simplicity
Use clear simple language - stated briefly—leave personal feelings out of the
conversation-leave out any verbal justifications, explanations.
GOAL REVIEW Steps:
Break down tasks into small steps, and teach each step through repetition, and
social, verbal or appropriate Reward
Context:
Teach skills into the context in which the skills are to be used- be careful not to
assume that the student will generalize from one concept to another, or understand
TRANSITION PLAN in which contexts the behaviour is appropriate and when it is not.
Kobi may not be able to translate information into action- understand cause and
Transition to Grade 8 , Plan begins _______ effect. Kobi may not be able to take information learned from one situation and
apply it to another.
To repeat instructions can sometimes help but does not ensure compliance or
understanding.
BASELINE MEASURE DOCUMENTATION Often problems are not behavioural, emotional, or environmental - they are
neurological - damage to the brain.
Baseline Review #1 Review #2 End of Year Situations need to be set up for a “win-win” as much as possible- confrontational or
Measure Measure punitive actions will not support the student well or provide for an ongoing positive
relationship.
Sometimes Kobi’s behaviour may seem to be willful behaviour, however this may
Reading Level not be the case and in most circumstances is the result of a disability and therefore
16 we need to set up situations that will ensure that structures and routines are in
place and external supports are in place to ensure success and safety.
Chronological Age 10-11
Developmental Age 6 in the areas of social skills, emotional maturity and concept
Math Level 12 development.
Auditory memory is weak. Please support Kobi with as many visual supports in the
classroom as possible. Homework written on the board, and in his planner. TA
may need to ensure this is done at the end of each class.
Please send Kobi to the Resource Room if he is having problems adjusting to
# of times changes in the classroom setting, or settling down.
missed Math *** Kobi has a visual support for calming down-please prompt him to use this
Class before he decides to leave the room.
***PLEASE LET KOBI OUT OF CLASS 2 MIN. BEFORE THE BELL. THIS WILL EN-
SURE A SAFE AND INCIDENT FREE TRAVEL TO THE RESOURCE ROOM TO
CHANGE BINDERS AND BOOKS FOR NEXT CLASS. PLEASE CALL MADELINE
# of times POHLMANN “FIRST” CASE MANAGER/RESOURCE ROOM IF A SITUATION ARISES
missed WHERE THE PRINCIPAL OR FAMILY ARE ASKED TO BE INVOLVED.
Literacy Class

A10 A 11


FASD Neurocognitive Characteristics,
Expectations, Secondary Behaviours and
Examples of Accommodations
Primary “Fit” within Interpretation
Behavioural Environments: of Behaviours
Characteristics Values when Expectations
FASD Expectations Are not met
Think fast, Ignoring me,
Slow auditory pace, Pay attention Resistant
goes blank Stay on task Personalize
Think fast, timed tests Controlling, Avoidant
Appendix B Slow cognitive pace Finish work within Not trying, holding
Resources Doesn’t answer allotted time/schedule others up on purpose
Difficulty generalizing Follow the rules, learn Willful on purpose,
get the piece, not the inferentially intentional. He knew
picture “gets it by watching” what the rule was
Dysmaturity: Poor Social Skills
Developmentally Act your age Acting like a baby
younger than their Be responsible Inappropriate
age: 7.5 more like a 3 Be appropriate Overprotective
year old & 15 more parents
like a 10 year old
Learn the first time He/she doesn’t care
Memory problems and remember from — lazy, needs to try
“on days/off days” day to day harder
Sensory issues Not trying
Over stimulated Pay attention Undisciplined
Overwhelmed, Sit still Off task,
distractible Ignore distractions ADD
Not trying, Lazy
Easily fatigued Keep up Work Avoidant
Try harder Unmotivated
Impulsive Think ahead Willful
inability to predict Plan Disobedient
outcomes Set goals Inappropriate
acts fast—thinks slow Rein in impulses Doesn’t care
Concrete thinker Abstract, sit still pay Lazy, unmotivated
Learns by doing attention, listen/learn and/or poor parenting
Rigid, perseverance, Stop when told! Controlling, wants all
difficulty stopping/ Don’t resist the power, bossy,
changing activities Oppositional

B1


Sources of Information on FASD in BC Alcohol and Drug Information and Referral Service
#202 - 3102 Main Street, Vancouver, B.C., V5T 3G7
To order Diane Malbin’s book: Toll-free: 1 - 800 - 663 - 1441
Trying Differently Rather Than Harder phone: (604) 660 - 9382 fax: (604) 660 - 9415
contact FASCETS, Inc at www.FASCETS.org
Information and referral to treatment services and
Website: http//fasal.aska.com/links-html agencies for those who are seeking assistance with
alcohol and other drug misuse.
Teaching Students with FASD
A complete manual for instruction online from Alberta B.C. FAS Resource Society
Learning:http://www.education.gov.ag.ca/k_12/ Sunny Hill Health Centre for Children
specialneeds/fasd.asp. 3644 Slocan Street, Vancouver, B.C., V5M 3E8
(604) 465 - 8204
FAS Bookshelf — Books and Videos on FASD Project Office: #302 - 11965 Fraser Street,
604-942-2024 Maple Ridge, B.C. V2X 8H7
phone: (604) 465 - 5211
For Diagnosis and Assessment:
Information about support and services to families,
Sunnyhill Hospital for Children professionals and the broader community around
604-453-8314 prevention, intervention and treatment issues related to
http://www.sunnyhill.ca alcohol and other drug related developmental
http://www.bcchf.ca/index/html disabilities.

Asante Centre for Fetal Alcohol Spectrum Disorder BC Aboriginal Network on Disabilities Society
1-866-FAS-7101 (1-866-327-7101) 1179 Kosapsum Crescent
Email: asalahub@asantecentre.org Victoria, B.C. V8X 7K7
Web: www.asantecentre.org Toll free: 1 - 888 - 815 - 5511 or: (250) 381 - 7303

Canadian Guidelines for the diagnosis of FASD Resources are available to First Nations parents,
http://www.cmha.ca/cai/content/full/172/5supply/F1 groups and educators, including videos, manuals,
(Adapted from Materials from the Provincial FAS/E displays and brochures dealing with FAS and the
Prevention Coordinator) effects of alcohol on pregnancy.

B2 B3


Prevention Source BC and advocacy through support groups, one-on-one
2750 Commercial Drive, Vancouver, B.C. V5N 5P4 resource parents, and a lending library.
Toll free: 1 - 888 - 663 - 1880 phone: (604) 874 - 8452
FAS/E Information Service
Information service to residents of BC seeking YWCA Crabtree Corner FAS/NAS Prevention Project
information about prevention, organizations, programs, (604) 689 - 5463
materials and research in the area of substance abuse. 101 East Cordova Street, Vancouver, B.C. V6A 1K7
FAS/E Provincial Prevention Coordinator: phone: (604) 689 - 2808 fax: (613) 235 - 8101
(604) 875 - 2039
Canadian Centre on Substance Abuse
Women’s Health Centre #300 - 75 Albert Street, Ottawa, Ontario, K1P 5E7
Room 501, 4500 Oak Street, Vancouver, B.C. V6H Toll-free: 1 - 800 - 559 - 4514 or phone:
3N1 (613) 235 - 4048
phone: (604) 875 - 3599
A national service that includes a list server for
Information on how to access information, resources, discussion with other individuals interested in FAS/E.
expertise and services related to FAS/E. Helps with E-mail message to list@ccsa.ca and type “join fastlink”
networking among relevant agencies, and setting up in the message. Offers educational workshops, a
community based initiatives. resource lending library, a peer support group for
moms with children with FAS/NAS and information and
Society of Special Needs Adoptive Parents (SNAP) crisis counselling. Posters and pamphlets are available,
FAS/E Support Network as well as guides to prevention, caring for children and
(604) 589 - 8438 e-mail: fasnet@istar.ca a guide to resources.
151 - 10090 152nd Ave., Suite 187,
Surrey, B.C. V3R 8X8 FAS Early Intervention Consultant
phone: (604) 589 - 1854 fax: (604) 687 - 3364 Aurora Centre 4500 Oak Street, 5th floor,
#1150 - 409 Granville Street, Vancouver, B.C. V6C 1T2 Vancouver, B.C. V6H 3N1
Toll-free: 1 - 800 - 663 - 7627 phone: (604) 687 - 3114 phone: (604) 875 - 2017

Information on support, consultation and advocacy Works with health/social providers on early intervention
services for individuals, families, professionals and the approaches with women at risk. Develops policy
broader community around prevention, intervention and regarding treatment and disseminates information on
treatment issues. Assists special needs adoptive early intervention.
families through mutual support, information sharing

B4 B5

Copyright ©

The First Nations Education Steering Committee
and
The First Nations Schools Association
2006

For additional copies, please write to:

Suite #113-100 Park Royal South
West Vancouver, BC
V7T 1A2

Email: fnesc@fnesc.ca

Or download a copy at:
www.fnsa.ca

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