1. Respect, build a relationship, and understand the learner

• look at the learner's developmental ages, not his/her chronological age
• validate the relationship and have fun
• understand the feelings of the learner (see "Learning about FASD")
• give one instruction at a time, when possible - say the instruction, write the instruction (or a visual cue), and then, after 10 seconds, repeat the instruction
• get to know your student and family well and establish a trusting relationship with them
• when you repeat, be sure to use the same language
• break complex tasks into smaller, manageable steps
• ask the student if he/she wants help to get started

2. Acknowledge the organic brain injury

• understand and accommodate the permanent brain injury (see "Learning about FASD")
• connect how the individual brain functions and how learning and behaviour are linked with the brain function
• change the paradigm from "won't" to "can't" (be certain that you understand the limits of "can't" or it will become a self-fulfilling prophecy).
• change your thinking from "learning theory" to "neurobehavioural theory"
• when you have a frustrating day, apply the LEIC theory: "what can I do differently with Learner, Environment, Instruction, and Curriculum?" or "what changed today in each of these domains?"
• remember the differences between primary and secondary characteristics (see "Learning about FASD")
• structure activities to provide success for all

3. Acknowledge the environmental influences

• understand and adapt the environment to create a positive fit for the individual learner
• ask "what is happening here in this room right now?" which may be impacting the way the brain and the senses are functioning
• set up the environment to increase the learner's opportunities for success
• try dropping down to child's eye-level (Are things more visually distracting down there?)
• "Listen" to the classroom (e.g. gurgling fish tank, hallway noise, humming, flickering lights, etc)
• Are there distracting smells?

4. Use a strengths-based approach

• recognize and build on the strengths of the learner (e.g. for a student who is artistic, have the student draw and talk about a picture rather than write a story)
• focus on the positive and have fun
• focus on the strengths in developing the IEP
• think "outside the box"
• taking a strength and building it into a contribution to the school community (e.g. peer reader, fish tank monitor, etc)

5. Communicate

• with the student
• with the family/caregiver (e.g. home-school communication book)
• with resources within the school (e.g. School Based Team)
• with resources in the community (local agencies who work with families with FASD)
• with clear, concrete language
• with POPFASD teachers

6. Practice patience

• remember the "executive functioning" of the brain is damaged; what for us may be a simple connection of cause and effect is not necessarily true for a learner with FASD
• repeat, repeat, repeat ... quietly and patiently ... but give lots of response time in between repetitions
• model, mime, demonstrate

7. Apply the "structure, routine, consistency" rule

• any change or transition causes anxiety and stress ... give lots of warnings of change to the routines (tell the student what will change and what will stay the same)
• write the changes on the board; discuss the changes; dialogue with the student
• model, teach, practice, and reteach classroom guidelines and routines throughout the year
• provide safety and structure by being visible

8. Use the "if ... then ..." or "when ... then ..." model of expectations and immediate consequences

• post the "if ... then ..." statements in the classroom and apply them! (e.g. "IF you are on time, THEN you can use the hall pass")
• in the classroom, use: "Work first, choice activity next"
• use caution with this strategy; student must be able to understand cause and effect

9. Remember: every learner is different

• no magical formula exists ... every brain is impacted differently by the influence of prenatal exposure to alcohol
• keep trying different approaches
• keep thinking that the FASD brain is struggling to work and find connections

10. Teach social skills

• teach in classroom setting and then practice in out-of-class settings (e.g. practice social skills on the playground)
• teach, practice, repeat ...
• build a positive peer climate (e.g. class meetings)
• teach mediating skills using role plays

Most important: TRY DIFFERENTLY, NOT HARDER! (and take care of yourself!)