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

•     acknowledge the learner's developmental levels in various domains
•     spend time getting to know your learner
•     understand the needs and the feelings of the learner
•     give praise for steps taken
•     teach that mistakes are normal and help us to learn
•     get to know your learner's family and establish a trusting relationship
•     ask the learner what would help him/her
•     advocate on the learner's behalf

2. Acknowledge the organic brain injury:

•     approach FASD as a physical, brain-based disability
•     connect how brain function links to the learning and behaviour
•     ask "What can I do differently to support this learner?"
•     ask "What is the behaviour communicating to me?"
•     plan and structure activities to provide success for all
•     on those tough days, remember that "Every day is a new day."

3. Acknowledge the environmental influences:

•     understand and adapt the environment to create a good fit for the learner
•     experience (sight, sounds, etc) the classroom from the learner's point of view
•     seat the learner in a less distracting area (preferential seating)
•     ensure that all things have a place -- classroom is organized in a consistent manner
•     control lighting, temperature, smells as much as possible
•     utilize visuals for everything (schedule, specific areas of room, labels, supplies, etc)
•     create a "quiet space" for learners to enjoy some "down" time

4. Use a strengths-based approach:

•     recognize and build on the strengths of the learner
•     help learners to find and identify their strengths and "amplify" them
•     focus on the positive and have fun
•     focus on strengths in developing the LEIC page and the IEP
•     take a strength and build it into a contribution to the school community

5. Communicate:

•     with student, family, school team, and community supports
•     reduce language whenever possible
•     use visual supports
•     say exactly what you want the learner to do
•     present an appropriate number of directions based on the learner's capabilities
•     ensure that the learner is comfortable asking for help
•     check in frequently with the student and provide praise and direction

6. Practice patience:

•     understand the nature of the disability - learning may be there one day, gone the next
•     break complex tasks into smaller steps
•     understand that repetition and many practice opportunities may be required
•     linking behaviour to brain function helps to "depersonalize" the behaviour

7. Create structure, routines, and consistency:

•     our kids rely on the structure and predictability of our classroom environments
•     teach routines for the "everyday" types of activities
•     provide advance warnings for changes to schedule and transitions
•     model, teach, practice and review classroom guidelines/routines throughout the year

8. Supervision:

•     determine an appropriate level of supervision, especially at unstructured times
•     try to be visible to the learner as much as possible
•     use conflicts/mistakes as opportunities for teaching

9. Teach social skills:

•     teach/practice in classroom setting then teach/practice in out-of-class settings
•     use small group setting when appropriate
•     build a positive peer climate in the classroom and utilize peer support
•     teach mediating skills using role plays    

10. All Learners are different:

•     collect as much assessment information as possible to help inform instruction
•     there are no magical strategies; a strategy that works for one may not for another
•     our job is to know the learners well enough to find the strategies that may help
•     keep trying different strategies until you find the ones that make a difference