Essential Tips
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!)

