Modules Guide
What are eLearning modules? eLearning modules are a new way to learn about FASD. We combine video clips, narration, slides and photos to help you understand a particular topic.
To access our modules, use the links below or click the eLearning menu at the top of this page and select one of the seven headings (Learning About FASD, Essential Tips, Planning Instruction, Creating a Positive Behavior Climate, Teaching to Strengths and Needs, Developing the IEP, and Assessment Networks). The modules are located under these headings. We are continuing to add new modules – watch the website for announcements.
| Location | Title | Presenters | Date Posted | Minutes | Main Message / Purpose |
|---|---|---|---|---|---|
|
Learning About FASD |
|
Kathi Hughes |
Nov 2009 |
8 |
Provides an overview, definitions, basic premises. Increases basic understanding of FASD to facilitate planning for effective supports/strategies/ accommodations. |
|
Alcohol Effects on the Developing Brain |
Kathi Hughes |
Nov 2009 |
7 |
Explains the effects of prenatal exposure to alcohol (a teratogen) on the developing fetus. Enhances understanding of students with FASD; this condition is life-long and brain-based so we must make appropriate, individual accommodations. |
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Kathi Hughes |
Nov 2006 |
15 |
FASD is often an “invisible disability”; behaviours are sometimes the only clue to the disability Explains primary disabilities and the impact on learning and behaviour. |
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Stacey Wakabayashi |
Dec 2006 |
5 |
Understanding FASD as a brain based disability requires that we shift our thinking about students’ behavior “won’t’ to “can’t” We need to change our thinking based on a new understanding – this change fosters more appropriate supports and less frustration |
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Kathi Hughes Whitecrow Staff: Ken Kissinger Kirk Lutke |
Mar 2007 |
10 |
If primary disabilities are not accommodated by a “good fit”, other (ie secondary) behaviours and feelings result. These are often the behaviours we see in class (anger, shutdown etc). This module uses video clips from Whitecrow staff and the analogy of learning to cross-country ski to exemplify “poor fit” and “good fit” If we make a “good fit” for the primary disabilities, secondary behaviours can be prevented. |
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Planning Instruction |
|
Stacey Wakabayashi |
Oct 2006 |
8 |
Explains how to set up a classroom learning environment. Implementing these strategies will increase student learning and decrease stress. |
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Stacey Wakabayashi |
Jul 2008 |
7 |
Explains how to establish classroom routines. Routines are an important part of establishing the structure that our learners with FASD depend on. |
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Creating a Positive Behavior Climate |
|
Whitecrow Staff: Kee Warner Kirk Lutke Ken Kissinger Bev Zorn |
Mar 2007 |
7 |
Explains the importance and meaning of understanding students through developing “relationship”. Whitecrow staff share their ideas about relationship. Understanding that developing a relationship is a critical component to improving student success. |
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|
Corey Fehr, Ken Kissinger, Chris Zorn, Kellie Zorn, Kirk Lutke, Bev Zorn, Lance de Bree |
Jun 2007 |
10 |
Youth with FASD and a parent speak about their school experiences and what worked well. Their stories clearly support the importance of understanding the learner and providing appropriate accommodations. |
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Stealing module 1 - Why Kids Steal |
Nathan Ory |
Nov 2009 |
7 |
Nathan Ory speaks about the different reasons why kids steal. |
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Stealing module 2 - Dealing with Stealing |
Nathan Ory |
Nov 2009 |
9 |
Nathan Ory speaks about strategies and approaches to use when kids steal. |
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Teaching to Strengths and Needs |
|
Stacey Wakabayashi Katie Marren |
Sep 2009 |
10 |
Many students with FASD have difficulty with cause/effect and impulsivity. Uses an interview with a classroom teacher. Provides strategies for helping students who have difficulty with cause and effect and impulsivity. |
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|
Stacey Wakabayashi |
Mar 2007 |
8 |
Many students with FASD display varying degrees of difficulty with memory. These difficulties can be misinterpreted as non-compliance and are often the cause of much frustration. Provides samples of accommodations for the teacher to use to support students with memory difficulties. |
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Stacey Wakabayashi |
Aug 2009 |
5 |
Many students with FASD have difficulty with processing and auditory pace. Provides samples of accommodations for the teacher to use. |
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Kathi Hughes Connie Nundal Tracey Hartshorne |
Nov 2006 |
10 |
Explains the developmental “gaps” between the student’s chronological and developmental age in different domains (eg. life skills, expressive language etc). Uses a case study with a teacher and a youth care worker. Introduces the LEIC analysis. Provides an example of the necessity of really knowing and planning appropriate strategies for individual students. |
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"Riley" |
Nov 2009 |
2 |
Provides, from a student's perspective, some strategies that may help a student who has attention difficulties. |
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Developing the IEP |
|
Stacey Wakabayashi |
Jan 2007 |
9 |
Explains how to “understand” the learner and then make appropriate accommodations to the environment, instruction and curriculum by using the “LEIC” planning tool. We then explain how the LEIC planning tool fits the IEP. This module will help teachers make appropriate accommodations for the student(s). |
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Developing the IEP 1: Theory and Practice – OVerview |
Friends of POPFASD |
Jan 2009 |
4 |
Provides an overview of the Individual Education Planning eLearning modules and introduces our fictional case study learner. |
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Developing the IEP 2: Preplanning |
Friends of POPFASD |
Jan 2009 |
9 |
Provides an overview of the Preplanning phase of IEP development. Enhances understanding of the process for collecting information about the learner and how this information allows the IEP team to develop an effective and appropriate IEP. |
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Developing the IEP 3: Planning and Conducting |
Friends of POPFASD |
Jan 2009 |
6 |
Explains how to plan and conduct an IEP meeting. Provides tips and reminders for preparing for and running the meeting. |
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Developing the IEP 4: Goals and Objectives |
Friends of POPFASD |
Jan 2009 |
7 |
Provides an explanation of goals and objectives and some tips for writing effective goals and objectives. Our case study learner is used to demonstrate some effective IEP goals. |
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Developing the IEP 5: Implementing |
Friends of POPFASD |
Jan 2009 |
3 |
Explains how to implement the Individual Education Plan. Implementing the plan involves putting accommodations and resources that reflect the individuals’ strengths and needs into place. |
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Developing the IEP 6: Evaluating |
Friends of POPFASD |
Jan 2009 |
4 |
Provides an overview of the process of monitoring, reviewing, and revising the IEP. Ongoing evaluation of the plan and learner ensures that the IEP develops along with the learner. |
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Developing the IEP 7: Reporting |
Friends of POPFASD |
Jan 2009 |
1 |
Provides a brief description of the reporting process for a student with an IEP. |
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Developing the IEP 8: Transitioning |
Friends of POPFASD |
Jan 2009 |
3 |
Enhances understanding of the transitioning process at key points in the learner’s development and provides tips and resources for planning transitioning. |
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|
Friends of POPFASD |
Jan 2009 |
1 |
A summary of the Individual Education Planning process and the IEP story of Nikki. |
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Assessment Networks |
|
Sharon Davalovsky |
Nov 2007 |
11 |
Sharon Davalovsky, from the Northern Health Authority, explains the Complex Developmental Behavioural Conditions (CDBC) Assessment Network by answering commonly asked questions. A variety of support documents and links are given to provide more information about the process. |
