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.

Download the Modules Guide

 

Location Title Presenters Date Posted Minutes Main Message / Purpose

Learning About FASD

What is FASD?

What is 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

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.

 

Primary Disabilities

Primary Disabilities

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.

 

Paradigm Shift

Paradigm Shift

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

 

Secondary Disabilities

Secondary Disabilities

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.

Planning Instruction

Environment

Environment

Stacey Wakabayashi

Oct 2006

8

Explains how to set up a classroom learning environment.

Implementing these strategies will increase student learning and decrease stress.

 

Classroom Routines

Classroom Routines

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.

Creating a Positive Behavior Climate

Relationship

Relationship

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.

 

School Experiences

School Experiences

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.

 

Stealing module 1 - Why Kids Steal

Why Kids Steal

Nathan Ory

Nov 2009

7

Nathan Ory speaks about the different reasons why kids steal.

 

Stealing module 2 - Dealing with Stealing

Dealing with Stealing

Nathan Ory

Nov 2009

9

Nathan Ory speaks about strategies and approaches to use when kids steal.

Teaching to Strengths and Needs

Cause and Effect/Impulsivity

Cause and Effect/Impulsivity

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.

 

Memory Difficulties

Memory Difficulties

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.

 

Slow Processing Pace

Slow Processing Pace

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.

 

Dysmaturity

Dysmaturity

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.

 

Attention Difficulties

Attention Difficulties

"Riley"

Nov 2009

2

Provides, from a student's perspective, some strategies that may help a student who has attention difficulties.
This module features the drawings of Nathan Fehr.

Developing the IEP

Case Study – LEIC and IEP’s

Case Study - LEIC and IEP's

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).

 

Developing the IEP 1: Theory and Practice – OVerview

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.

 

Developing the IEP 2: Preplanning

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.

 

Developing the IEP 3: Planning and Conducting

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.

 

Developing the IEP 4: Goals and Objectives

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.

 

Developing the IEP 5: Implementing

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.

 

Developing the IEP 6: Evaluating

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.

 

Developing the IEP 7: Reporting

Reporting

Friends of POPFASD

Jan 2009

1

Provides a brief description of the reporting process for a student with an IEP.

 

Developing the IEP 8: Transitioning

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.

 

Developing the IEP 9: Summary

Summary

Friends of POPFASD

Jan 2009

1

A summary of the Individual Education Planning process and the IEP story of Nikki.

Assessment Networks

CDBC Assessment Network

CDBC Assessment Network

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.