Video Guide
What are eLearning videos? eLearning videos 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 videos, use the links below or click the eLearning menu at the top of this page and select one of the eight headings (Learning About FASD, Essential Tips, Planning Instruction, Creating a Positive Behavior Climate, Teaching to Strengths and Needs, Developing the IEP, Transitioning, and Assessment Networks). The videos are located under these headings. We are continuing to add new videos – watch the website for announcements.
If you would like a copy of this guide for offline use, just print this page.
7:54
November 29, 2006
Provides an overview, definitions, basic premises.
Increase basic understanding of FASD to facilitate planning for effective supports/strategies/ accommodations.
7:11
November 30, 2006
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.
10:09
November 30, 2006
A primary disability is a functional deficit that is a result of permanent brain injury. A primary disability affects how a student learns. This video explores the learning and behaviour patterns of a brain affected by FASD
5:22
December 31, 2006
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.
11:37
March 31, 2007
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.
4:46
November 30, 2011
Would increasing teachers' understanding of FASD and then providing ongoing mentor support throughout a school year improve outcomes for students with FASD?
This module describes an important research study conducted by Erica Clark, a PhD candidate from UBC (funded by the Victoria Foundation).
13:33
January 9, 2012
Kim Barthel speaks about the brain and FASD.
A video excerpt from the 2009 POPFASD District Partner Meeting in Richmond, B.C.
8:32
January 9, 2012
Kim Barthel speaks about the theory of attachment.
A video excerpt from the 2009 POPFASD District Partner Meeting in Richmond, B.C.
6:21
October 31, 2006
Classroom environment can have a positive and negative impact on learning for children with FASD. This video discusses strategies for managing classroom environment to support learners with FASD.
6:48
July 3, 2008
Explains how to establish classroom routines. Routines are an important part of establishing the structure that our learners with FASD depend on.
5:36
February 18, 2011
Speaks to the importance of observation in the classroom and how the observational information can be used to improve instructional decisions.
10:54
June 23, 2011
Explains the importance of classroom transitions and demonstrates how to teach transitions to a group of students.
Special thanks to Jennie Boulanger (SD 41 teacher), her class, and Margaret Sundberg (SD 41 District Learning Support Teacher and POPFASD District Partner).
7:32
March 31, 2007
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.
10:52
June 30, 2007
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.
7:00
November 15, 2009
Nathan Ory speaks about the different reasons why kids steal.
8:44
November 15, 2009
Nathan Ory speaks about strategies and approaches to use when kids steal.
9:56
April 6, 2010
Nathan Ory speaks about why typical behavioural approaches may not work and provides ideas on how to make your interventions more effective.
9:48
April 6, 2010
Nathan Ory shares strategies for motivating our learners.
10:01
November 30, 2006
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.
10:17
November 30, 2006
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.
8:20
March 31, 2007
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.
2:23
November 9, 2009
Provides, from a student's perspective, some strategies that may help a student who has attention difficulties.
This video features the drawings of Nathan Fehr.
4:39
November 15, 2010
Speech and Language Pathologist Sarah Dowling explores some of the reasons why learners may have behavioural reactions when they experience language problems.
11:29
November 15, 2010
This video highlights ten strategies that will enhance your communication with all learners in the class, including those with Fetal Alcohol Spectrum Disorder.
15:44
November 15, 2011
Many learners with FASD struggle with social skills due to difficulties with social awareness, complex expression of feelings, understanding directions, social cues and fast-paced conversations.
In this module, we highlight a framework for working with learners with FASD to help them acquire the social skills needed to live and succeed in their day-to-day life in elementary school.
15:17
November 15, 2011
Many leaners with FASD struggle with social skills due to difficulties with social awareness, complex expression of feelings, understanding directions, social cues and fast-paced conversations.
In this module, we highlight a framework for working with learners with FASD to help them acquire the social skills needed to live and succeed in their day-to-day life in secondary school.
9:29
February 28, 2012
Cris Rowan speaks about the importance of movement in improving our students' learning and attention.
8:59
January 31, 2007
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).
3:34
October 25, 2008
Provides an overview of the Individual Education Planning eLearning modules and introduces our fictional case study learner.
Part 1 of 9
Developing the IEP 2: Preplanning
8:42
December 8, 2008
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.
Part 2 of 9
Developing the IEP 3: Planning and Conducting
Developing the IEP 1: Theory and Practice - Overview
5:37
December 9, 2008
Explains how to plan and conduct an IEP meeting. Provides tips and reminders for preparing for and running the meeting.
Part 3 of 9
Developing the IEP 4: Goals and Objectives
Developing the IEP 2: Preplanning
7:03
December 9, 2008
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.
Part 4 of 9
Developing the IEP 5: Implementing
Developing the IEP 3: Planning and Conducting
3:15
December 10, 2008
Explains how to implement the Individual Education Plan. Implementing the plan involves putting accommodations and resources that reflect the individual strengths and needs into place.
Part 5 of 9
Developing the IEP 6: Evaluating
Developing the IEP 4: Goals and Objectives
3:29
December 10, 2008
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.
Part 6 of 9
Developing the IEP 7: Reporting
Developing the IEP 5: Implementing
1:21
December 10, 2008
Provides a brief description of the reporting process for a student with an IEP.
Part 7 of 9
Developing the IEP 8: Transitioning
Developing the IEP 6: Evaluating
2:34
December 11, 2008
Enhances understanding of the transitioning process at key points in the learner's development and provides tips and resources for planning transitioning.
Part 8 of 9
Developing the IEP 9: Summary
Developing the IEP 7: Reporting
1:15
December 11, 2008
A summary of the Individual Education Planning process and the IEP story of Nikki.
Part 9 of 9
Developing the IEP 8: Transitioning
7:01
March 17, 2010
Tells the story of a real-life student who transitions back to a middle school setting after being home-schooled for two years. This video shares the process for ensuring a successful transition.
11:04
November 2, 2007
Sharon Davalovsky, from the Northern Health Authority, explains the Complex Developmental Behavioural Conditions (CDBC) Assessment Network by answering commonly asked questions.
15:02
October 10, 2012
Anne Fuller and Roxanne Hughes discuss the Ministry of Children and Families' Key Worker Program.
