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
