TIPS ON TRANSITIONING Transitions can be large and small events, such as coming back from recess or graduating. • Give warnings for transitions. • Show the student what activity they will be doing. • Use a visual timer that counts down. • Use visual or verbal prompts to indicate transitions. • Minimize the impact of changes to routines by scheduling them for later in the day. • Adjust workloads so tasks can be completed before transitioning to a new activity. • Make the schedule predictable so transitions can be anticipated. • Ensure the schedule for each day is posted in a visible spot. • If there is a change, take the time to explain what is happening and then proceed. Example: • The student will be leaving your Grade One classroom soon and moving into the Grade Two classroom. How you can help: • Introduce your student to his or her new Grade Two teacher before the end of Grade One. Take pictures of the student in his or her new classroom and include these pictures in a transition book. The transition book could also include tips and trends that you have noticed worked well for the student while in your classroom, such as teaching math in the morning.
TIPS TO HELP WITH ENVIRONMENT How can I adapt the environment to help this student succeed? • Create a positive emotional atmosphere around the student. • Allow fidget toys when a student needs to be listening or sitting still. • Have a separate quiet place for when the student needs to calm down. • Avoid things that may trigger sensory issues such as strong smells or lighting. • Try to reduce the activity/noise when the student needs to focus. • Keep the room arrangement simple and easy to navigate. Visuals can be used as concrete reminders as to where things belong. • Supervision should be provided in advance to avoid negative behaviour. • Ensure extra staff are available to support success. • Develop individualized programs keeping the student’s skills in mind. • Allow the student to take body breaks when needed.
Example: • The student has trouble focusing when it is time for individual reading. He is fidgeting and distracting the other students. How you can help: • Have a quiet place for the student to read with little distractions; a tent may work in the classroom. This also may be a good time for a body break if supervision is available.
TIPS ON ROUTINE & STRUCTURE • Try to use the same schedule each day so that the student can predict activities. • Help the student to keep binders, books and his or her desk organized. • Post separate morning and afternoon schedules. Colour code subjects and activities. • Make necessary changes to routine in the afternoon instead of in the morning so that the entire day is not disrupted. • Give the student as much advance notice as possible when routines change. • Out of school activities should be planned on consistent days with visual reminders. • Allow the student to make choices but ensure the options are structured. For example, provide activity centres in gym class instead of free play. • Build structured free time into their schedules.
Example: • The students are all allowed 20 minutes of free play during their one-hour gym class. The student living with FASD seems to take this time to harass the other students. How you can help: • Give the student structured options during the free time. Create stations that the student can choose from. Keep the options to a maximum of 2 or 3 so that the student doesn’t get overwhelmed by the choices.
TIPS ON TIME & SCHEDULES • Set up the day so the student can be successful. Allocate enough time for activities to be completed. • Focus on strengths first thing in the morning and at the end of the day, so the student is excited to come back. • Alternate subjects and activities the student likes with ones he or she does not like. • Alternate easy, challenging and fun activities within the schedule for the day. • Plan a resource period, or one-on-one ti
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