The students are all allowed 20 minutes of free play during their one-hour ... Say exactly what you mean in fewer words so your message is better understood.
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.
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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.
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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.
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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
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.
Fetal Alcohol Spectrum Disorder (FASD) is a disability that can occur in children, ..... You overhear the student telling his friends how he smokes cigarettes at ...
disrupted by having some time away is important, because job performance may not be at the same level when the person returns ... with FASD can struggle with various elements of short-term and long-term memory. Finding strategies .... Paper bags work
Strength-based approaches shift our understanding away from conventional practices and encourage us to think outside the box. STRENGTH-BASED APPROACH. It is important to remember that if a child has FASD she has a disability. Behaviours she ex- hibit
The Network has expanded from a group of concerned parents into an organization led by a 12-member ... Memory Deficits. 08. Communication. 09. Structure. 09. Sensory Disabilities. 05. Reframing Perceptions. From Won't to Can't. 06. Think Brain, Not B
... credit cards and cell phones. ⢠A simple safe can be picked up at a variety of locations for various prices. ... port and personal program plans. ⢠It is important to .... Try allowing a teen to use a cell phone with a timer. Use the timer as
Jewelry, phones, undergarments, car? ... port and personal program plans. .... This is a really cheap way of sharing with your community and also getting toys for ...
Be sure to follow up with a friendly phone call the day before or the morning of an ... Try setting meetings somewhere the person already frequents (at school, ...
Try setting meetings somewhere the person already frequents (at school, home, work, coffee shop etc.). ... Work out a new plan on how to get to the appoint-.
that will require thinking outside of the box to make the necessary accommodations they need to succeed. More information and resources are available from the .... them or the tips and tricks they have developed over the years to deal with their sens
A few minutes later, he picks up an apple and takes a bite. How you can help: ... Now she doesn't have enough money for the bus and she is going to have ... It can be hard for children with FASD to get along with others their own age. Children ...
These tips and examples were prepared by the FASD Network's parent-led ...... You find several music DVDs that do not belong to your teen in her backpack.
anything else that works around the home. ⢠Remind clients of ...... Seal and secure your bag so no beads or items fall out. 7. .... Ruggie Alarm Clock. Rug alarm ...
If they are approached without negativity, accepted, and not confronted or rejected, some individuals with FASD are able to recognize or end a confabulated ...
phone. If clients are on the bus when they take your call, they will likely forget ... to accommodate clients as much as possible to ensure the best outcome for the ...
Complications arise most often because of undiagnosed primary disabilities, lack of ... Many organizations and people are not educated on FASD and the brain ...... they are pregnant or are dealing with addictions, trauma, abusive relation-.
Children with FASD usually feel best in a place they know and in situations they can ...... Set up account restrictions with the phone company including no long ...
Use agendas, cell phones, calendars or anything ... anything else that works around the home. ⢠Remind .... For example, a portable music player is worth 15 ...
Communications and Marketing Coordinator. ... the effects of FASD on the caregivers themselves and the individuals they care for and care about. The ...... where they help children from toileting to school readiness. Autism Services was also referenc
Be aware of these transitions and plan for appropriate, consistent support each day. Life transitions can include any changes in routine and support throughout ...
Put parental controls in place. ⢠Limit usage. Time management. ⢠Set timers. ⢠Teach them to read a digital clock. ⢠Phone call/text message reminders. ⢠Set up a schedule. ⢠Write things down (Appointments, meetings, work times, etc.) D
Write things down (Appointments, meetings, work times, etc.) Driving ... Build up their self-esteem, this can give them incentive to be more ... Find iPhone app.
When your child is on a team, educate the coach about FASD, so they know what to .... example, some individuals have problems with impulse control or sleep, ...
These people can help you make a plan to prepare for the baby to .... A good supper usually includes a healthy choice of meat, vegetables .... you plan to eat during the week so you know what to buy when you go to ... by the phone or on the fridge. D
