1 / 22

Supporting Students with FASD

Supporting Students with FASD. Case Study/Resources. Date: Location:. Agenda. Welcome back Reflections on learning Using the LEIC planning tool Final Project Break Resources Final Reflection . Case Study/Resources (Session 4).

ilar
Télécharger la présentation

Supporting Students with FASD

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Supporting Students with FASD Case Study/Resources Date: Location:

  2. Agenda Welcome back Reflections on learning Using the LEIC planning tool Final Project Break Resources Final Reflection

  3. Case Study/Resources (Session 4) To demonstrate how to develop appropriate accommodations for specific learners To identify resources available that will assist in working with learners with FASD

  4. Making Connections! Do all strategies work with all students?

  5. Paradigm Shift Understanding FASD as a brain based disability requires that we shift our thinking about students’ behavior from “won’t” to “can’t”

  6. Impulsivity Linking actions to outcomes Predicting outcomes Generalizing information Abstracting Staying still Paying attention Memory Processing pace Sequencing Over stimulation Sensory issues Perseveration Language Dysmaturity or “uneven maturation” Primary Disabilities

  7. Frustration Anxiety Shutdown Anger Fatigue Isolation Poor self esteem Depression School problems Trouble with law Drug and alcohol issues Independent living challenges Mental health issues Parenting difficulties Secondary Disabilities / Behaviours

  8. Attachment Early stressors Cultural Nutrition Living situation Transitions Religious/Spiritual Medications Dislocation Peer supports/Mentors Family relations Wellness/Mental Health Complex trauma Financial situation H1N1 Virus Epigenetics Other …

  9. Each student is unique with talents and strengths If talents and strengths are not recognized and encouraged, they may erode Include positive activities in the daily routine Encourage athletes Support participation in music or art Find opportunities for them to help others Focus on success to build self-worth Talents and Strengths

  10. Video clip “Finding Hope” (Chapter 8) Knowledge Network - 2009 http://findinghope.knowledge.ca/

  11. Planning for a Learner with FASD Identify perceived developmental ages in various domains Identify the learner’s strengths, interests, and learning style Identify “poor fit” between expectations and the suspected primary disabilities Develop accommodations to utilize strengths and support the primary disabilities

  12. LEIC(adapted from Dr. Carl Anserello’s “ICEL”) Learner (strengths, needs, primary disabilities, secondary behaviours, expectations of setting/brain) *Poor fit? Environment (set up of classroom, sensory issues) Instruction (teaching accommodations) Curriculum (adaptations / modifications)

  13. Case Study - Final Project You may choose to work alone or with a partner; however, all participants must hand in their own LEIC Planning Tool for evaluation Choose a case study (primary, intermediate or secondary) Use the LEIC Planning Tool to: Find out information about learner Identify the “poor fit” Create accommodations to support 1 or 2 of the primary disabilities Consider the gaps in developmental ages for various domains Consider the learner’s strengths, interests and learning style Develop accommodations which utilize strengths and support the primary disabilities

  14. Accommodations Guide Does your list include general accommodations and SPECIFIC ones for your learner? Do some of your accommodations utilize the strengths, interests, learning style of the learners? Are the needs of this learner addressed sufficiently and specifically?

  15. What Next?

  16. Great FASD sites www.fasdoutreach.ca www.fascets.org www.faseout.ca www.canfasd.ca education.alberta.ca/teachers/resources/fasd.aspx www.fasdconnections.ca www.mcf.gov.bc.ca/fasd www.fasiceberg.org www.mefasd.com www.whitecrowvillage.org

  17. Your group will be presenting your resource to the larger group • In your group, go through, study and discuss the resource • Record items of interest, questions that you may have, helpful information • Choose a presenter to “teach” the rest of the group about this resource Jigsaw Activity

  18. Essential Strategies: Summary “Shift” thinking and change approach • Know your learner: build a relationship through respect and understanding • Use a strengths-based approach • Use strategies for accommodations: - environment…. - instruction/communication…. - curriculum/resources

  19. Making Connections! • Why is it important for educators to understand FASD? • Describe the primary disabilities and possible resulting secondary disabilities. (include specific examples) • Show that all learners have unique needs and strengths. (include specific examples)

  20. Final Thoughts • Every brain is different so… “Try differently rather than harder” (Malbin) • “Every day is a new day” (Anon)

More Related