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Supporting and Teaching Learners with FASD

Supporting and Teaching Learners with FASD. Name of Presenter. ________, 2010 (2011) ________, B.C. SD No. __. Purpose. • To increase understanding of how the brain with FASD functions To share an effective approach and strategies

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Supporting and Teaching Learners with FASD

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  1. Supporting and Teaching Learners with FASD Name of Presenter ________, 2010 (2011) ________, B.C. SD No. __

  2. Purpose • To increase understanding of how the brain with FASD functions To share an effective approach and strategies To develop strategies for success for working with the school system To provide current research and resources

  3. Agenda Introductions 10 min FASD Foundation 15 min “Shift”/Primary Disabilities 35 min Break 10 min • Successful School Strategies 15 min Accommodations Sharing 20 min Resources/Questions 15 min

  4. Fetal Alcohol Spectrum Disorder FASD describes a spectrum of disorders caused by prenatal exposure to alcohol.

  5. History • Biblical (“Judges”) • 471 BC - Socrates • 384 BC - Aristotle • 1968 - Lemoine (France) • 1973 - diagnostic criteria for FAS • 1996 - ARND replaces FAE; Dr. Streissguth’s study re primary and secondary disabilities • 2004 - FASD; 4 digit code for diagnoses • 2005/6 - B.C.: MCFD, Health, Education

  6. FASD: Diagnostic categories

  7. FASD: Facial Features

  8. FAS: Facial Features http://depts.washington.edu/fasdpn/htmls/fas-face.htm

  9. “Tip of the Iceberg”

  10. FASD: Diagnostic categories Fetal Alcohol Syndrome (“Tip of the Iceberg”) Alcohol-Related Neurodevelopmental Disorder (ARND) Partial Fetal Alcohol Syndrome (pFAS) *Static Encephalopathy

  11. Who’s at Risk? Everyone! FASD is an equal opportunity disability. Dr. Sterling Clarren

  12. Known Facts About Alcohol • No known safe level of alcohol consumption during pregnancy. • Alcohol crosses the placenta freely. • No woman sets out to hurt her baby.

  13. 9. Primary Motor Cortex 10. Supplementary Motor Area 11. Premotor Cortex Area 12. Cingulate Motor Cortex 13. Wernicke’s Area 14. Supramarginal and Angular Gyri 15. Broca’s Area 1. Dorsolateral Prefrontal Circuit 2. Orbitofrontal Circuit 3. Anterior Cingulate Circuit 4. Thalamus 5. Hypothalamus 6. Hippocampus 7. Amygdala 8. Cingulate Gyrus

  14. Brain Activity An fMRI study comparing the amount of activity required by the brain to complete a task (example: using working memory). a- alcohol affected b - neurotypical www.nrc-cnrc.gc.ca/eng/ projects/ibd/functional2.html a b

  15. adapted from: http://www.cerebralpalsychildren.com/CPFetal.html

  16. Tony: LEIC Wheel

  17. Every Brain is Different

  18. Prevalence • Exact rates are not known and prevalence varies from community to community • Health Canada: 9/1000 are affected by FASD • 2 to 5 percent of younger school children: FASD (2009: P. May)

  19. Cognitive Functioning • The average IQ for full FAS is 74; the IQ range for full FAS is 20 – 130 (Streissguth et al, 1996). • The average IQ for FASD is 90. • But …

  20. Theory to Practice • FASD State of the Evidence Review (Premji et al, 2004) • FASCETS study • Changes in theory

  21. Shift in Thinking • View FASD as a physical disability • IS problem to HAS problem • Won’t to Can’t • Non-compliance to non-competence

  22. Need for “Shift” • De-personalizes difficulties • Reduces stress and frustration • Builds a shared framework • Encourages reflection • Fosters a proactive approach

  23. FASD Approach • FASD = physical, brain-based disability • Know your learner well (relationship) • Observe closely and try different strategies • Set up the environment for learner success • Plan and interact proactively • Be visible • Identify what the learner needs and provide the supports

  24. Primary Disability A functional deficit that is the result of permanent brain injury.

  25. 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

  26. Accommodations=creating a “good fit”) To Accommodate means to make fit or suitable Strategies and/or adaptations that address the brain disability and may reduce the likelihood of some secondary disabilities

  27. “Secondary Disabilities” / Behaviours • The feelings / behaviours that develop over time when the primary disabilities are not supported (Streissguth, 1996)but….might be other manifestations of the primary brain alterations (Clarren, 2009)

  28. 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

  29. Sentence Activity • Requirements of your brain • process quickly • remember, utilize prior information, formulate • Possible Primary Disabilities • slow processing • memory difficulties Expectations in the Environment - give a quick response • provide a related, descriptive sentence

  30. = Poor Fit

  31. Accommodations = Good Fit Environment Instruction/ Curriculum/ Communication Resources

  32. Video Clip “FAS: When the Children Grow Up” • National Film Board, 2002 • www.nfb.ca

  33. Linking Behaviour to Brain Normal Developmental Process: Orderly, organized, sequential. Many opportunities for links and interconnections. FASD: Inconsistent growth, undergrowth, overgrowth, disorganized gaps and clusters. Clusters can appear as areas of tremendous strength, such as superior ability in art, music, spelling or writing.

  34. Poor Fit? • Expectations of learner in the Environment • Follow rules • Act age • Requirements of learner’s brain to meet expectations • Think ahead • Think at an age- appropriate level • Suspected • Primary Disability • Cause-effect • Dysmaturity

  35. Accommodations = Good Fit Environment Instruction/ Curriculum/ Communication Resources

  36. What are the strengths of your learner? Is your learner… Creative? • Artistic? Athletic? • Helpful? Caring? • Generous? Determined? • Willing? Friendly? • Etc. Etc. Etc. Strengths Based Approach

  37. Attachment Early stressors Culture Nutrition Living situation Transitions Religious/Spiritual Medications Dislocation Peer supports/ mentors Family relations Wellness/Mental Health Complex trauma Financial situation Current community/world events “Time of month” Weather Other …

  38. 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/Communication (teaching and communicating accommodations) • Curriculum/Resources (adaptations)

  39. LEIC (Top)

  40. LEIC (Middle)

  41. LEIC (Bottom)

  42. What works for you?

  43. Accommodations = Good Fit Environment Instruction/ Curriculum/ Communication Resources

  44. Successfully Surviving the School System • Learn the school culture…(page 17) • Contact your District Partner for more • information • Never assume …

  45. Special Needs Categories http://www.bced.gov.bc.ca/specialed/ppandg/toc.htm

  46. Ministry Guidelines • see handout package (pp 11 - 13) • or visit • • http://www.bced.gov.bc.ca/ • specialed/ppandg.htm (E8)

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