An Educational Planning Tool (LEIC) for Learners with FASD September 29, 2010 Whitehorse, Y.T. Kathi Hughes and Stacey Wakabayashi
Purpose • To explain a planning tool, LEIC (Learner, Environment, Instruction, Curriculum), for learners with complex needs • To share our research project that combined the planning tool and teacher mentoring • To share resources
Introductions / FASD Overview 10:30-10:50 LEIC Planning Tool 10:50-11:15 LEIC case study 11:15-11:30 Research 11:30-11:45 Questions / Resources 11:45-12:00 Agenda
Fetal Alcohol Spectrum Disorder FASD describes a spectrum of disorders caused by prenatal exposure to alcohol.
FASD: Diagnostic categories Fetal Alcohol Syndrome
adapted from: http://www.cerebralpalsychildren.com/CPFetal.html
Shift in Thinking • View FASD as a physical disability • IS problem to HAS problem • Won’t to Can’t • Non-compliance to non-competence
LEIC(adapted from Dr. Carl Anserello’s “ICEL”) • L earner (strengths, needs, primary disabilities, secondary behaviours, expectations of setting/brain) *Poor fit? • E nvironment (set up of classroom, sensory issues) • I nstruction / Communication (teaching and communicating strategies/accommodations) • C urriculum / Resources (adaptations/strategies/accommodations, etc)
Where is this learner at? What are his/her strengths? Sensory seeking? Avoiding? Learning style? Interests? Other pertinent info?
Primary Disability A functional deficit that is the result of permanent brain injury.
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
Poor Fit? 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
“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)
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
What are we expecting of this leaner? What does this student have difficulties with? VS What are we seeing in the classroom?
Accommodations- creating a “good fit” • Strategies and/or adaptations that address the brain disability and reduce the likelihood of secondary disabilities • Accommodations based on the unique profile of each learner
Accommodations - Good Fit Environment Instruction Curriculum
Case Study-group work • Listen to description of learner • Use LEIC sheet to create accommodations to support 1 or 2 of the primary disabilities • Utilize student’s strengths, interests, and learning style • Use Guiding Questions for help
IEPs LEIC Accommodations
Victoria FoundationResearch Project • UNBC/SD57/UBC/POPFASD/VF • 6 primary teachers/ 8 students • 2 day training • Classroom visits - weekly • Team planning meeting using LEIC • Support to teachers implementing accommodations
Value of the Intervention to Teachers “Every time I learned new things that I can incorporate. Even just raising the level of understanding, how can I make this better and how can I help this kid.”
Timing of the Intervention “This way you’re constantly improving throughout the year because there’s the next meeting and the next meeting and something else is being brought forward and plenty of time to share with the other people that are there.”
Impact on Teaching Practice “It made me change the way I was looking at that child and their behaviour. It just shed a totally different light.”
Summary • Use LEIC Planning Tool to guide solution finding for individual learners • Involve all team members in the planning meetings • Encourage a strengths-based approach • Support the classroom teachers by assisting with the implementation of accommodations
Final Thoughts • Every brain is different so… “Try differently rather than harder” (Malbin) • “Every day is a new day” (Anon)
Thank you POPFASD Office 250-564-6574 www.fasdoutreach.ca