CLASSROOM SUPPORT

a.1 parental consultation

A PTA meeting shall be conducted to decide a reasonable adjustments for FASD

students. The Disability Standards for Education 2005 requires the classroom

teacher to consult with the parent before making an adjustment. It is useful to

have an agreed summary of the decisions made at consultation about reasonable

adjustments. This reminds everyone how they decided to support the student, and

provides a reference point for reviewing progress at subsequent meetings to be able

to address the needs of the students.

a.2 Teacher observation records

The classroom teacher can use a checklist to evaluate work habits and behavior of

FASD students as their record. Focused observation of the student is important in

order to gain an understanding of how the child experiences stress, relieves

tension, copes with obstacles and reacts to change. It provides valuable information

on how the child meets his or her needs, how hard the child is
actually trying, how to facilitate success, and how to build a supportive

environment that will lead to achievement. Teachers shall observe the students

behaviors such as how do the student interact with their peers and teachers, how

they accepts responsibility for actions, how they demonstrates self control etc.

Working habits of FASD students shall be monitored as well like how do they use

their time wisely, how often they participate in class, stays in seat and such. These

observations records will be helpful for the teacher when planning for

interventions.
a.3 Learning environment

FASD students benefit from a classroom environment where attention has been

given to a sense of calm, order, and organization. Auditory and visual distractions

need to be minimized to maximize learning. The well-organized and highly

structured classroom minimizes the impact of demands to process and interpret

new information. This diminishes the confusion and frustration many FASD
students experience and maximizes their ability to focus on the task at hand. This

calm environment provides a sense of security. Since the FASD student cannot be

changed, the environment needs to be modified to encourage positive educational

outcomes.

a.4 Teachers designed measures/assessment

a.5 Literacy & Numeracy

a.5.1 Literacy

FASD student s reading and spelling records are concrete skills, and they may be

successful reader spelling. However, this may be masking difficulties or learning

disabilities the FASD student has in language arts. Reading recognition and

decoding are stronger for the FASD student than reading comprehension. The

classroom teacher should use an approach where reading comprehension requires

abstract thinking and problem solving: identifying the main idea of the story,

making inferences, drawing conclusions, and recognizing the author’s point of

view. These are weak reading skill areas for the FASD student. As the student gets

older, the gap between the ability to decode and the ability to comprehend widens.

a.5.2
a.6 Language skills

Special education teachers can use different clasroom interventions help students

who have language difficulties due to fetal alcohol syndrome. Classroom teachers

can use a language deveopment checklist such as Academic Language Proficiency

Checklist to document what ares of language the child has problems with. Students

who have receptive language delays, combining visual representation, such as

pictures and puppets can help them follow a story the teacher is reading to the

class. If the is reading, provide her with tape recorded version to listen at the same

time.

SCHOOL SUPPORT

a.1 parental consultation

Teacher-parent conferences give a great opportunity to increase communication

between school and home, keep parents informed about their child's progress, and

develop a plan for the student's needs. Learning support teachers, school counselor,

and other school staff takes part in this conference. While the main focus of parent-

teacher conferences should be learning, it's also important to discuss factors that

can affect learning, such as students' behavioral and social development. Other

topics might include standardized test result, individualized education programs

(IEPs), education plans, peer relationships, classroom behavior, motivation and

work habits, as well as students' strengths and challenges

a.2 Teacher observation records

The school psychologist or school counselor is a valuable support to the classroom

teacher throughout the school year. A classroom teacher may request the school

psychologist/counselor to visit the classroom to observe the FASD student in the

educational setting. The school psychologist/counselor may help determine what is

frustrating the student or how to assist with difficulties such as transitions. She

may advise teachers on classroom management, make suggestions for new

behavioral techniques, or assist with learning problems.

a.3 Learning environment

Teachers or other part of school personnel need ways to create a classroom

environment that is physically and psychologically safe for all students. As a

group, students with FASD benefit from structure and routine, and a predictable

environment where their comfort and competence levels can grow. If environment

meets students need for structure and support, many behavioral problems can be

prevented. According to Weir, Managing behavioral is about predicting and

preventing an unwanted behavior before it happens not always possible but more

effective place to put our energy than always being reactive.

a.4 Teachers designed measures/assessment

The classroom teacher may ask some assistance from school psychologist or

school counselor as a member of the IEP Team. The school psychologist assesses

the student’s IQ and academic ability. Their testing also indicates the student’s

learning style, strengths, and weaknesses. The social and emotional development

of the student can also be assessed. These tests can assist in a diagnosis. As a

member of the IEP team, the psychologist will assist with planning educational and

behavioral goals.

a.5 Literacy & Numeracy

a.5.1 Literacy

a.5.2 Numeracy

FASD students are known for having poor concept of time. Using Checklist about

their knowledge of time can help the classroom teacher identify their level of

difficulties. Students may have difficulty with number concepts. Although a

student may be able to count, the numerical concepts may not be understood. An

important goal for the FASD student is to develop number concepts. Assess

functional mathematics by observing students throughout the daily routine. Can

they tell time? Do they have a concept of time? Do they rote count or do they have

a concept of number? Will they be able to learn to manage money, make change,

determine value? The observation can help in addressing their numerical

difficulties.

a.6 Language skills

Consult with the learning assistance teacher and the speech and language

pathologist for specific interventions to develop language skills. If the language

problems are severe, the student may need one-on-one assistance to explain, to

remind, and to keep him or her on task.

SCHOOL SUPPORT PLUS

a.1 parental consultation

Classroom teachers will have to conduct a meeting with the parents to make a plan

and decision in consulting some other professionals. The parents of a student with

FASD may have valuable information about the strengths and needs of their child

and what has worked at home to communicate, motivate and manage behavior.

They can act as a liaison for a child who is making a transition between schools or

programs, and as a communication link between school and various other

professionals and agencies who have contact with the child. The following

professionals which be ask for recommendation for students with FASD can be

psychologists, speech/language pathologists, psychiatrists, etc.

a.2 Teacher observation records

a.3 Learning environment

a.4 Teachers designed measures/assessment

a.5 Literacy & Numeracy

a.6 Language skills

CLASSROOM SUPPORT PROCESS

a.1 parental consultation

a.2 Teacher observation records

a.3 Learning environment

A small classroom with few students is often the environment that works best for

these students. However, it is unrealistic to expect that a small classroom setting is

always available, and it is likely that there may be several FASD students who

have not been identified. Instead, small work areas can be created in the classroom:

carrels, worktables, or a special area with positive names, such as “The Office,” or

“The Work Station.” Traditional desks in rows give order and provide a defined

space for students from which FASD students benefit. When students sit on the

rug, delineate their space with masking tape. Learning centers and sitting at tables

with other students can be distracting and require greater student management.
a.4 Teachers designed measures/assessment

a.5 Literacy & Numeracy

a.5.1 Literacy

Written language tasks are initially concrete and brief. The classroom teacher may

ask the FASD student to write phrase or sentence explaining an illustration. As the

student approaches the upper grades, new demands are required for written

language. Students need to be able to write an essay or a response to a reading.

Written language skills require a ability to organize thoughts in a sequential

manner, stay on topic, and pay attention to the mechanics of writing. Organizing
thoughts on to paper, putting ideas in a logical sequence and paying attention to

detail are very difficult for the FASD student.

a.5.2 Numeracy

Students with FASD need more practice (over-learning) to

learn basic computations and continuous practice in order to make those skills

automatic. Some students with FASD have become skilled and quick in mental

arithmetic while others require a calculator for the simplest of computations, in

spite of repeated practice. Teaching practical math is the goal. Simple addition,

subtraction, multiplication, division facts, and basic fractions skills should be

taught within the context of life skills. Classroom teachers can use concrete objects

to introduce basic math facts. Many students with FASD have trouble with

temporal concepts such as before/after, yesterday/tomorrow, telling time and

judging the passage of time. Using calendars and written schedules can reinforce

time sequences. Concrete representations, such as sand timers or stop watches, and

emphasizing how much time it takes to complete certain activities in the day can

help the student develop a sense of time.

a.6 Language skills

By the use of Language Proficiency Checklist, it can identify if the problem is the

vocabulary, hence, teachers can have the student use a picture dictionary. Students

may benefit from making sight word cards for vocabularies being taught in class. If

the FASD students is having abstract concepts, using art projects will help to make

those concept concrete for the child. Concrete communication is important in

communicating. Classroom teachers may use verbal cues along with verbal

instruction to help the student along. Verbal cues such as songs, may also help the

students. Some students may benefit from using assistive technology, such as word

processing and electronic spell checkers.

SCHOOL SUPPORT PROCESS

a.1 parental consultation

Conducting effective parent-teacher conference can boost family involvement

which can help promote positive outcomes for the teacher, student, and the school.

A parent-teacher conference is a great opportunity to: share academic progress and

growth based on classroom observations, testing data, assessments, portfolios, and

assignments; learn from parents or guardians so you can be better informed about

students' strengths, needs, behaviors, and learning styles; discuss enrichment or

intervention strategies to support students' learning; discuss issues that may be

interfering with students' learning and growth. School staff who support and is

involved with the students' learning will also attend the conference, too. An

administrator might attend at the teachers’ request, or the request of a parent or

guardian.

a.2 Teacher observation records

a.3 Learning environment

a.4 Teachers designed measures/assessment

a.5 Literacy & Numeracy

a.6 Language skills

SCHOOL SUPPORT PLUS PROCESS

a.1 parental consultation

The school may request a consultation and assessment of the pupil’s need from a

specialist outside the school. Where this is the case, the parents’ permission will be

sought to do so. If the parents refuse to give their permission for a pupil to receive

extra support, a written record of their decision, signed by parents will be kept in

the child’s file.

a.2 Teacher observation records

a.3 Learning environment

a.4 Teachers designed measures/assessment

a.5 Literacy & Numeracy

a.6 Language skills

Children with FASD usually show some degree of language disability or delayed

language development. They often have significant problems in communicating

regardless of whether or not their general development is delayed. This difficulty

with language affects social communication as well as academic learning.(Conry,

1996). The speech and language specialist should be consulted when working with
this population. While the FASD population has a wide range of language profiles,

there are certain language deficits that characterize the speech and language of

these students. There are many speech and language disorders associated with

FASD. The speech and language specialist evaluates for voice and articulation

disorders, speech delay, and language disorders. Expressive and receptive language

should be assessed. The pragmatic skills are of prime importance to assess. If it is

determined the student qualifies for speech and language assistance, the speech and

language specialist will provide therapy.