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What is FASD?
Fetal Alcohol Syndrome Disorder (FASD) is caused by women consuming alcohol while pregnant; this exposure has lead to various permanent birth defects in the developing fetus that can be preventable (What is fetal alcohol spectrum disorder?, n.d.). Image a child having permanent physical and mental disabilities that were preventable.
Fetal alcohol spectrum disorder. (n.d.). Curriculum for addiction professonal (cap): level 1. Retrieved from http://fasdcenter.samhsa.gov/educationTraining/courses/CapCurriculum/competency2/facial2.aspx
Learning disabilities Developmental delays Inappropriate social skills Difficulty learning from consequences Hyperactivity Poor concentration Memory problems Difficulty following instructions
The information on this slide has been used from What is fetal alcohol spectrum disorder?. (n.d.). Fetal alcohol spectrum disorder. Retrieved from http://connectability.ca/2011/10/05/fetal-alcohol-spectrum-disorder/
Behaviour Components
Both Simon and Thomas (3 year old twins) have been diagnosis with cognitive delay and impulsive behaviour as part of their Fetal Alcohol Syndrome.
What does Cognitive Delay mean? Cognitive delay refers to the
delay in most academic and social behaviours as compared to his or her same-age peers according to the Special Education Report of Alberta (Special education definitions, 2004, p.1).
What does Impulsive Behaviour mean? Impulsive behaviour is best
described as the acting without thinking or the inability to wait including doing things suddenly, without any planning ahead or considering the effects of their actions (The abc of mental health, 2014).
Concerns: The parents were apprehensive about moving to a large metropolitan city of Toronto. Unfamiliar with the local communities and unsure of where to get help. Parents feeling overwhelmed by the diagnosis of FAS; both Simon and Thomas have difficulty with impulse control and being cognitive delayed.
Accommodations at the
2. Guidance Strategies
3. The Class Environment
Hello, my name is Sarah Pike and I work in the Junior Preschool Room at Triumph Demonstration School here in Toronto. After reading about Simon and Thomas diagnosis and what Mr and Mrs Hansen have expressed to me during our first meeting. I have strategized how I can accommodate the children into my inclusive preschool room based on our Reggio Emilia philosophy.
E-mail
Tuesday, January 14th, 2014 Hello Mr and Mrs Hansen, Thank you for meeting with me last week, I just wanted to touch base with you both regarding the answers to some of your questions and concerns that we discussed . Based on your concerns, I am forwarding some suggestions on how I can accommodate the boys in the classroom that can beneficial to all my little investigators, as well as some suggestions/techniques you could use at home. I will also pass on the agencies and organizations that I contacted that I feel could help.
If you have any questions or concerns, please feel free to contact me back at (416)393-7000 ext.777 or by e-mail. Sincerely yours,
Curriculum
Some examples of how I would accommodate / modify my curriculum planning:
Social Stories to be read out loud to the whole class to encourage the class to learn about social cues that would be inclusive for all such as, Weather birds first day of school. For some students, periods of physical activity followed by quiet activity helps to reduce stress (Attentional difficulties, n.d.) such as having structured free time to finding a book to read on the carpet. Play turn-taking games. Pass an object around and when a child has the object it is that childs turn (Social skills, n.d.). This will encourage Simon and Thomas learn about turn taking, patience, make eye contact and sharing.
Children with FAS may need more physical stimulation to help reduce their hyperactivity such as helping around the classroom or helping with snack time or colouring or painting or reading in a rocking chair (Attentional difficulties, n.d.).
Rhythmic activities such as choral reading, spelling and math chants are effective at retaining attention (Attentional difficulties, n.d.) .
Guidance Strategies
Anticipate and preventing problems through close supervision or partnering with peers can also build up self awareness (i.e., buddy system, peer tutor) (Cause and effect thinking, n.d.). By modeling positive behaviour in the class that will reinforce the learning for all children based on Albert Bandura s theory (Kail,, & Zolner, 2012,p.8-9). By making sure body language and tone of voice match positive behaviour.
Use concrete reinforcements or reminders (e.g., the use of stop hand-signals) to help the student change problematic behaviour such as calling out in class (Attentional difficulties, n.d.) .
Short and clear messages such as direct instructions. Ex. Come sit down on the carpet.
Set limits and consistently follow them (Social skills, n.d.). Ex. Walking feet in the class.
Encourage the child to help as a valued member of the classroom (Social skills, n.d.). Ex. Simon, I like how you put the crayons away.
Encourage decision making by giving the student choices and allowing the student to carry through with the choices they made (Social skills, n.d.). Ex. Thomas, would you like to play with the cars or paint?.
Accommodations at Home
Some suggestions for Mr and Mrs Hansen to use at home:
Set a routine and structure your day for both Simon and Thomas to get used to (p. 20). Be specific with what you want to convey and be patient; they may not respond right away (p. 21-22). When problems arise, they immediately need to be given reasons for the action especially for safety reasons (p. 24-25). Give Simon and Thomas advanced warnings before they switch task such as, Thomas, one more spin (on the spin top) then you need to wash your hands for dinner (Parenting children affected by fetal alcohol syndrome, n.d.,p.23). Make sure to secure door knobs leading outside to prevent them from trying to take off; especially at night. Sports may provide an excellent channel for the childs energy, while boosting self-esteem and encouraging personal interests (p. 33). Make sure to keep a close eye to prevent the children from self harm. (p. 24-25).
The information on this slide has been paraphrased from Parenting children affected by fetal alcohol syndrome. (n.d.). A guide for daily living. Retrieved from http://fasd.typepad.com/resources/daily_guide_for_living.pdf
E-mail
Friday, January 17th, 2014
Hello Sarah, Cody and I are sincerely grateful for what you have done. The suggestions were very helpful and I have been in touch with some the organizations to find out what they recommend for our family. I will keep you posted if I need anything else. Thank you, you have been such a blessing!
Yours Truly,
Kate Hanson
Reflection
Inclusion is about living full lives about learning to live together. Inclusion makes the world our classroom for a full life. Inclusion treasures diveristy and builds community. Inclusion.com is for citizens, educators, families, organization all of us (Inclusion network, n.d.).
Bibliography