Fetal Alcohol Spectrum Disorder (FASD)

Alberta
Code 44
Education
Code
Definition Fetal Alcohol Spectrum Disorder or FASD is a birth defect that is caused by mothers consuming alcohol when pregnant.
Individuals who are born with FASD often have learning and behavioural deficits that can affect their developmental skills. They
may also exhibit physical characteristics that include smaller head size, a smooth ridge just under the nose, and below average
height and weight.
Many children have difficulties with school and daily life because of the symptoms they experience from the disorder, including
extreme impulsivity, poor judgement, poor memory, difficulty learning basic skills, organizational difficulties, language and
speech delays, and gross and fine motor delays. In many cases, those who have FASD also have other exceptionalities, such as
ADHD, or health factors, such as seizures or difficulty hearing and seeing, that contributes to their difficulty in school.
There are four main indicators of FASD: alcohol exposure, growth deficiency, facial features, and brain damage.
FASD is labeled as a spectrum disorder because of the diversity of possible effects on the child, which reside along a continuum, as
well as the effects from different levels of prenatal alcohol exposure. Only a small percentage of individuals display the full
pattern of FAS. Those who have FASD are considered to be on a spectrum which ranges from those who have the full
syndrome to those who have only a few issues with learning and behaviour, and no facial or growth issues.
Observabl
Children with FASD often experience
e
Trouble with learning basic facts (such as multiplication)
Behaviours Difficulty with memory and organizational skills

Strengths in visual arts and music

Success with repetitive work and structured situations
Enjoyment in physical activities
More responsiveness to smaller teaching groups

Teaching Provide the student with the lesson notes while you teach so that the student can follow along rather than struggle to take notes. If
Strategies
possible, have fill in the blank spots to keep them on task.
o If parents are receptive, send the student home with extra or the next days lesson material so that they have time to go over it
and try to understand it ahead of time. Then, when the lesson is presented, the student will have already been introduced to
the material and may not have as many struggles or questions.
Colour code each subject a specific colour so that the student can easily organize and manage their materials. Also have a separate
area of the room where they can keep their personal belongings if the desk is too disorganized for them.
Give the student extra time to complete tests or assignments (only if needed).

When giving assignments, break down the steps more clearly and into smaller, manageable pieces.
Use assistive technology.
Teach the student self-regulation strategies.
Have set routines and schedules that are followed and repeated as often as possible.

Non Removing students with FASD from the room and making them sit in the hallway after defiant behaviour is not always the best
Effective
option. These students often lack the understanding to know what they did was not acceptable and may become more upset as
Strategies
they feel they have been punished for no reason. Try to help the student figure out what upset them and find ways to cope
beforehand that will signal to you that they need help.
Do not change their Education Assistant if possible. These students can have attachment issues that become problematic when
they move from grade to grade, or if they have to change EAs. These students especially need to form trust bonds and having an
EA that stays with them through many years of schooling can be beneficial to their growth and development.
Treating them as if they have ODD doesnt work, being strict and stern is not good, they are mad and they dont know why, so
treating them this way makes them more upset
These students may have a shorter attention span and keeping them on task can be difficult. Try to make the lessons smaller or
have time set aside to help them individually if they are giving signs of disinterest.
Resources
http://www.cdc.gov/Features/FASD/
https://archive.education.alberta.ca/media/414085/fasd1f.pdf
http://www.learnalberta.ca/content/inmdict/html/fasd.html
https://education.alberta.ca/diverse-learners/special-education-statistics/
http://www.ave.ee/download/Alcohol_and_Pregnancy_prevention_and_legal_issues_of_FASD.pdf
http://bccewh.bc.ca/wp-content/uploads/2014/09/Canadian.Policy-on.Subst-Use-+-Preg.Sept-2-2014web.pdf
http://canadiancrc.com/newspaper_articles/Issue_Fetal_Rights_Canada_Wintermans_25NOV05.aspx
http://fasd.alberta.ca/assessment-and-diagnosis.aspx
http://www.usd.edu/~/media/files/medicine/center-for-disabilities/fasd-educational-strategies-handbook.ashx?la=en
http://www.interprofessional.ubc.ca/AdultsWithFASD2014/G4Whitford.pdf
Edmonds ,K., & Crichton, S. (2008). Finding ways to teach to students with FASD: A research study. International Journal of Special
Education, 23(1), 54-73.
http://fasd.alberta.ca/
http://fasd.alberta.ca/documents/Strategies_Not_Solutions_Handbook.pdf

http://www.lfsfamily.ca/dacapo_disability/fasd_clinic.php

Alberta
Education
Code
Definition

Observable
Behaviours

Teaching
Strategies

English Language Learner (ELL)

The code is 301 for foreign-born students, 303 for Canadian-born students, and 302 for International Students

English Language Learner students are those whose primary language or languages of the home, is different than English and
who may therefore require additional services in order to develop their individual potential within the school system. Some
students speak variations of English that differ significantly from the English used in the broader Canadian society and in school;
they may also require ELL support.
Students may be immigrants arriving in Canada,
Students may be Canadian born but do not speak English at home
Social : may have difficulty fitting in with children due to a language barrier, unable to contribute to the conversation, may lack
basic interpersonal communication skills
Emotional : may have separation anxiety or feel uncomfortable due to being in an environment in which they may not be
completely understood.
Learning : may learn at a slower rate because they may not understand what words mean in english.
Modelling - using physical representations to communicate
Interaction/Play - facilitating language and vocabulary through play and interaction

Family and Community Development - it is important to provide continual support in both native and second language
Rate of Speech and Wait Time - giving the students time to process a clear enunciated use of the language
Visual Representations - using physical objects to aid when learning the language

Tracking Sheets - a rubric-like document that helps keep track of students progression with english language

Visualization - a technique that provides students with images that contain words from the language helps provide relevance and
relieve frustration

Resources

- Early Learner ELL

https://archive.education.alberta.ca/media/1093791/earlylearning.pdf
- English Language Learners
https://archive.education.alberta.ca/media/1234005/12_ch9%20esl.pdf
- Supporting English as a Second Language
https://archive.education.alberta.ca/media/1076318/support_esl.pdf
- Alberta Education: English as a Second Language
https://archive.education.alberta.ca/teachers/program/esl/
- Benchmark Summary
http://www.learnalberta.ca/content/eslapb/documents/ESL%20Benchmarks%20Division%20Levels%20Summary%20Gr%2046.pdf
- Assessment Tips for the ELL
http://www.learnalberta.ca/content/eslapb/assessment_tips.html

Cerebral Palsy (CP)

Alberta
Education
Code
Definition

Code: 58 (Mild)
Code: 44 (Severe)
Cerebral palsy (CP) refers to a group of disorders that result from injury to the developing brain, and can affect movement and
muscle coordination. CP is not progressive, but may seem to change as the child grows. For most children with CP, the cause is
unknown. However, the risk is greater in babies born preterm and with low birthweight. Furthermore, CP may occur as a result of
problems associated with preterm birth or may indicate an injury has occurred during the pregnancy that has caused the baby to
be born early.
There are 3 main types of CP:
1. Spastic: stiff and difficult movement, as muscles are contracted all the time and limbs feel stiff.
2. Athetoid: involuntary and uncontrolled movement, as messages from the brain to the muscles are not coordinated. These
movements occur all the time and, in particular, may interfere with speech.

Observable
Behaviours

3. Ataxic: disturbed sense of balance and depth perception, resulting in awkward and unsteady movements of the hands and feet.
Depending on which areas of the brain are damaged, CP can cause one or more of the following: muscle tightness or spasms,
involuntary movement, difficulty with gross motor skills such as walking or running, difficulty with fine motor skills such as

writing or doing up buttons, and difficulty with perception and sensation. Individuals with CP may have cognitive, speech and
language disorders, visual and hearing impairments and/or learning disabilities. The parts of the body that are affected and the
severity of impairment can vary widely.
Further characteristics and observable behaviors include:
have learning disabilities, visual impairments, hearing problems, speech problems, drooling issues, and behavior problems
need braces, crutches, or a wheelchair to get around
need assistive devices for writing and speaking
have difficulty sitting still and have uncontrolled movements
have difficulty with bladder and bowel control and may need to use a bathroom frequently
have seizures

Teaching
Strategies

Resources

need occupational therapy (OT), physical therapy (PT), and speech therapy during the school day
Break tasks into short, easy-to-manage steps. Provide each step separately and give feedback along the way.
Teach strategies for self-monitoring, such as making daily lists and personal checklists for areas of difficulty.
Use instructional strategies that include memory prompts.
Consider ways to adapt play activities and structure opportunities for play with peers. Teach the entire class modified versions
of common recess games, and/or assign a recess or break buddy.
Teach peers how interact with the student using the communication device or book.
Monitor for signs of anxiety or depression, such as visible tension, withdrawal, changes in grooming habits, missing or coming
late to class, fatigue or incomplete assignments.
Provide support in transitioning from one activity or place to another.
Learn Alberta
http://www.learnalberta.ca/content/inmdict/html/cerebral_palsy.html
Quick Guide: Supporting Children and Youth from Low-Incidence Populations
https://archive.education.alberta.ca/media/15045946/low-incidence_digital_20150429_high-res.pdf
10 tips for Teachers
http://cerebralpalsy.org/information/acceptance/tips-for-teachers/
Infusing Assistive Technology for Learning into the IPP Process https://archive.education.alberta.ca/media/525549/ipp9.pdf
Cerebral Palsy Special Needs Factsheet
http://kidshealth.org/parent/classroom/factsheet/cp-factsheet.html
BC Ministry of Education - Special Programs: Awareness of Chronic Health Conditions.

Down Syndrome
Alberta
Education
Code
Definition

Observable
Behaviours

Code 44

Is a congenital disorder arising from a chromosome defect. The chromosome defect occurs during conception. Where most babies
inherit 46 chromosomes from their parents, 23 from their mother and 23 from their father, children with Down syndrome inherit 47
chromosomes. This extra genetic material causes intellectual impairment/developmental delays and physical abnormalities. As of
now, there is nothing one can do to prevent chances of conceiving a child with Down syndrome ( The Nemours Foundation, 2016,
About Down Syndrome).
Some physical abnormalities include:

A flat and broad facial profile, an upward slant to the eyes, small ears, and a protruding tongue.

Low muscle tone, especially in babies, as they appear to be floppy. This can improve over time, but most developmental
milestones (sitting up, crawling, and walking) occur later than with other kids.

A short stature. They are often born an average size, but tend to grow at a slower rate than their peers.

Intellectual impairments:

Down syndrome affects the ability to learn in different ways

Most have mild to moderate intellectual impairment.

They can learn and are capable of developing skills throughout their lives, however, they simply develop these goals at
different paces.
While some kids have no health problems, others can experience a vast array of medical issues. Some of the most common medical
conditions include:

Congenital heart defects.

Pulmonary hypertension, which can lead to irreversible damage to the lungs.

Hearing and vision problems.

Thyroid problems.

Stomach and intestinal problems.

Seizure disorders.

Breathing problems, including sleep apnea and asthma.

Obesity.

Unstable upper spinal problems.

Behaviours in school:

As the severity is different for each student, it may be hard to distinguish cognitive abilities from that of a mainstream student.
Most people with Down syndrome can read and write, live alone, cook, clean and have a job in society. Although, they usually
work with people or in people rich settings.
Students may be slower at processing information or completing assigned tasks, but they are still capable of completing
schoolwork. Assignments can be modified to ability levels without taking students out of mainstream classes.
Some students who have severe disabilities because of Down syndrome may be in special classes that teach life skills, as they may be
non-verbal.

Teaching
Strategies

Resources

Encourage participation by mainstream students, as well as, in physical fitness and school activities, especially extracurricular
programs. Provide alternative roles if the student is unable to participate due to limitations.
Provide opportunities for your students to be successful in school through learning about their interests.
Increase the use of visuals in the classroom: use images, symbols and introduce sign language as a form of communication.
Alter class environment to best meet the students needs (ie. may need to provide a lower desk and chair if the student with DS
has a short stature)
Use a buddy system. Pair the DS student with a classmate who will help accommodate them in their learning.
Use modeling, role-playing and physical demonstrations to help make certain tasks and activities more clear.
Allow extra time for students to complete tasks and assignments.
Break up tasks into small blocks and focus on things in small steps.
Incorporate games and play into the students learning tasks.
Encourage student to express their wants and desires with explanations rather than simple yes and no responses.
Help the student develop independence.

-Characteristics and Health Concerns for People with Down syndrome. http://www.cdss.ca/information/generalinformation/characteristics-and-health-concerns-for-people-with-down-syndrome.html
-Teaching Students with Down syndrome.
http://www.cdss.ca/images/pdf/parent_Information/teaching_students_with_down_syndrome.pdf
-Medical Disability Information for Classroom Teachers. http://www.learnalberta.ca/content/inmdict/html/pdf/DownSyndrome_E.pdf
-Down syndrome. http://raisingchildren.net.au/articles/down_syndrome.html
-About Down Syndrome. http://kidshealth.org/parent/medical/genetic/down_syndrome.html
Why Its Important to Make Simple Changes at Home. https://www.understood.org/en/learning-attention-issues/understandingchilds-challenges/simple-changes-at-home/why-itsimportant-make-simple-changes-at-home

Autism Spectrum Disorder (ASD)

Alberta
Education
Code
Definition

Observable
Behaviours

Teaching
Strategies

Code: 44

Autism Spectrum Disorder (ASD) is a lifelong neurodevelopmental disorder that impacts an individuals cognitive and social
abilities. This disorder influences how an individual senses and responds to their environment and can cause difficulties in verbal
communication, expression and relationships. ASD affects individuals to different degrees, which used to be classified as multiple
disorders including Aspergers, childhood disintegrative, and pervasive developmental disorder (American Psychiatric Association,
2013, p. 1). However, all individuals diagnosed with one of these conditions is now covered under the ASD umbrella.
Alberta Education has estimated the incidence rate of ASD to be roughly 1 in 2000 births. However, Alberta Education uses an older
definition of ASD specified in the DSM-IV. When a broader spectrum of disorders is included, the prevalence rate may be as high as
1 in 500 births.
Each person with autism spectrum disorder is a unique individual. As such, each individual will experience unique challenges
throughout their lifetime whether that be in professional or in social settings. There are four main categories of characteristics that
generally seem to be affected under the autism spectrum:
communication characteristics
social interaction characteristics
unusual/challenging behaviour characteristics
learning characteristics
Other characteristics of individuals with autism spectrum disorders include:
unusual patterns of attention
unusual responses to sensory stimuli
anxiety
1. Provide information in multiple different visual forms
Daily agenda in the form of words and pictures
Manipulatives for class work
2.Limit distracting stimuli
Limit wall decorations
Provide earplugs for distracting sounds
Have defined regions in the classroom

Cover up or put away materials that are not in use

3.Establish a calming area

Tent

Resources

Tipi
Cardboard folders
Curtains
4.Provide warnings about upcoming transitions and changes
Daily agenda
Provide reminders for transitions
Provide warning for any out of the ordinary activities
5.Allowing for movement/ brain breaks
Provide fidgets
Do stretches/ incorporate yoga
Schedule relaxation or exercise breaks
Choice works: https://itunes.apple.com/us/app/choiceworks/id486210964?mt=8
The Choiceworks app is an essential learning tool for helping children complete daily routines (morning, day, & night),
understand & control their feelings and improve their waiting skills (taking turns and not interrupting).
First Then Visual Schedule:
https://itunes.apple.com/ca/app/first-then-visual-schedule/id355527801?mt=8
First-Then visual schedule application is designed for caregivers to provide positive behavior support
Do2Learn:
http://do2learn.com/disabilities/CharacteristicsAndStrategies/AutismSpectrumDisorder_Strategies.html
Do2Learn is a website offering a list of strategies that may help students with a variety of needs, including students with ASD.

Attention Deficit Hyperactivity Disorder (ADHD)

Alberta
Education
Code

Code 58

Definition A chronic disorder that includes a combination of factors, such as difficulty sustaining attention, hyperactivity and impulsivity.
Can be genetic, but also be brought on by environmental factors. Children in certain environments can be more at risk for ADHD
and may have the disorder carry into adulthood.
Observable Problems focusing and sustaining attention
Behaviours Hyperactivity and excessive energy
Impulsive and risky behavior
Poor performance in school and struggles with relationships
Frequent daydreaming
Interrupts or blurts out answers in class
Sometimes lack fine motor skills and have difficulty taking notes
Difficulty with long term projects with lots of details or little direction
Fidgeting and squirming is a big distraction for these students as well
Teaching Provide students with small instructions and repeat if necessary, work and scaffold learning so that students do not become
Strategies
overwhelmed or forget
Work on difficult material early in the day, sometimes students are more focused in the morning, but each child can be different
Use visuals and provide interactive materials to enhance and maintain their attention
Give frequent short quizzes rather than long spread out tests
Allow the student to have frequent breaks, if they are helpful
Fidget tools and a seat that moves may help the student get their energy focused
Resources
http://www.learnalberta.ca/content/inmdict/html/adhd.html
http://www.psych.ualberta.ca/~hoglund/PEERSlab/assets/peers-roundtable-adhd-handout_10_11.pdf
http://www.ldalberta.ca/downloads/definition-of-ld/adhd/
http://www.caddac.ca/cms/page.php?2
http://www.helpguide.org/articles/add-adhd/attention-deficit-disorder-adhd-and-school.htm
http://www.ascd.org/publications/books/199273/chapters/Strategies-to-Empower,-Not-Control,-Kids-LabeledADD~ADHD.aspx

Learning Disabled (LD)

Alberta
Code 54
Education
Code
Definition Learning disabilities include various disorders that may affect the acquisition, understanding, organization, or retention of


Observable
Behaviours

Teaching
Strategies

Resources

information by the student. Students with a learning disability may exhibit verbal and non-verbal problems that affect how they
are able to function in the classroom.
Learning disabilities range in severity and can affect students in only some areas or in all aspects of their day.
Every child that has a learning disability has a unique learning profile
LD students often have co-occurring conditions that can include problems listening, concentrating, speaking, reading, writing,
reasoning, mathematics, and social interaction
LD students can be easily distracted and have trouble focusing
Some learning disabilities are genetic and can have physical markers such as hearing so sensory impairments
These students may not raise their hands or volunteer to answer questions because they dislike surprises
LD students can have difficulty retrieving information and may need more time to think before they can answer questions
It is common for LD children to get into trouble and not understand what they have done wrong
Let the student know that you will only ask them a question or expect an answer from them when you are standing in front of their
desk, this will give them time to prepare and know that they need to give an answer. You can also give them the question
beforehand so they can answer it with you and then answer in front of the group to build up their confidence.
Provide these students with direct instruction. They may also benefit from working one on one with an aid or the teacher when the
classroom is working independently.
Develop a relationship with the student and get to know their needs and interests.
Slow down the lessons and repeat if necessary, in most cases the rest of the class will also benefit
Youtube F.A.T City workshop:
https://www.youtube.com/watch?v=0hUIXoV2rZc
http://www.helpguide.org/articles/learning-disabilities/learning-disabilities-and-disorders.htm
http://www.learnalberta.ca/content/inmdict/html/learning_disabilities.html
http://www.ldalberta.ca/downloads/ld-and-children/
http://www.cbc.ca/news/canada/calgary/8-things-to-know-about-learning-disabled-education-in-alberta-1.1303654
http://www.cssd.ab.ca/programs/diverselearning/

Giftedness

Alberta
Code 80
Education
Code
Definition Difficult to define because they are expressed in a variety of ways. A child diagnosed as gifted or talented displays advanced
achievement beyond their years in one or several areas. Some have learning disabilities in addition to their area of giftedness; these
students are categorized as twice-exceptional.
Observable Rapid learning and putting thoughts together quickly
Behaviours Can learn basic skills quickly with little practice
Complex, logical, and insightful thinking asks probing questions
Excellent memory, large vocabulary with complex sentence structure and advanced comprehension
Highly developed curiosity, interest in experimenting
May experience social and emotional problems
Students who are gifted may face issues with underachievement, perfectionism, depression, frustration, and boredom
Teaching Allow for flexibility in pacing, allowing students the opportunity to move through the curriculum at a comfortable pace.
Strategies Provide alternative learning environments to allow for specialized attention provide resources and curriculum that is challenging
and tailored to the individual
Tiered assignments with increasing complexity, abstractedness, or open-endedness will allow gifted students to take more basic
information to the next level
Incorporate the students interests and strengths in the classroom with special attention to activities
Avoid setting standards that are too high, make sure the student is communicating with the teacher about how easy/difficult they
find the work to be
Journey Through School Chapter 4 : Information for parents, teachers and administrators of children who are gifted.
Resources
https://archive.education.alberta.ca /media/448801/journey4.pdf
Info on Code 80
http://www.lss.ecsd.net /gifted/code80.html
Special Education Coding Criteria
https://open.alberta.ca/dataset/ee2ccea8-97fe-41a1-aa11-ed9f21421364/resource/99dcf34f-9800-43c3-9138a0dcb23f5e51/download/3656041-2014-Special-Education-Coding-Criteria-2014-2015.pdf
Planning For Students Who are Gifted
https://archive.education.alberta.ca/media/525558/ipp92.pdf

Oppositional Defiant Disorder (ODD)

Alberta

Code 42

Education
Code
Definition Oppositional Defiant Disorder is characterized by children who have frequent and persistent patterns of anger, irritability, defiance,
or vindictiveness towards individuals of authority.
ODD can vary from mild (symptoms occur in one setting, i.e. home or school) to moderate (symptoms occur in two settings), to
severe (symptoms occur frequently and in many settings).
Observable Children with ODD have trouble controlling their temper and become angry or annoyed easily
Behaviours Can be offset by teachers, helpers, other students, or personal frustration
Arguing is frequent and occurs between student and authority figures, such as parents, teachers, principals, etc.
Actively refuse to do work or perform tasks, often do not follow rules or expectations
Work to deliberately annoy or upset other individuals, often students
They also tend to blame others for their behaviours
Teaching Provide the student with simple and directive behaviours
Strategies Try to work out self regulation strategies with the child and make sure they know consequences before behaviours happen,
sometimes this is enough to help stop the problem from getting worse
Allow the student to vent or express their feelings, give them time and space to calm down
Find a safe space they can go to that is agreed upon by both the child and the teacher, this child will know to go to this space when
they feel they are becoming upset and can calm down until they are ready to talk
Try and determine triggers and remove them if possible
Provide the student with a support worker or have another individual able to help if the child becomes overly agitated
Resources
http://www.learnalberta.ca/content/inmdict/html/pdf/OppostitionalDefiantDisorder_E.pdf
http://www.interventioncentral.org/behavioral-interventions/challenging-students/school-wide-strategies-managing-defiancenon-complianc
http://www.cmhsreach.org/disorder_odd.html
http://www.sess.ie/categories/emotional-disturbance-andor-behavioural-problems/opposition-defiant-disorders/tips-learni
http://www.guidancefacilitators.com/odd2.html