Creating an Inclusive

Learning Environment
for Students With
FASD
ANNIE ZURRER
Strategies for Teaching Students
with FASD
Establish structure
Noise solutions and physical setup
Classroom environment and rules
Observe and interpret behavior
Create opportunities for success
Communication
Personalize learning
Patience and resilience
Establish Structure

Change may present major problems for students with FASD

Rigid thinkers
May be unable to figure out what is happening next when the routine
is changed
Consistency in routine
Habit allows individuals with FASD to become more independent and
successful
Structure

Structure means doing the same thing in the same order in the
same manner with the same expectations
Designate specific areas for quiet work and downtime
Tell students ahead of time if routine has to be changed
Give advance notice when switching from one activity to another
to ease transitions
Structure in a Flexible
Environment
Take FASD students needs into consideration when setting up the
classroom
Provide a space where they can work near other students and a
space to take breaks
Keep the layout similar throughout the year
Make minor changes in small steps
Strategies for Creating Structure

Break tasks down into simple, easy to follow steps

Use visual aids and verbal prompts for reminders of routines
Keep instructions short and to the point 6 words or less
Be prepared to repeat instructions several times
During times with minimal or no structure (free time), give FASD
students 2 or 3 choices of activities
Layout expectations of how to enter the gym, where to sit, etc.
Warn students of an assembly well in advance and many times
Leave detailed notes for a substitute for expectations, behavior, etc.
Prepare students for when you are absent and give them another
safe person to go to for support
Noise

Many students with FASD find noise of a busy classroom very

difficult to cope with
Have extra quiet places where students can go to work when the
environment becomes overwhelming
These places should be safe, non-distracting and not for
punishment
Noise Solutions

Tennis balls on desk and chair legs

Play quiet, calming music during work times
Allow use of headphones during work times
Set a routine for how and when to use pencil sharpener
Close the classroom door if hallway is noisy
Refocus the whole group on the task and expectation for working
quietly
Classroom Decoration

Some students with FASD can become overwhelmed by too much

visual stimulation
Keep clutter on the walls to a minimum
Organized and defined spaces for displays give a sense of
structure and sameness
Physical Setup

Provide clear visual supports for:

Behavior expectations
Rules
Routines
Daily schedule
This helps with self regulation and concept of time
Classroom Environment

Many students with FASD thrive in structured, organized and

predictable classroom environments
Highly structured setting minimizes the demands to process and
interpret new information
Ensure classroom is uncluttered
Organized, orderly classroom keeps distractions out of sight and
provides consistency for where materials belong
Clearly label desks, hand in bins, shelving, storage containers,
etc.
Desks for students with FASD should be placed in areas with
fewest distractions
Other Environmental
Accommodations
Keep temperature at a comfortable level
Make use of natural lighting
Allow frequent movement breaks
Provide frequent opportunities for students to clean and organize
desks, desk space and lockers
Keep whiteboards as free of clutter as possible when presenting
new information
Color code binders and duotangs
Classroom Rules

Develop class rules with the students 3 to 4 positively stated

rules
Use clear, concrete language
Display class rules and use picture cues
Review rules regularly
Role-play classroom rules
Use consistent vocabulary when discussing rules
Enforce rules consistently
Enforce agreed consequences consistently when behavior
expectations are not met
Observing and Interpreting
Behavior
When things are not working, S.O.A.P.
Stop action if a student with FASD is finding something
frustrating or difficult, stop the activity
Observe watch the student attentively, considering all internal
and external influences see the world through the childs eyes
Assess assess your observations, keeping in mind your student
is not being bad, they have a brain injury
Plan create a plan that will help the student succeed in a
challenging situation
Consider misbehaviors as coming from a lack of understanding,
rather than intentional
Support Participation and Build
Confidence
Provide immediate positive feedback
Minimize homework
Recognize student strengths
Provide regular opportunities for students to demonstrate and
utilize their strengths and talents
Reduce the quantity of work and provide extra time
Create Opportunities for Success

Accommodations that minimize cognitive load and/or provide

support for an area of deficit allow students with FASD to function
more independently and appropriately
Implementing these ideas is a positive step towards creating a
classroom environment where all students will experience
success
Tips for Collaboration

Play turn-taking games and circle games to practice social

interaction
Help students learn to wait their turn by using an object such as
a talking stick
For partner and group activities, pair FASD students with students
who are good role models
Motivation and Understanding

Select topics that fit students interests

Include some easy to achieve elements
Keep language simple
Break information into small chunks
Use repetition
Check in regularly with students
Maximize hands on learning
10 Communication Strategies

1. Use clear language

2. Use positive phrasing
3. Avoid using idioms
4. Be consistent repeat the same words
5. Use visuals
6. Give directions one at a time
7. Give directions in order
8. Ask concrete questions
9. Ask the learner to show understanding
10. Allow more time
Giving Instructions

Make eye contact

Use exaggerated facial and body language to convey meaning
Use visual cues
Give specific instructions
Use the students name at the beginning of the sentence
Use the same words for the same instructions consistently
Keep instructions short
Have the student show you they know what you mean
Personalize Learning

Create opportunities for students to personalize learning tasks to build

on their knowledge, experiences and strengths
Develop success criteria with student, using visuals
Encourage individual and collaborative work in different formats
Make learning support tools available
Use structured, collaborative peer mentoring and buddy teaching
Consider the best environment for assessments and tests
Provide extra time
Encourage and value creativity discuss different ways to
demonstrate their learning and help them decide which to use
Utilize technology allows students to work at their own pace
Patience and Resilience

Know your students, be patient with them and know when to

push them and when to hold back
Approach each day with a positive attitude and a willingness to
help your learners with their unique challenges
Resources

https://eric.ed.gov/?id=EJ814375
https://www.fasdoutreach.ca
http://
www.education.gov.yk.ca/pdf/publications/fasd_manual_2007.pdf
http://inclusive.tki.org.nz/guides/fasd/