General Guidelines When Planning a Classroom for Educating FAS

General Guidelines When Planning a Classroom for Educating FASD Students

Successes take place when we stop trying harder and start trying differently.
From: Fantastic Antone Succeeds

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Appropriate Educational Placement can make all the difference in a child's success. Many children with FASD require special education services due to significant learning disabilities, emotional and behavioral difficulties or multiple handicapping conditions. The child's parent and school district need to work as partners in developing the most appropriate placement situation for the child. Although there are many similarities among alcohol exposed children, each child is uniquely different and needs to be assessed on an individual basis. Here are some general guidelines when planning a classroom or program for FASD children.

Individual assessments in Speech/Language, Occupational Therapy, and cognitive functioning are necessary in establishing a child's strengths and deficits. Other evaluations which may be helpful are: Psychiatric, neurological and physical therapy. The child's educational plan should be developed based on the child's individual needs.

General educational issues in FASD children include:

hyperactivity	impulsivity	distractibility
poor social skills	poor memory	poor ego development,
sensory processing dysfunction	sensory defensiveness	scattered cognitive skills
high levels of anxiety and arousal	learning disabilities

Curriculum

Program/Curriculum needs should address a balance of child/ teacher directed activities (High Scope, Montessori curriculum)

small class size	few transitions	multi-sensory learning
hands-on learning	flexibility of scheduling	consistent adults
integrated teaching	realistic expectations

Focus on:
sensory and ego development and
functional social and life skills, rather than academics.

Environmental needs

a low-key or soft room color	low lighting (non-flourescent)	comfortable temperature
structure	space for movement activities	visual organization
calm area	sensory area

Teachers

Staff qualities are an important component to any educational program.

Training and knowledge about FAS/E
Empathy, yet a firm and consistent manner are important.
Able to balance and handle their own emotions and be non-controlling
A nurturing personality with a sense of humor is critical in helping these children achieve success.
Insight into the child's behavior and understanding that learning occurs in all developmental areas, not just academics, is important.

Minnesota Organization on Fetal Alcohol Syndrome
P.O. Box 131911, Roseville, Minnesota 55113

General educational issues in FASD children include:

Curriculum

Focus on: sensory and ego development and functional social and life skills, rather than academics.

Focus on:
sensory and ego development and
functional social and life skills, rather than academics.