Throughout my teaching journey, I know
that I will meet many incredible and talented individuals. Children that come
from different backgrounds, and who have different life experiences than
myself. UDL and inclusion are concepts and approaches that can support classroom diversity in its many forms.
FASD is something that is prevalent in
society, but can often go undetected and unacknowledged due to its social
stigma. When I use the term ‘FASD’, I am using it as a general term to describe a
range of effects that are the result of a mother who drank alcohol during her
pregnancy. The effects of this exist on a spectrum, and include physical,
mental, behavioural, and learning disabilities, depending on when or how much alcohol was consumed. FASD is also known as the
‘invisible’ disability, because it largely goes unnoticed or misdiagnosed. It is important for teachers to be aware of this so that they are
knowledgeable and can better support students in their class. A child with FASD has permanent brain damage, most often to their executive functions, which cannot be reversed.
Things can become problematic when teachers try to ‘fix’ these behaviours, where their time would be
better spent finding ways to accommodate these children by creating supports
and establishing strong relationships that they can take with them beyond your
classroom. Showing compassion and respect through words and actions puts the
child first, and recognizes that they have challenges, but that you are there
to support them as a child like any other – they are not a problem to be ‘fixed’.
I sound like a broken record at this
point, but the basic principle of UDL applies even here! “What is essential for
some, works for all”.
“Lutherwood” is a not-for-profit
organization, based in Ontario, which focuses on health and social service initiatives. Through their website, they provide a concise guideline for educators that gives 8 “keys”
to follow when teaching a child with FASD. I will provide a link to their
website below, but the 8 strategies are as follows:
1. Concrete
- Speak in clear terms; no idioms; use
clear instruction and language.
2. Consistency
- Maintain consistent language and
expectations as best you can between home and school.
3. Repetition
- Short term memory is a concern, concepts
may need to be re-taught or pre-taught for a student to be successful.
4. Routine
- Having consistent and stable routines
will help to decrease their anxiety, and allow them to be present.
5. Simplicity
- Children with FASD can become easily overwhelmed
and over-stimulated, so it is important that you keep instruction and your classroom
environment as straightforward and simple as possible.
6. Specific
- Say EXACTLY what you mean. No ambiguity,
be direct in your expectations, activities, and instruction.
7. Structure
- Scaffolding and structure are imperative
so that the child can succeed and feel supported.
8. Supervision
- Constant support and supervision are
necessary because of the cognitive challenges children with FASD face. ‘Simple’
tasks or social interactions may not come easily, and should be nurtured
through your presence.
These guidelines are applicable to any
child in your classroom. There are some points that are specific to children with
FASD, however, there are many other instances where keeping these points in
mind would benefit your instruction and your student's learning. I personally
have not worked with a child with FASD, and some of this may seem overwhelming,
but if you can remember one simple fact, then teaching ANY child can start off
on the right foot: they crave connections! Allowing them to have a level of
interdependence, not independence, gives them a safe space to ask questions,
communicate emotions, and work cooperatively to the best of their ability.
Building those relationships is a crucial
step, and being a supportive, understanding, and comforting person in their
lives will do them more good then you’ll ever know. The best thing you can do
for a child in your class that faces these challenges is to, instead of being overwhelmed
and afraid of it, educate yourself so that you can better understand what THEY
are experiencing so that you can be there for THEM. I have attended a few
professional development sessions about FASD, and they have been extremely
eye-opening, and if you ever have an opportunity to attend a session, TAKE IT!
The more you learn, the better you can support your students.
“Eight
Magic Keys”
http://www.fasdwaterlooregion.ca/sites/default/files/file/EightMagicKeysBroch.pdf
Lutherwood,
“Learn About FASD”
http://www.fasdwaterlooregion.ca/about-fasd
