We know that getting the right educational setting and support can be daunting, frustrating and time consuming.  For our simple guide to Accessing Additional Help in the Education System, please contact us.  We can also give you information and advice specific to your local education authority.  In the meantime, we hope your child’s teachers find the information and strategies below helpful. 

As a teacher, you can be one of the main advocates for the child with FASD and a real source of support to their parents / carers.  Many children with FASD have an IQ within the “normal range”, however, in the school setting the FASD child has difficulties due to:

• poor concentration
• easily distracted
•  difficulty following instructions
• inability to organise themselves
• short-term memory loss; inconsistent performance
• vulnerable to bullying, other abuse and easily led into trouble or influenced by others
• poor social skills, including friendships, turn taking, lining up
• inability to transition from one activity to another
• easily frustrated and can display oppositional / defiant behaviour
• physical disabilities, especially fine and gross motor skills
• struggle with concepts, in particular, time, maths and money

Remember all the above are due to brain damage and NOT bad behaviour, poor parenting – or even poor diet!   You can help your pupil by:

• Getting advice and assessments from other professionals, including Educational Psychologist, Occupational Therapist, Speech & Language Therapist.
• Sit your pupil facing you, “square on”; keep the seating arrangement consistent.
• Keep visual distractions to a minimum; use plain curtains or sheets to hide classroom paraphernalia behind.
• Use a cardboard frame to highlight the part of the text book to be concentrated on; draw up special worksheets with no more than 2 or 3 questions on.
• Ensure they are seated near children who will be positive role models for them.
• Particularly in senior school, assign another pupil or adult to be their “buddy” to enable them to move safely from one room to another.
• Give instructions, one segment at a time and ensure the child has understood before giving the next instruction or part instruction.
• Use visual cues; symbols are often helpful.
• Repetition, repetition, revision and constant reinforcing does work.
• Give clear warning before an activity is ending; perhaps have the same signal, ie a bell, to give additional cues. 
• Encourage success; reward positive behaviour immediately with praise.
• Extra supervision will be required at break time and lunch time.
• Break up activities, so they can have physical movement.

 For more keys to success and age-specific information, please contact us.