I found an interesting article the other day about Fetal Alcohol Syndrome that I thought I would share with you entitled Designing Behaviour Intervention Plans for students with Fetal Alcohol Syndrome: Programming Considerations and Strategies: Beyond Behaviour. This
resource influences my thought and practice about the condition significantly because it divides the problem up and lists strategies that I
will be able to use in my teaching. I can see similarities of strategies that
are used with other disabilities that help teach to students with them. For
example, to use manipulatives and concrete examples is a common strategy used
with many learning disabilities. This article helps me deal with the condition
and this is important because I know that it is on the rise. From researching
this subject I discovered that there are approximately one in every 100 live
births that have characteristics that are attributed to Fetal Alcohol Syndrome.
Studies have shown that it has increased over the years and is continuing to
increase. This article influences my practice because it better equips me with
the tools that I can add to my skills set to make me a better teacher.
Website for this Article: http://bit.ly/xxOkTQ
If you cannot access this website I have pasted Table 4 below:
Table 4 CONSIDERATIONS AND STRATEGIES FOR TRANSITIONS IN THE LEARNING DOMAIN
PROGRAMMING CONSIDERATIONS
• Assess amount and type of transitions, identifying diffi cult areas and transitions.
• Assess staff needs and re-assign, if necessary, to transition points. Train staff in recognizing diffi culties in transition and in cueing student
through transition times.
• Modify demands of transition and/or provide peer or adult support throughout transition.
SAMPLE STRATEGIES
• Provide visual cues for transitions, such as clock faces, picture of next environment, cards with time remaining shown, signal cards with
colors/actions on them, large calendar of daily schedules.
• Review daily and weekly schedules with students throughout day, pointing out changes, when they will occur, and expectations for each
period. Post small version of daily schedule on desk and large version on wall of classroom.
• Devote time to rehearsing the behavior expected for transitions and future events.
• Provide visual and concrete organization tools, such as charts, folders, notebooks, pictures related to transitions (e.g., pictures of books to
take to next setting, how to walk to music class). Paste a chart in student’s locker, if student transitions to other
Table 4 CONSIDERATIONS AND STRATEGIES FOR TRANSITIONS IN THE LEARNING DOMAIN
PROGRAMMING CONSIDERATIONS
• Assess amount and type of transitions, identifying diffi cult areas and transitions.
• Assess staff needs and re-assign, if necessary, to transition points. Train staff in recognizing diffi culties in transition and in cueing student
through transition times.
• Modify demands of transition and/or provide peer or adult support throughout transition.
SAMPLE STRATEGIES
• Provide visual cues for transitions, such as clock faces, picture of next environment, cards with time remaining shown, signal cards with
colors/actions on them, large calendar of daily schedules.
• Review daily and weekly schedules with students throughout day, pointing out changes, when they will occur, and expectations for each
period. Post small version of daily schedule on desk and large version on wall of classroom.
• Devote time to rehearsing the behavior expected for transitions and future events.
• Provide visual and concrete organization tools, such as charts, folders, notebooks, pictures related to transitions (e.g., pictures of books to
take to next setting, how to walk to music class). Paste a chart in student’s locker, if student transitions to other
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