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Organizing The Physical Space
- Reduce the visual and auditory distractions in the classroom (e.g., remove hangings from the ceiling, organize bulletin boards and bookshelves so they are uncluttered and close the door to reduce hallway noise).
Reinforcing Routines and Assisting with Transitions
- Keep the classroom schedule the same all year and use visuals to reinforce the schedule (e.g., hold up a book for reading time or show a picture of children playing for recess).
- Keep the seating assignment consistent all year long.
- Use a consistent signal when a change in routine is about to happen (e.g., a soft bell, a tap on the board, a song or a raised hand).
Making Learning Accommodations
- Institute simple assists like the use of a calculator, a manila folder placed on the student's desk to block out distractions or a ruler on the page while reading to help the student keep his or her place.
- To verify understanding, have the student explain instructions in his or her own words or demonstrate what he or she has learned.
- Provide a daily list of homework assignments with a check box next to each assignment.
Assisting Social Development and Improving Behavior
- Post and enforce specific consequences for good and bad behavior in the classroom.
- Remember that the student's misbehavior may be an expression of frustration or lack of understanding.
Modifying the Curriculum
- Design worksheets with no more than three or four problems and a lot of white space.
- Allow students to use the computer to carry out activities whenever possible. Computers provide immediate feedback and unwavering consistency of approach.
- Give directions one step at a time. Wait for the student to complete the first step in the directions before describing the second step.
Strategies for School Administrators
- Let staff know that many of these recommended strategies (e.g., keeping a calm, visually simple classroom) are contrary to what teachers are taught to do. Reinforce the importance of giving the strategies a try.
- Ensure parents and teachers of the student with FAS/FASD do not have to start from scratch each year. Provide the parents and the teacher with a summary of the child's needs and the approaches that have been found most helpful. Make sure this information is included in the child's school records.
- Find or assign one adult in the school to be the child's advocate, someone who will speak up for the child in a positive way and help him or her figure out how to resolve problems. The advocate can be any adult in the school with whom the child has made a connection and who genuinely likes the child.
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