Structure
The only freedom is within structure. ~ Maria Montessori
Structure is based on extremely consistent routine. Consistency in the routine is essential and, over time, creates habit patterns the person with FASD can recognize and follow. Habits allow people with FASD to be more dependent and successful in their daily lives. One approach to providing structure in your classroom is to examine the classroom environment in light of the abilities and challenges of your student with FASD. A Support Plan for the Evironment provides a structured approach to examining how you can modify the evironment to ensure success for your student.
SOAP- When Nothing else works!
Stop action
If a student with FASD is finding it frustrating or difficult to do something, stop the activity. |
Observe
The dictionary defines “observe” as "to be or become aware of, especially through careful and directed attention; notice; or to watch attentively. Observing a child’s actions in a busy classroom can be difficult; it is essential, however, especially if the situation involves conflict with the child or you are feeling frustrated or upset. Observation that leads to a successful outcome involves: - Ensuring your observation is not clouded by judgment; e.g., “If he tried harder he could do that.” - Considering all environmental influences. Take note of input from all the senses — what the child hears, sees, and feels. See the world through the child's eyes. - Considering the child’s feelings of fatigue, hunger, anxiety, or fear. - Considering what the child’s behaviour accomplishes. - Using information teachers are trained to consider during observations, such as on/off task behaviour, task antecedents and consequences. |
Assess
- Assess your observations of a child’s behaviour in terms of differences in his or her brain function. The child is not being bad; the brain is damaged. - Assess behaviour in terms of the child’s academic strengths and challenges and learning profile. - Assess behaviour in terms of how realistic your expectations are for an individual with FASD. Heather Carmichael Olsen (Families Moving Forward project, University of Washington) uses the term "reframing" as an important tool for teachers to use when dealing with students with FASD. - Reframing sees negative actions in terms of the child’s brain dysfunction. This can help teachers and parents see the child in a different light and lead to a more positive interpretation of the action and ultimately to positive outcomes for the child. |
Plan
Successful plans are creative. They clarify what needs to be done to provide for the child in a challenging environment. If the child is viewed as someone who can't - rather than won't - do a task, planning can incorporate a new set of possible solutions. Acommodating children, rather than trying to change or "fix" them, means a greater likelihood of success. |