Classroom strategies for FAS

I spoke to one of my readers via email and she stated that she would LOVE some information on how to make her classroom more special needs friendly even through she has a regular education classroom.

I also thought that some of you would love some information for your children’s teachers…I know that finding information on FAS is difficult. Please print out some of these great resources to help your kids.

Classroom Strategies

• Meet with parents, the student and professionals in the community to determine individual needs of the student.
• Develop an Individual Education Plan (IEP) specific to the student’s needs.
• Prepare the student for all changes in routine and/or environment.
• Carefully organize daily situations.
• Teach the student the habit of moving from one step to the next.
• The student will have a lot of trouble with organizational skills, regardless of their apparent intelligence and/or age.
• Use verbal cues, clear visual demonstrations and physical cues.
• The student will have problems with abstract thinking and concepts. Avoid abstract ideas where possible. When abstract ideas are necessary, use visual cues as an aid.
• An increase in unusual or difficult behaviors probably indicates an increase in stress, sometimes a feeling of loss of control in a specific situation. Try saying, “Do you have something to tell me?” The individual may need to go to a “safe place” and/or “safe person.”
• Don’t take misbehavior personally.
• Most children with Asperger’s Disorder use and interpret speech quite literally. Until you know the word processing capabilities of the student from personal experience, avoid: “cute” names such as Pal, Buddy, Wise Guy, etc.; idioms (”save your breath,” “jump the gun,” “second thoughts,” etc.); double meanings; sarcasm; and teasing.
• Be as concrete as possible. Avoid using vague questions like, “Why did you do that?”
• Avoid essay-type questions. They rarely know when they have said enough or if they are properly addressing the core of the question.
• If the student doesn’t seem to be learning the task or concept, break it down into smaller steps or present it in more than one way - visually, verbally and physically.
• Avoid verbal overload. Be clear. Remember that although they don’t have a hearing problem, and they may be paying total attention to what you are saying, they may have difficulty understanding what you feel is important in what you are telling them.
• Behavior management works, but if incorrectly used, or used without keeping the student’s level of ability in mind, it can feed robot-like behavior or be ineffective. Use with creativity.
• Consistent treatment and expectations from everyone is vital.
• Be aware that auditory and visual input can be extremes of too much or too little, depending on the individual.
• Do not rely on the student to relay messages to home about school events, assignments, school rules, etc., unless you are certain that the student is capable of relaying the message. A phone call home works best until this skill can be developed.
• Involve the parents in the work and techniques used at school. The child will function better in a structure common to home and school.
• If the student uses repetitive verbal arguments, and /or repetitive verbal questions, try requesting that s/he write down the question or argumentative statement. Then write down your reply. Or try writing their repetitive argument and/or statement yourself, and then ask the student to write down a logical reply. If your student does not read or write, try role playing the question and/or argument with you taking the child’s part and the student answering you in a way they think would be logical.