Supporting Learners With FASD Session 4 1 Supporting Students with FASD Case Study/Resources Date: Location: 1 Agenda • Welcome back • Reflections on learning • Using the LEIC planning tool • Final Project • Break • Resources • Final Reflection 2 Case Study/Resources (Session 4) • To demonstrate how to develop appropriate accommodations for specific learners • To identify resources available that will assist in working with learners with FASD 3
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Supporting Students with FASD - SSEAC€¦ · • Epigenetics 8 Talents and Strengths • Each student is unique with talents and strengths • If talents and strengths are not recognized
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Supporting Learners With FASDSession 4
1
Supporting Students with FASD
Case Study/ResourcesDate:
Location:
1
Agenda
• Welcome back• Reflections on learning• Using the LEIC planning tool• Final Project• Break• Resources• Final Reflection
2
Case Study/Resources (Session 4)
• To demonstrate how to develop appropriate accommodations for specific learners
• To identify resources available that will assist in working with learners with FASD
3
Supporting Learners With FASDSession 4
2
Making Connections!
Do all strategies work with all students?
4
Paradigm Shift
Understanding FASD as a brain based disability requires that we shift our thinking about students’ behavior from “won’t” to “can’t”
• Each student is unique with talents and strengths
• If talents and strengths are not recognized and encouraged, they may erode
• Include positive activities in the daily routine• Encourage athletes• Support participation in music or art• Find opportunities for them to help others• Focus on success to build self-worth
•Your group will be presenting your resource to the larger group•In your group, go through, study and discuss the resource •Record items of interest, questions that you may have, helpful information•Choose a presenter to “teach” the rest of the group about this resource
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Essential Strategies: Summary
• “Shift” thinking and change approach• Know your learner: build a relationship
through respect and understanding• Use a strengths-based approach• Use strategies for accommodations:
�Why is it important for educators to understand FASD?�Describe the primary disabilities and possible resulting secondary disabilities. (include specific examples)�Show that all learners have unique needs and strengths. (include specific examples)
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Supporting Learners With FASDSession 4
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Final Thoughts
• Every brain is different so…“Try differently rather than harder” (Malbin)