Characteristics of the FAS/FAE Child
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Creating an Effective Learning Environment for the FAS/FAE Child

Reality Based Education

The importance of the fourth "R" when teaching FAS/FAE children, "reality based education" can not be emphasized enough. Children with cognitive impairments must be successfully taught basic life skills as a minimum. When possible, these children should receive a thorough medical and psychological assessment in early childhood. Ideally, the child's Parents/Caretakers, Physician, Teachers, Therapists and Social Support Workers should meet and begin to develop a realistic, lifelong plan of communication and care for the FAS/FAE child to minimize the development of secondary disabilities. An excellent method for communicating education plans is the Individual Education Plan. Focus on functional skills that will have broad applications.

The Development of an "External Brain"

A key component of creating a winning teaching environment for the FAS/FAE child involved assisting the child to create an "external brain". The student may never remember to eat his/her lunch, complete their assignments or return from classroom breaks without a queue from someone or something. Some examples of strategies used by teachers to successfully deal with this difficulty include:

Putting Creative Problem Solving to Work

Twelve year old Emily was struggling in her first months in Junior High School. For the first time in her life, she was now at an age where direct supervision during the lunch hour at school meant one teacher supervised 200 students in the lunchroom. She frequently forgot to eat her lunch, which led to a decrease in her learning abilities in the afternoon. She had to find her way to her locker and then from classroom to classroom quickly. She forgot her coats at school constantly, coming home on the bus on snowy days with little more than a tee-shirt.

Emily was overwhelmed and was quickly becoming the target of mean spirited teens. Emily knew she was different and her self esteem was plummeting. Her Mom tried leaving notes in her binder (which Emily always forgot anyway) and even tied a string around her finger, to no avail. Emily was beginning to lose weight from her already slender body. Sensitive to the emotional needs of a pre-teen affected by FAS/FAE, Emily's Mom came up with the perfect "external brain" for Emily.

The next day Emily arrived at school with her "external brain" securely attached to a special strap around her waist. Precisely at lunch time, Emily felt the "external brain" vibrate against the sensitive skin on her stomach. She knew when that happened, she was to take a quarter from the pouch and call her Mom. Of course, Mom reminded Emily to eat her lunch and told her that there was a special treat in the bag as well.

Just prior to the final bell of the day, the "external brain" vibrated again. Emily knew that the vibration at the end of school meant to reminder her to put on her coat. As for the other kids, they thought that Emily was the luckiest kid in town because she was the only kid in school with a pager.

Structure

Attention

Organization Skills

Generalization

Reality Based Academics

Large numbers of students suffering from disabilities such as FAS/FAE drop out of school and become adults who either earn very small salaries or are unable to maintain employment at all. Sadly, many FAS/FAE adults have the potential to live and work in the community if they receive appropriate life skills instruction. A life skills curriculum approach blends academic, daily living, personal/social and occupational skills into integrated lessons designed to help the students to function well in the community with a minimal amount of supervision.

Social Skills

FAS/FAE children often lack effective personal and social skills. Commonly, they do not grasp the concept of "personal space" and this intrusive behaviour is often misinterpreted as aggressive by other children. The FAS/FAE child needs support to develop and maintain friendships as well. The teacher can play a pivotal role in this task by insuring that the child is paired with a supportive student during group activities.

Managing Behaviours

What Won't Work!

1. Analysing the behaviour

If you ask a FAS/FAE student why he/she did something, they will tell you, "I don't know." The fact is that no matter how long you make them "sit" and reflect on the reasons for their outbursts, insight will not occur. They truly don't know why they did it, but teachers with an understanding of FAS/FAE know the real cause for the "I don't knows" is the alcohol that has injured the child's brain.

2. Moralizing

Explaining in detail why their behaviour has a negative impact on the learning environment of the other children may make the teacher the feel better, but it certainly won't impact the behaviour of the FAS/FAE child. Once again, it is extremely important to remember that the injured brain is unable to process thoughts in traditional ways. The moral of the story? When it comes to dealing with behaviour problems, a pound of prevention is worth an ounce of cure.

3. Discipline in Traditional Methods

The FAS/FAE child is not able to truly understand cause and effect. It is essential that the teacher change the focus of discipline as a consequence to unruly behaviours to prevention of the opportunities for bad behaviour. The story below is an excellent example of why the concept of cause and effect may not apply to FAS/FAE kids.

Mikey was a 5 year old FAS Diagnosed child who had recently joined Ms. Smith's Kindergarten class. He was a small child, but was constantly moving about and quickly became a behaviour problem. David was also 5 years old and of small stature but he was willing to fight for his toys. It did not take long before Mikey and David were labelled as a "problem" students. They both had a habit of hitting other kids without provocation. Ms. Smith felt that the only way to change their behaviour was to remove them to the hallway outside of the classroom when they was acting out. She felt that they would realize that by hitting, they would suffer the consequence of isolation.

After nearly two weeks of the behaviour management strategy, Ms. Smith noticed something interesting. She noticed that David would begin fighting with another child, then look her way and stop the activity once eye contact had been established.

Mikey responded differently. The next time Ms. Smith observed him become agitated with another student, she was stunned to see Mikey hit the child and then run straight to the hallway and assume the timeout posture. There was a response, but not the one that was desired.

This scenario depicts the impaired cognitive functioning suffered by FAS/FAE students. David quickly learned that the by causing a disruption in class, he would suffer the consequences of isolation. Mikey interpreted the situation differently. He determined the ritual to be a process. "I fight, then I go into the hallway and stare at the wall." Remember, don't ask "why" because FAS/FAE kids truly don't know.

Winning Classroom Strategies:

Knowledge

Do your homework! Review all available student records. Read about FAS/FAE. Make sure you understand the ways FAS/FAE might impact the ability to learn using traditional methods. Know what medications the child is on so you will be able to alert caretakers if the medications are not working, or seem to be wearing off to early in the school day.

Communication

This is by far the most essential component of a winning teaching strategy for FAS/FAE kids. Take the time to talk with the child's primary caregivers. What are their expectations? What are your expectations? How would they like to be kept apprised of successful strategies? Let them know what they can do to help the student.

Patience

Understand that you will need to repeat instructions frequently. Short term memory difficulties are frequently noted in FAS/FAE children. Try different approaches to teaching the student and remember to make a written notation of effective strategies so that future teachers can continue your good work!

Creativity

An important concept to remember when teaching FAS/FAE kids is that what works today, may not work tomorrow. Adapt the learning activity to the FAS/FAE child "learning state of the moment." Donna Debolt, FAS Provincial Coordinator calls this taking advantage of "teachable moments." Look for the window of opportunity to help the FAS/FAE student make the connection. Be prepared by having a file of alternative student activities geared towards the cognitive abilities of the learning impaired student. It will be well worth your preparation time!

Humour

If you want to know the secrets of success in teaching children with Alcohol Related Birth Iinjuries, look to the experts. The caretakers of FAS/FAE children quickly learn to see the light side of FAS. The best way to deal with chaos that often surrounds the FAS/FAE child is with a sense that each child has a place in the world, and you are helping the child who is struggling to open the right door.

Compassion

The burden of the effects of FAS/FAE on the child, caretakers and teachers in great. Create your own FAS/FAE paradigm shift. Is this child truly a burden, or simply an incredible opportunity for you to use your knowledge and skills to help them find a way to survive in a world that has many barriers to success?

Resource Links for Educators