FASD AND EDUCATIONCunningham 2008

The School Experience

• By grade 7 or 8 is dropped by achieving friends who can see disabilities.

• Picks up with peers with similar problems.

• School skipping, no homework, school failure.

• Petty crime, drug and alcohol use, early sexual activities.

• Early school drop out or expulsion – first sign of marginalized adulthood.

The School Experience

• Are bullied and stigmatized.

• Have trouble finding friends.

• Do not achieve at school.

• Disappoint people around them.

• Are disappointed in themselves.

• Develop very poor self esteem.

8 year old stated:“(It’s) hard, hard to keep out of trouble, and I am not that smart. Everybody makes fun of me.

Secondary Behaviours in School

• Inappropriate humor

• Class clown

• Isolated, few friends

• Anxious

• Overwhelmed

• Bullied, teased

• Fighting, outbursts

• Running away, avoidance

• Depressed, suicidal

• School failure – grade 9/10

Interventions for Success

S: Supervision, Structure, Simplicity

C: Communication, Consistency

O: Organization

R: Rules

E: Expectations

S: Self Esteem

Supervision, Structure, Simplicity

• Close supervision to keep students safe and out of trouble (i.e. recess).

• Teach students that everyday has a consistent and routine structure to it.

• Keep rules, routines and directions simple, giving them orally and visually.

Communication and Consistency

• Regular communication between home and school.

• Students are taught and reminded how to communicate feelings and needs to educators, peers and others.

• Routines, rules and consequences are consistent.

• Steps to complete a task are given in the same way every time.

Organization

• The school helps students to become organized by teaching and reinforcing sequential organizational strategies – repeat, repeat, repeat.

• The classroom is organized – a place for everything and everything in its place.

• The lessons and the day are organized.

Rules

• Simple, concrete, easy to follow.

• All staff use the same words for each rule.

• Teach and re-teach rules for understanding.

• Consequences are applied immediately and consistently.

Expectations

• Focus on life/social skill development versus academics.

• Realistic, attainable, and easily understood.

• Clearly specify was is expected.

Self Esteem

• Students feel accepted, valued and safe.

• Positive encouragement is given in a consistent way each day.

• Student’s strengths are explored.