fasd and education cunningham 2008. the school experience by grade 7 or 8 is dropped by achieving...
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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.