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Training for Teachers

Nursery Teachers

As has already been described in the treatment for newborn babies, children with FAS have difficulty in adjusting to new situations.  New places, people and concepts have to be introduced gradually and ideally one at a time.  There is a real risk that the normal amount of noise and movement in a classroom will be too much for the child and they may well become very agitated.  In her very practical book "Reaching out to Children with FAS and FAE", Diane Davis gives a few good suggestions, these include:

•  "Breaking the larger group into smaller groups whenever possible, so that the child will have fewer children to interact with and a greater degree of adult supervision.
• Not expecting the child with FAS or FAE to sit and focus on one topic for any length of time, but instead allowing her to get up and move around at regular intervals (approximately every ten to fifteen minutes)
• Having an area inside or outside the classroom where the student can releases anger and pent up energy when she needs to.  This will be discussed in greater detail later.
• Always supervising her during recess and whenever there is a transition from one room to another". (1994:27-28)

Primary School Teachers

The single most important thing to remember is that THESE CHILDREN DO NOT MISBEHAVE FOR THE FUN OF IT.  

Life for FAS children in primary school is not easy.  In a quiet controlled environment they may be able to focus and concentrate, but how many primary school classrooms are like that?  Many of the techniques which were useful in nursery school remain useful.  Especially those related to smaller groups, not expecting the child to sit for long periods of time and certainly supervision, particularly during moves from one classroom to another and also during breaks such as lunch.

The anxiety and acting out behaviour which id often seen in these children when things get to noisy or busy is not the same as other children misbehaving.  It is a reaction to a sense of things getting out of control and therefore very frightening.  Ideally a quiet room where the child knows she can go if it all gets to much for her is invaluable.  There are times when for them being in an ordinary, large classroom is the same as an adult being in a war zone.  Lots of noise and movement but no clear direction and fear.

General Information for Teachers

The hypersensitivity to sound that children with FAS exhibit is often ignored or forgotten.  However, it is ignored at risk to the child.  She/he may suddenly throw a temper tantrum caused by the level of noise, but because the teacher and the other children are used to the noise level they will not register the connection for the FAS child.

This section is taken from a series of "Guidelines for Carers" about educational approaches.  It was written by Nykola Dubenski and edited by the Family Support Working Group of the Committee on Alcohol and Pregnancy and the Fetal Alcohol Support Network of Manitoba Canada.  It was published in 1997. 

Environmental Considerations

Consideration of the amount of stimulus in the physical environment is essential to any discussion regarding an appropriate intervention plan for a child with attention problems.  Although the list below pertains to a classroom setting, the principals remain the same when applied to any physical setting.

Extraneous material removed

• Consider the amount of stimulus in the room.  Are there decorations/displays on the walls?-----hanging from the ceiling?---on cupboards?
• Are the shelves in my room open and cluttered?

Well defined areas

• Do my children work in groups?
• Are there any desks that are by themselves in a protected area of the room, secluded and free of stimulus where children are free to go and work, think, calm down?

Same staff used consistently

• Does the child get sent from one adult to another several times a day?
• How many changes does the child experience each day, ie moving from class to class, breaks, lunch?

Pictorial cues as reminders of class routines

• Do I have a daily schedule clearly visible in my room?
• Do I label areas/materials with words and pictures at the eye level of the children?
• Use bulletin boards as teaching tools.
• Use soft colours.
• Cover bulletin boards if they are not in use

Adapt tasks and materials in terms of frustration tolerance

What is the noise level in my classroom?

• Is there continual background noise?
• Soft, calm music may relax the atmosphere during breaks.

Are there many interruptions during the school day?

• Is the intercom used continually during the day?
• Students with FAS are not always able to block out other noises
• Headphones for quiet times may be an option.