FASD Awareness Day is next week on the 9th of September. This neurobiological condition is caused by prenatal exposure to alcohol. FASD, (Foetal Alcohol Spectrum Disorder) presents a child with various mental/physical difficulties that may affect their emotional state, facial features, growth, behaviour, sociability, communication and ability to learn.
“FASD is the most common cause of Neurodisability in the Western world ……and yet the condition often remains hidden or misunderstood by the wider population.” – https://www.fasdawareness.org.uk/what-is-fasd
Exposure to alcohol whilst in the womb can alter cognitive function; this can mean a child with FASD may need specific adaptations to their learning environment and mainstream teaching strategies may not always be effective.
What Do We Need To Know?
It can take patience and time to appreciate how FASD impacts the brain. First, we need to understand the condition, then we can look at what we may need to change in our approach to create a more positive learning experience.
A FASD brain is programmed differently from a non-FASD brain in terms of how it processes, coordinates and recalls information, and how it regulates itself.
Nate Sheets has over 15 years’ experience as a Behaviour Consultant, speaker and advocate guiding families and professionals working with people with developmental disabilities, including FASD. He has worked internationally to raise awareness about the needs of people with FASD and the best ways to support them.
Nate explains, “The most important thing to understand is that people with FASD frequently do not understand verbal communication……be aware of how many words you are using and give them time to process.”
Nate explains that a continuous communicative stance with a child with FASD may not be helpful, as our ongoing words can interrupt their train of thought. Therefore, parents and educators need to consider other strategies.
Firstly, it is important to pass information or expectations to a child concisely, to limit any confusion. Secondly, once we give a child information they need to consider, falling silent can be much more productive than continuing to talk. This is especially true when a child is feeling upset.
Nate continues, “People with FASD need time to process. They need time to think in silence.”
Falling silent can allow a FASD child time to process information more successfully, without any background noise in a classroom, or our continued speaking voice. This is particularly so when a child’s emotions become escalated.
“When someone with FASD is escalated, talking to them is unlikely to work. This is because people with FASD do not have the ability to process what is being said as well as to emotionally regulate. By being quiet, we allow them to regain some of their emotional regulation.”
Another factor Nate emphasises is to be mindful of how much thinking time we give a child; we may feel we have allocated enough time, but it may help to count in our heads, for as long as a minute, to allow the child to silently unravel their thoughts and collate the information.
Strategies/Resources To Support Learners With FASD
Visual Material: Supporting verbal information with visual resources can allow for a more concrete learning experience. A clear, colourful visual, such as a task planner, photos, posters or infographics (e.g. pie charts), can help cement conceptual ideas by making them much more tangible. FASD is often associated with poor memory recall, so children may not remember what they have been taught. Visuals can help reiterate and reinforce knowledge that has already been communicated.
Undivided Attention: As much as is possible, give a child with FASD focused, undivided attention. Use a similar strategy each time you address them, so they become familiar with your tone, language and style of concise, one-to-one deliverance.
Upkeep of a Routine: Children with FASD may find changes in routine difficult. Presenting learners with an expected, anticipated routine can be calming, because they can predict the sequence of their day and know what will happen next. If there is going to be a modification in their routine, advance warning should be given to allow a child time to process the change.
Allow Frequent Breaks: FASD can alter emotional responses and the ability to self-regulate. This can be particularly influential on a child with FASD whilst at school, where there are frequent changes in focus and maybe the location of lessons. Permitting frequent breaks, with the possibility of movement, can assist a child with all the changing events that take place within a school day.
Bespoke Learning: We advise a unique strategy, tailored for the needs of every child. Establish plans to suit each child’s strengths and challenges, so if a child excels at art, factor in something creative when appropriate, to reinforce a topic.
Personal Plan when Escalating Occurs: Nate adds that having a personal plan firmly in place for a child when their emotions are escalated is invaluable. This is beneficial because you can discuss the plan when the learner is calm; it can be agreed and understood in advance of any situation that may arise, so both parties appreciate what strategies may be used if escalation unfolds.
Without a plan, once a child is in a distressed state they can become very impulsive. They may begin to shout and lose control. Nate summarises his point very concisely:
“Don’t take it personally. Have a plan with your student for when they get escalated.”
By thinking and planning in advance, we can build a supportive learning environment for a child with FASD, enabling them to feel included in the classroom and unlocking their full potential.
Useful Websites
Please note: The information provided within this blog, by SENsational Tutors, is for general information purposes only. We appreciate that every person is unique, and any advice/experiences mentioned within the content of each blog may not be reflective of your own personal experience. All information on the site is provided in good faith and is for educational informational purposes only. It is not a substitute for professional advice. Before taking any actions based upon such information, we encourage you to consult with appropriate professionals.
