Date
19 February 2019

​​Provide options to create, learn and share

Suggestion for implementing the strategy ‘Creating an inclusive learning environment that supports students with FASD in years 9–13’

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Personalise learning

Personalise learning

Key considerations when personalising learning for students with FASD.

  • Create opportunities where students can personalise learning tasks and build on their knowledge, experience, and strengths.
  • Intervene rapidly to keep students on track.
  • Identify and minimise barriers to students successfully demonstrating their understanding.
  • Develop success criteria with students and present them supported by visuals.
  • Encourage and value independent and collaborative work in different formats that work for the students, such as mind maps, videos, photos, and diagrams.
  • Provide opportunities for students to gain confidence using a range of media so they can select the most appropriate to express their learning.
  • Make learning support tools available to all students (text-to-speech, graphic organisers, planning tools, storyboards, and so on).
  • Use collaborative, peer mentoring, and cooperative learning models.
  • Provide constant and responsive assessment to monitor and maintain progress.

Support success in assessments

Support success in assessments

Pre-teach specific assessment and exam skills, such as how to manage the time allowance and how to approach multichoice questions.

Discuss with students:

  • the physical environment – what students need to to do to minimise distractions and feel safe
  • managing time allocations – using timers in tests and graphic organisers to plan and  complete assignments
  • negotiating breaks and extra time for assessments
  • the use of technologies for documenting and expressing ideas.

Use digital technologies to collaborate

Use digital technologies to collaborate

Offer students tools such as Google docs that can easily support collaboration and timely feedback.

Customise their use to meet the individual needs and preferences of students.

Next steps

More suggestions for implementing the strategy “Helpful classroom strategies years 9-13”:

Return to the guide “Fetal alcohol spectrum disorder and learning”

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