Date
21 April 2019

​Support participation and confidence

Suggestion for implementing the strategy ‘Creating an inclusive learning environment that supports students with FASD in years 1–8’

On this page:

On this page:

Current page section: ​Support participation and confidence

Go to top of current page: ​Support participation and confidence

Show list of page sections

Recognise student effort

Recognise student effort

Students with FASD can become very tired from their efforts to concentrate and process information.

Use visuals to recognise small steps towards achieving larger goals.

Provide positive feedback frequently.

Minimise homework

Minimise homework

When I am at school I use an enormous amount of my energy to keep myself safe and focused.

At the end of school I am extremely tired and do not cope well with homework.

Can you please think about ways to minimise homework for me and make it manageable?

Student

Recognise student strengths

Recognise student strengths

Get to know all students' strengths.

Provide regular opportunities for students to demonstrate and utilise their strengths and talents.

This builds their confidence in themselves as learners and allows their peers to see them as successful.

Give students time

Give students time

Consider reducing the quantity of work and providing students with extra time to complete tasks.

This reduces stress and enables the student to be successful.

Tips for collaboration

Tips for collaboration

  • Plan turn-taking games and circle games to encourage appropriate social interaction.
  • Help students to wait their turn by providing a concrete object, such as a talking stick or stone for them to hold when it is their turn to talk.
  • For buddy and small group activities, pair the student with FASD with other students who provide positive role models.

Next steps

More suggestions for implementing the strategy “Helpful classroom strategies years 1-8”:

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

Top