Support processing and organisation
Suggestion for implementing the strategy ‘Helpful classroom strategies years 9-13’
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Give students more time
Give students more time
Build more time into lessons for students to process information.
Allow extra time for tests.
Teach students how to “self-talk” or visually map information to make connections.
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Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Use a step-by-step approach
Use a step-by-step approach
Use task analysis and break skills into small components.
- use a step-by-step approach
- teach steps in the same sequence
- practise skills
- re-teach skills
- overlearn skills
- reinforce concepts
- revisit skills throughout the year
- offer multiple opportunities for practice.
Sequencing strategies
Sequencing strategies
- create linear timelines
- break tasks into small steps
- colour code steps
- create checklists for sequencing
- create a photo story, using photographs showing each step
- mind maps help students organise their thoughts and tasks, and embed understanding.
Support students to remember
Support students to remember
Most students with FASD have a strong long-term memory. Their short-term memory is weaker.
Supports for recalling information
- Use highlighters to identify important information when studying.
- Use mnemonic devices.
- Provide many opportunities for repetition, including online skill and drill activities.
Supports for tests and assignments
- Allow students to use open books or notes in tests.
- Provide examples of finished assignments and model answers for tests.
Supports for organising time and setting reminders
- Use an online calendar to provide reminders for when assignments are due, when a trip is scheduled, or when specific gear is needed for classes.
- Show students how to use the timer on their phone, watch, or laptop.
- Create an online timetable, including class subjects and times, that can be accessed easily.
Give clear instructions
Give clear instructions
- Eye contact helps students to process verbal information.
- Use exaggerated facial and body language to help convey meaning.
- Use visual cues to aid understanding and trigger memory.
- Give specific instructions to the student. For example, say “Put your reading book in the group box” rather than “Tidy up”.
- Use the student’s name at the beginning of the sentence.
- Use consistent vocabulary for the same instruction every time. This helps to place the instruction into the long-term memory.
- Keep instructions short.
- State what you want the student to do, not what they shouldn’t do.
- Although a student can repeat instructions back it may not mean they understand them. Regularly ask the student to check understanding.
Useful resources
Useful resources
Effective strategies for information-processing and memory difficulties
Read time: 4 min
Specific classroom strategies for supporting students of all ages with FASD to process information. Part of an online guide for educators called Understanding Fetal Alcohol Spectrum Disorders.
Publisher: Duke University
Next steps
More suggestions for implementing the strategy “Helpful classroom strategies years 9-13”:
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Current page Support processing and organisation
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How to use this site
Guide to Index of the guide: FASD and learning
Understand:
Strategies for action:
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Identify needs and how to provide supportShow suggestions for Identify needs and how to provide support
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Support self-regulation and positive behaviourShow suggestions for Support self-regulation and positive behaviour
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Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
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Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13
