A useful acronym to help us understand how FASD affects the classroom experience of a child with FASD is:

ALARMS…

• Adaptation - effectiveness with which students relate to the world around them at an age-appropriate level. Adaptive difficulties are often the biggest deficit with FASD. Remember, they are often operating at half their chronological age.

• Language - Children with FASD often struggle with receptive and expressive language. There may be “language” but little comprehension.

• Attention - ADD/ADHD is frequently diagnosed along with FASD. Psycho-stimulant medications might not work because the underlying brain chemistry and infrastructure may not be typical.

• Reasoning - Most have average IQ and may have average language assessment scores but cannot access or use this information and/or skills when needed.

• Memory - Memory is critical in the learning process. When a student has a weakness in memory, they will experience challenges in the classroom environment.

• Sensory Processing - Some students feel overwhelmed by sensory information (hypersensitivity), and/or seek out intense sensory experiences (hyposensitivity).  Some students can exhibit both types of sensory processing disorders.

Students with FASD can work well when the following strategies are applied:

• Constant supervision

• Give short, concrete instructions. (Tell what to do, not what not to do).

• Use simple, uncluttered visual aids.

• Focus attention (using the student’s name, proximity).

• Maintain structure and routine in the classroom. (Keep the classroom uncluttered).

• Allow additional time for information processing, assignments, and assessments.

• Reteach and repeat using various individualized modalities.

• Model, rehearse, and role play (make the learning experience concrete)