Notes and next steps:
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
What is FASD?
Fetal Alcohol Spectrum Disorder (FASD) is a
diagnostic term used to describe impacts on the
brain and body of individuals exposed to alcohol
during pregnancy.
FASD–Informed Practice is a strength-
based approach that applies effective strategies
and accommodations to support learners with
FASD, which benefits all learners. It involves
understanding the neurodevelopmental profile of
learners and building strong relationships to
positively impact present and future school
experiences. A collaborative, purposeful, and
ENVIRONMENT
reflective practitioner empowers students,
educators, and families.
It is important to remember that each learner is an
individual with varied strengths and stretches. It is
through building a relationship with our learners
and getting to know their strengths and stretches
that we can discover which strategies will allow us
to create calm, safe, and productive learning
environments for all children.
For Learners with FASD
www.fasdoutreach.ca
Funded by: BC Ministry of Education
and other
Complex Learning Needs
What is ENVIRONMENT? Reflect...
 Safe and quiet places to regulate that are
The classroom environment is both intangible  Everything has a place
clearly defined
and tangible. Both of these environments  Create zones in your classroom (math
should be considered when planning.  Clearly defined quiet places to work
zone, reading zone, quiet zone etc.)
 Sensory considerations/accommodation
Preplanning the tangible and intangible setup of  Good traffic flow
 Noise
the classroom helps to create the structure our  Label bins, etc.
students rely upon. As well, it reduces sensory  Sight
 Use colour coding
overload, helps to fill potential memory gaps,  Colors
and reduces learner stress.  Create specific areas (Math, Reading,
 Harmonious
Science)
 Lighting
Tangible  Hand-in bins
 Natural
The physical setup of the classroom.  Labelled
 Softened
 Easy access
Intangible  Smells
 Shelving
 Touch
The invisible environment, the one that is felt  Organized
with the heart has three components:  Temperature
 Clutter free
 Defined display areas
 Storage containers
1. Personal. How do my attitudes, values and  Non-essential decorations mini-
 Out of sight
beliefs impact the environment? mized
 Tidy
2. Professional. How does my training and the  Visual supports
 Adequate storage
techniques I use impact the environment?  Eye level
 Educator
3. Program. How does the design and the  Class rules posted
 Students
scheduling of my program impact  Images to support written words
 Student Organization (arrival, lunch, end of
the environment?  Visual schedule
day, desk, locker)
 Clearly visible
 Labels
INCLUDE...  Easily read
 Space
 Incorporate regular movement breaks
 Supervised
There are 8 Keys + a Master Key that impact  Scheduled locker/desk cleanups
learners with FASD. Are they in place in your  Easy access
 Organizational supports
intangible environment?  Routines
 Color code binders/duo tangs
 Implement a seating plan
□ Structure □ Routine  Hand-in bins color coded, with
 Student desk placement
□ Concrete □ Repetition a picture
 Proximity
□ Consistency □ Specific  Classroom supply rules
 Desk Credit to:
□ Simplicity □ Supervision  Tables What Educators Need to know about FASD (Manitoba)
□ TRUSTING RELATIONSHIP  Effective arrangement for traffic flow
Teaching Students with Fetal Alcohol Spectrum Disorder- Binder 10
(Alberta)
(adapted from Deb Evensen)