Fetal Alcohol Syndrome Presentation

fetal alcohol syndrome also known as FAS falls under an umbrella also known as fetal alcohol spectrum disorders or FASD FAS and FASD are categorized by patterns of physical developmental and functional problems caused by mothers who consume alcohol during pregnancy no evidence exists of how much I'll call is dangerous to the fetus however research shows that mothers who drink during the first trimester have children who exhibit the most severe signs and symptoms associated with FAS unfortunately during this early period many women may not even realize they're pregnant also related to this exceptionality are conditions of alcohol related neurodevelopmental disorders known as AR mg and fetal alcohol effects known as FA individuals with FAS will show both physical and cognitive signs and symptoms however those who have a are mg and SAE only display the cognitive symptoms it is estimated that there are thirty thousand children born with FAS every year an additional forty thousand are estimated to have a ke or ARMD the severity of physical symptoms range from mild to severe and can include a small head to height ratio below average height and weight a smooth Ridge between the upper lip and nose small eyes a very thin upper lips to form limbs and fingers a decreased range of motion vision and hearing problems and skin folds at the corner of the eye cognitive impairments also vary in severity they include mostly behavioral issues such as impulsivity violent aggression lying stealing destructibility problems with learning hyperactivity language development and delayed development of gross and fine motor skills unfortunately many educators and parents dismiss the cognitive signs of SAE and AR and BS behavioral issues because not all children display the physical signs associated with FAS this would cause many teachers to misinterpret this behavior as disruptive when there are more accurate interpretations for example what teachers may view as attention-seeking and stubbornness is actually the child's difficulty translating verbal directions into actions willfulness duck is actually the inability telling cause-and-effect instead of viewing a child as irresponsible and lazy teachers should be aware of the child's memory deficits teachers should understand that what they may view as a child laziness and slowness is actually the child's difficulty in grasping the abstract concept of time a student's poor judgment actually comes from an inability to interpret social cues from peers when a student steals what teachers see as deliberate dishonesty should be interpreted as a lack of understanding of ownership blinds should be recognized as an inability to accurately recall events because of memory problems as teachers we must remember to follow the ethical standards for the teaching profession according to the Ontario College of Teachers the first ethical standard of care in tells teachers showing empathy compassion acceptance and interest for developing students potential teachers must demonstrate their commitment to students well-being and learning they should treat students equitably and with respect and should be sensitive to factors that influence each student's learning as teachers we must do our best to be aware of many different conditions that children may be affected with the difficult part of SAS is that it may mimic other mental and physical conditions such as ABG ADHD and other behavioral disorders the second ethical standard of trust embodies fairness openness and honesty teachers professional relationships with students colleagues parents and guardians are based on trust therefore as teachers it is not only a responsibility to try and understand different conditions that children may be affected with such as SAS but also to develop a strong trust relationship with parents colleagues and other school professionals through frequent communications and by addressing any behaviors or challenges the child might be displaying at school in order to collaborate ly bring about the best plan to help each individual child the third ethical standard of respect and tells fair-mindedness and Trust there is often a stigma attached to FAS and many students who have it as well as their families may be faced with prejudice ideas in school and in the community sadly many students with FAS may be mistreated by their peers and teachers because of the label they have been given and the lack of understanding surrounding this exceptionality consequently this can create secondary diagnosis in their mental health and well-being such as addiction or depression teachers must honor human dignity emotional wellness and cognitive development teachers could post posters about FAS drinking and pregnancy around the school as well as include information about FAS and health science and physical education classes in order to spread awareness and encourage acceptance they should also hold assemblies as well as have class discussions and provide resources such as books in order to talk about the effects of alcohol on a person it is our responsibility to treat all of our students fairly and we must model respect for students who suffer from FAS the last ethical standard of integrity includes honesty reliability and moral actions as teachers we must always reflect on our teaching practices in order to be aware of any mistakes we have made in the past in any areas we can make improvement on because children with FAS may not have a diagnosis when they enter a classroom teachers may confuse FAS symptoms with behaviors such as laziness or defiance when in fact the student may actually not understand the teachers instructions due to their conditions because of this it is essential that teachers are committed to having information on advance an ongoing professional learning as this is a key component to being able to recognize a student suffering from us they as teachers should experience a paradigm shift when they discover that their student has fetal alcohol syndrome fetal alcohol syndrome can be very frustrating overwhelming for both the student and the teacher depending on the regional location the amount of FAS students may be high such as in Manitoba Alberta and the Yukon teachers have found the traditional techniques ineffective in teaching these students according to the government of Yukon students with FASD have permanent difficulty with the input integration storage and retrieval of information in the light of that challenge it is easy to understand why they have such difficulty understanding and making sense of daily life which is almost entirely based on understanding abstract concepts people with FAS have poor abilities to adapt to the demands of their surroundings because students have poor sensory processing teachers should create a calm quiet environment they can reduce decorations posters and displays on the walls and use window coverings to reduce the effects of noise temperature and light they can use a neutral colored carpet and tennis balls on the ends of furniture legs to reduce noise on the ears and the eyes teachers can also arrange classroom furniture to create traffic patterns that discourage running and decrease students tendencies to bother each other teachers should provide deep pressure activities for their students to practise motor skills because FAS students require structure teachers should organize the space and furniture for flexibility in instruction they should also organize personal workspaces to promote organization and develop independent work habits teachers should develop consistent routines that support learning and develop expectations and everyday routines with the help of list teaching time management skills is very important teachers should also manage the environment to avoid social problems and structure the environment to accommodate active behaviors this means teachers should give breaks for movement during the day they should ensure smooth transitions from one activity to the next to reduce behavior problems using a familiar procedure can also help students remember because students with FAS have a difficult time learning with abstract concepts teachers should use concrete language to teach concepts are concrete when they name a real thing or a group of things but concepts are abstract when they express equality apart from the knob check for example the good girl or clean up your room or get in line abstract concepts cannot be measured teachers should simplify instructions to their students teachers should create concrete ways to teach time concepts teachers should also use visuals to support instruction they should use role-playing and practice in context students typically display three behaviors lying stealing and a lack of cause-and-effect reasoning so teachers should directly teach the concept of true and false real and imaginary and fiction and nonfiction teachers and establish clear rules and use concrete words to describe behavior teachers should be using language and nonverbal communications that students understand including pictures because students with FAS may find it hard to focus in the ten teachers should think of special instructional techniques to get their attention students should be allowed to move and use non-traditional approaches to eye contact during listening activities teachers should use low-key cueing to encourage students to stay on task teachers should integrate memory aids into each learning activity because students will have to become functioning members of society teachers should create a supportive learning environment to develop social skills they should develop a plan for changing challenging behaviors and enlist the help of positive reinforcements such as family and friends teachers should find opportunities for practicing fine motor skills in computer skills teachers should enhance the teacher-student relationship and understand the students use behaviors to communicate teachers should notice and reward positive pro-social behaviors change rewards often to avoid loss of interest in salience eat and protect them from exploitation from negative peers because they are naive educational experiences should make students as independent as possible students with FAS should go bond classroom boundaries and target skills to be used not only in school but in homes and communities as successful productive citizens students with FAS should have focused on community based instruction teachers can use a scores model to help plan strategies and interventions for students the scores model entails supervision structure simplicity support and success communication and consistency organization rules expectations and self-worth teachers can also use soap to help students soap stands for stop the action observe assess and plan if teachers note the learning of behavior problem students are having Alberta learning advises us to do the following they can first try the usual approaches to adapting instruction and modifying behavior if that doesn't work they document concerns in writing next they ensure all necessary academic and psychological testing is conducted in order to obtain a complete picture of the students strengths and needs then they meet with parents to share test results and concerns arrange for a designated person from the school either the psychologist or counselor to meet with parents to suggest the follow-up medical evaluation to obtain more information and finally assist with the diagnostic medical evaluation by completing informal interviews behavioral rating forms and sharing school records and performance information here are some questions that teachers might want to ask parents previous teachers or others familiar with the student to help plan strategies to meet the students needs what part of the day appears to be the most productive for the student what part of the day is the least productive what skills and interests are strengths for the student which class activities does a student enjoy the most can these activities be alternated with those that he or she finds more difficult so what extent is this student able to follow classroom routines independently how can he or she be assisted to develop more independence in this area to what extent is this student able to work towards the learning outcomes of the provincial curriculum in which areas can the instruction in assignments be adapted to support the students learning how does this student interact with their peers in the classroom with which students are they able to work the most productively what kinds of events or activities seem to cause the most anxiety for the student how can the student be helped to cope with these situations what are the students triggers what helps a student to calm down our transitions hard for the student and is a student sensitive to sensory issues FAS varies between student to student teachers can't generalize one IEP for every FAS student in the class this is a presentation by Jones a grade 7 student with FAS it is called this is my kind of mind some things are easy some things are changing what's easy for me is reading math is that and making and keeping friends what's tricky for me is writing handwriting and keyboarding and getting my ideas down on paper what my brain really likes is figuring things out by looking I am excellent at designing and making building or drawing things I am also excellent at understanding what I see puzzles maps pictures games knowing where things are this means showing me things is a good way to teach me my brain is also excellent at understanding what I hear if it is interesting if I'm tuned in before you start talking and if you keep the talking short too many words and my brain turns up my brain is also good at learning by doing I am good at working with my hands I like to keep busy and I'm good at some sports I am good at making things and drawing or designing with a pencil I am an amazing visual hands-on learning what is tricky for my brain is paying attention and staying tuned in during class time especially when people are talking lots remembering what I see in here sometimes when you don't tune in long enough and strong enough it is hard to remember new things so here are my ideas for school let me use a computer for writing in stories unless I feel like handwriting sometimes letting me talk while someone else writes it down works let me try this with key words written down or in a drawing diagram or chart talk less and show me more about what I am supposed to do give me things to look at when you are teaching or to help me remember pictures maps drawings charts notes read it on the board this computer programs etc make sure I am turned into you before you give important directions or information you can use my name or say this is important you can sit me up close you can give me a good workspace without lots of junk or clutter you can ask me if I understood it and you can make sure I am looking at you before you start talking you created using powtoon

7 Replies to “Fetal Alcohol Syndrome Presentation”

  1. I found most teacher's can't be bothered …or gov. help…it cost's a small fortune just to have a child accurately tested ..here in British Columbia Canada its almost hopeless , they think they are doing a good job but they are over- worked and under-staffed ..the children suffer again …The child I know is a Beautiful boy. His mother is off living her life she pay's nothing for his care or help ..Just a bottomless pit of oh whoa is me..Drank a lot through her pregnancy then tried to deny it ..I'm not on a Witch hunt , I understand that in the very beginning a woman truly might not know , it's not right but it happens , I would like to see charges made & laid if they choose to continue these kids go from the cradle to the grave with this ..It make's me angry ..This boy's mother has completely forgotten him ..not paying damages, support ..nothing ..This has got to change …

  2. Wtf schools. Stop making your students make amateur videos and posting them on youtube. Make them save it in a usb and play it in class. I swear these low quality videos are pissing me off. Back in the day we didn't do this crap. And girl, what the hell is wrong with your mic. Lower the echo ffs

  3. This should be in the equation for a educational environments to have a support system, but there is virtually none that I have seen as an educator in over two decades. Tragic. Teachers and the affected student gets beaten up over TEST/ASSESSMENT scores with no support for mitigating it.

  4. Ich will ja auch orgen wann Mal Kinder kriegen aber erst muss ich gesund werden ja und keine Tabletten mehr als mehr wenn ich Annfalls Frei bin will ich Kinder ja kriegen gesunde Kinder kriegen ich erst muss ich ja auch gesund werden ich will Annfalls Frei werden damit ich Kinder kriegen gan

  5. Die Amen Kinder den ich will ja auch orgen wann Mal ja ja Kinder kriegen aber gesund ich dringe auch keine ich ja Alkohol dringe kein Alkohol ich dringe Alkohol Freie kein gedrenke wo Alkohol drinne ist Alkohol Freie gedrenke dringe ich

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