Language is a brain-based system – it involves the storage and retrieval of abstract symbols in order to translate thought into words. Discuss the importance of communication – written and verbal. Jan Lutke estimates that up to 70% of the problems people with FASD experience are related to learning and using language. Ten basic communication strategies. PowerPoint Slides #20 - #22 – Keep it simple. PowerPoint Slide #23 – Refer back to Bev Zorn speaking about her daughter who dumped dirt from her shoe into another girl’s lunch (she didn’t do any of the things she was told not to do). PowerPoint Slide #24 – Concrete language. PowerPoint Slide #25 – Consistent language. PowerPoint Slides # 26 - #27 – Visual cues mean more than pictures – include gesture. PowerPoint Slides #28 - #30 – one direction at a time (could teach the use of checklists). PowerPoint Slides #31 - #32 – Give directions in order. PowerPoint Slide #33 – Concrete language. PowerPoint Slide #34 – have the learner demonstrate understanding rather than explaining. PowerPoint Slide #35 – Allow more time. PowerPoint Slide #36 – Review of 10 basic communication strategies. “Show me, not tell me” PowerPoint Slide #37 Key points: We use accommodations to change a poor fit into a good fit. Accommodations need to reflect the strengths and interests of the learner. It is critical to know your learner – especially the strengths. By addressing the primary disability and building on strengths, we hope to prevent/reduce many of the secondary disabilities. Activity: Have participants go into their earlier groups where they developed accommodations for a specific primary disability. Give each group a Primary Disability
Supporting Learners with FASD: Session 4 Required Teaching Resources: Name cards (from previous session) Flip chart paper Coloured felt markers/pens PowerPoin for Session 4 Please note: PowerPoint Slides #13 and #14 require that you insert your own case study information into the PowerPoint using the “insert text box” feature. You will need to prepare this in advance. Various FASD resources (please use what you have available in your district and/or downloadable online resources) Computer lab for researching resources if available DVD: “FASD: Finding Hope”, Knowledge Network (this should be available from the POPFASD District Partner in each school district) DVD: POPFASD Learning Modules (this should be available from the POPFASD District Partner in each school district) Particpant handouts: PowerPoint handout LEIC Planning Tool (one for each participant at their appropriate grade level – primary, intermediate or secondary) Case Studies All other handouts in file labeled Session 4 Handouts Administrative Materials: Attendance and Assessment Form Handbook for Instructors General Timeline: PowerPoint Slides #1 to #9 – 25 minutes PowerPoint Slides #10 to #15 – 90 minutes Break – 15 minutes PowerPoint Slides #16 to #19 – 30 minutes PowerPoint Slide # 20 to #22 – 20 minutes Begin Power Point PowerPoint Slide #1 : Welcome Welcome back. Begin by checking in with participants. PowerPoint Slide #2 : Agenda PowerPoint Slide #3 : Learning Outcomes for Session 4
1 2 3 Score Explain why it is important for educators to understand FASD. Gives a limited explanation of why it is important for educators to understand FASD. Gives a clear explanation of why it is important for educators to understand FASD while showing some understanding of the theory presented. Gives a clear explanation of why it is important for educators to understand FASD while showing a deep understanding of the theory presented. Describe the primary disabilities and possible resulting secondary disabilities. Gives a superficial description of the primary disabilities with little or not connection to secondary disabilities. Accurately describes the primary disabilities and shows some connections between primary and secondary disabilities through examples. Clearly describes the primary disabilities and makes appropriate and insightful connections between primary and secondary disabilities through examples. Demonstrate an understanding that all learners have unique needs and strengths. Explains that all learners have unique needs and strengths including superficial or no examples. Shows that all learners have unique needs and strengths with appropriate examples. Shows that all learners have unique needs and strengths through appropriate and insightful examples. Learner will be able to develop appropriate accommodations for learners with FASD. Summative Assessment Rubric for completed LEIC Planning Tool 1 2 3 Score Connecting primary and Creates accommodations Creates appropriate Creates realistic and appropriate
secondary disabilities to creation of accommodations. with little connection to the information given about the primary and secondary disabilities. accommodations that are somewhat related to the information given about the primary and secondary disabilities. accommodations clearly supported by the information given about the primary and secondary disabilities. Connecting strengths of the case study student to appropriate accommodations. Chosen accommodations contain little connection to the strengths of the case study student. Makes possible yet somewhat vague connections between the strengths of the case study student and the chosen accommodations. Makes appropriate, insightful and powerful connections between the strengths of the case study student and the chosen accommodations Total: /15 Participants will receive a certificate of completion with 100% attendance in all sessions along with a minimum score of 10/15 on the above Summative Assessment Rubrics.