FASD

Hi. My name is Catherine Eaten, and I'm a graduate

student at Maranatha Baptist University.

In the class entitled Exception Ality and Student Learning with

Dr Valerie Riley.

Today, we're going to be discussing F A S T.

Let's begin.

What is F A S T f A S d.

Stands for fetal alcohol spectrum disorder, and it is a

group of symptoms, behavioral and intellectual that a child is

born with as a direct result of a mother who

drink during her pregnancy.

F A S D is 100% preventable.

Children and individuals born with fasd can display one or

more of the following physical characteristics.

They can have a flat nasal bridge, smooth ridge between

the nose and the upper lip, a thin upper lip

and a crease, an extra crease in their outer ear

and upturned nose.

They can have a curved pinky finger, and when they're

born, they can have a small, head size, low birth

weight, and they can have a shorter than average height.

They can also have vision and hearing problems.

They can have his babies sleeping problems and sucking problems,

and they can also have heart, kidney and bone problems.

There's also cognitive and behavioral effects that are associated with

fasd um, that causes learning disabilities, having trouble following directions,

difficulty understanding consequences in their actions.

They can have poor memory skills in the tentativeness for

reasoning, skills, speech and language.

Delays on these speech and behavioral issues then lead to

struggles academically and socially.

These Children are context specific learners, meaning that something they

learn in one specific situation isn't necessarily going to carry

over to that thing in any other situation in their

life. They also struggle with social confidence, which affects their

ability to maintain friendships.

And it even protects that it helps them protect you

from bullies, which they're unable to dio.

Thes things may cause the student that fiesty to feel

isolated, they may show signs of aggression, depression, hyperactivity.

On dhe, they may demonstrate inappropriate behaviors, which also follows

them into adulthood.

Damage to the child central nervous system also contributes to

difficulties of self regulation, which is why up to 90%

of Children with fasd are hyperactive and they're unable to

control their impulses.

There's also some secondary characteristics that air associate with fasd,

and that includes fatigue, tantrums, lying, frustration, anxiety running away

avoidance and withdraw.

There's also individuals that suffer with sensory processing sensory information

such as touching, feeling, movement, sound and that can lead

to overstimulation, anxiety, aggressive behavior and the inability to learn

and perform because they're too overstimulated.

What can we do to help?

There has to be things we can do to help.

And there is.

There are, since there, these students, abstract reasoning may be

effective. The teacher must speak in concrete, literal terms.

Directions must be given in a step by step by

step process.

The student may have trouble with change.

So, you know, in our everyday lives, his teachers things

change. We need to give them moments, time to be

ableto comprehend and adjust to their new schedules.

Um, they also have a better visual memory than they

do a working memory.

A teacher should get in the habit of showing them

how to do something versus just telling them.

We need to adjust our expectations of these students towards

the developmental stage there.

In it that moment, because they may be able to

do something perfectly three days in a row, and then

the next four days, they may not understand to remember

how to do that or be able Thio.

Um, we need to be proactive.

We need to preemptively watch them and search for their

behaviors and their moods and say, you know what, so

and so needs to go to a quiet area right

now. She's getting over stimulated, and we need to be

able to stop kind of that downhill spiral before it

even begins.

How does this affect their learning?

Well, they need plenty of processing time.

For example, if I ask a question Hey, class, what

is a characteristic of a bird?

Can you tell me one characteristic of a bird?

Usually you have 5, 10 hands pop up on their

sweaty to spew those answers out.

But if I want an answer for my child with

F a S d, I need to give them time

to process the question.

I just asked Ah, good thing to recall us to

count to 10 and the teacher's head.

And then you may just see your student f a

s t raise their hand and said, You know what,

Mrs Eaton?

I know it's a way, a characteristic of a bird,

their color, or they may give something else they remember

from a previous lesson.

Um, the teacher needs to repeat the instructions as much

as possible.

You need to give them reminders, plenty of supervision.

They need supervision and lots of breaks.

We also this is really important with students with fasd

and probably the entire class can benefit is we need

to set our consequences are classroom rules and follow through

with those consequences.

They also need a quiet classroom space that we talked

about where they can decompress.

Another important aspect being able to help students with ASD

is if we can educate women of childbearing age to

Hey, don't drink while you're pregnant.

They may not understand that their child can be born

with this intellectual disability just because they took, you know,

a few moments to themselves and drink some kind of

alcohol. So we need to teach women and men to

to teach the women not to drink alcohol while they're

pregnant. Hey, class.

Today we're gonna learn about mammals.

Yes, we've been learning about mammals and today we're gonna

learn a little bit more Who can tell me what

a mammal is on here?

I'm giving my child with BSD.

Time to process this information.

They are warm blooded.

Yes, they have hair or fur.

And they do.

They feed milk to their babies.

Very good memory.

We're gonna be learning about three specific types of mammals

today. The first is a flying mammal.

Does everyone see my little friend here?

What kind of flying mammal is it?

It is.

It's a that.

Has anyone ever seen that they are?

They're nocturnal.

They do move around at night.

Why are they called flying mammals?

Very good.

They do fly.

So can you think about when we learned about birds

the other day?

What's the difference that makes this bat a mammal versus

the bird?

Uh, it does.

It has hair on its body.

Very good.

Next, we're learning about a marine mammal Marine.

Does anyone ever heard that word may be your brothers

in the Marines or your dad was a Marine?

What does that word mean?

Mm. It has to do with water.

Very good.

Yes. Marine means it's either in the ocean or in

some type of salt water.

So where does my friend here?

Where do you think he lives?

He sure does.

The sea otter lives in salt water in the ocean.

Has anyone ever seen a sea otter at the ocean

or the art?

The aquarium or zoo?

They're very cool.

They do look very soft with all that for on

their bodies.

I agree.

Look at that happy little face.

Their next one is the hub mammal.

Why do you think you see my little friend here?

Betty Bettis, A hub mammal.

What makes her hugged?

Mammal? Oh, yes.

She has hubs on her feet.

Can you think of another type of hoofed mammal?

A pick?

Yes. Will.

Where? We've been studying about Wilbur.

He is a hoofed animal.

Very good.

Okay, Next class.

I have some friends outside our door waiting to come

in there from Mrs Jorgensen.

Second grade class.

I've already asked her permission and she sent over your

friends that we play with.

And they're going to do a mammal memory game with

us. So I will partner you up in just a

moment and I will come by your desk and I

will go over the instructions Very clear with you.

Make sure you understand how to play the game.

Remember your friend from the second grade class does not

know what a mammal is, So you're gonna help them

and teach them?

Make sure you tell them about our special friends, the

hoofed mammals and the flying mammals and the marine mammals.

Mhm. They're gonna learn a lot from you today.

Okay? Some various teaching strategies that I used to help

my Children with Fasd would be lots of visuals, since

their working memory isn't quite as good.

I wanted them to get lots of visuals so that

when they are able, Thio recall this information so I

can make sure they know what they can think of

that picture in their mind, I used a lot of

repetition. I used the same words over and over for

them. I gave processing time.

I tried to allow them timeto.

What did Mrs Eaton say?

Let me get it in my head.

Think about it and then I can give her answer

back. I also, um, allowing them something I haven't talked

about. His Children with f f A S t do

very well working with younger Children a year to younger

than them.

It allows them time to take turns and be able

to communicate back and forth at a good level for

them. So if we regularly let them have these Children

that are younger, come in, they feel like they're important

and they're able to help and learn at a good

level for them.

What? It's so important.

No matter what someone's intelligence is what someone's disabilities are.

We need to remember that all Children are blessing.

Yeah, Bo Children are an heritage of the Lord, and

the fruit of the womb is his reward.

Someone 27 3 on the tough days on the fun

days. On the days that they're stopping and throwing things

and hitting, they're still a blessing.

And they're still a student that God cares about, and

we need to care about.

We don't have to let their disability to find them.

FASD

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