Literaturnachweis - Detailanzeige
| Autor/in | Clarren, Sandra G. Bernstein |
|---|---|
| Titel | Teaching Students with Fetal Alcohol Spectrum Disorder: Building Strengths, Creating Hope. Programming for Students with Special Needs. Book 10 |
| Quelle | (2004), (182 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 0-7785-2593-7 |
| Schlagwörter | Leitfaden; Unterricht; Lehrer; Fetal Alcohol Syndrome; Special Needs Students; Instructional Effectiveness; Educational Strategies; Classroom Techniques; Classroom Environment; Student Needs; Foreign Countries; Canada |
| Abstract | "Teaching Students with Fetal Alcohol Spectrum Disorder: Building Strengths, Creating Hope" is Book 10 in the Programming for Students with Special Needs series; a revision and expansion of the 1997 Alberta Learning teacher resource, "Teaching Students with Fetal Alcohol Syndrome and Possible Prenatal Alcohol-Related Effects." Much has been learned since the 1997 publication. This new guide offers teachers information and specific ideas to better meet the learning needs of students with FASD. This document is divided into five chapters and a set of appendices. The first chapter of the resource provides background and terminology to help educators understand the current medical diagnostic definition of FAS and the term FASD. It also explains the diagnostic process, primary and secondary disabilities, and the strengths and protective factors often seen in students with FASD. Background information covers the complexity of this disability, outlines variations in patterns of prenatal alcohol exposure, contributing factors to learning and behaviour, and the range of strengths and needs evident in this population of students. Chapter two presents key concepts for planning effective education programs; how professionals can work together from the point of medical diagnosis to the coordination of services in schools and the larger community. The next chapter provides overarching strategies on structuring the learning environment, developing effective routines, building skills for whole-class, instruction, teaching social and adaptive skills, and helping students generalize new skills and concepts. This chapter also includes information on developing and implementing individualized program plans (IPP). Chapter 4 offers suggestions for building a positive classroom climate and maintaining a supportive learning environment. It includes specific strategies for understanding the intent of behaviour, structuring the environment to accommodate active behaviors, ensuring smooth transitions, establishing clear rules and expectations, and using positive reinforcements. This last chapter includes strategies related to specific areas of developmental functioning. The strategies are organized by domain, including attention, memory, language and communication, and academic skills. These domains are defined and described, and are followed by suggestions for remediating and compensating for these specific needs. Appendices include reproducible blackline masters to use with students, parents and other educators, sample visuals teachers can customize to use with students, and three in-service activities to familiarize school staff with this resource. Appendices include: (1) A section on parent involvement; (2) A section on classroom involvement; and (3) A section with activities. [This document was produced by the Special Programs Branch and Learning and Teaching Resources Branch of Alberta Learning. Contributing writers for this document include: Children's Services Centre, Red Deer; Dwaine M. Souveny; and Catherine Walker.] (Author). |
| Anmerkungen | Alberta Learning, Special Programs Branch, 8th Foor, 44 Capital Boulevard, 10044-108 Street, Edmonton, Alberta T5J 5E6. Tel: 780-422-6326; Fax: 780-422-2039. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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