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The Educator’s Toolbox

The Educator’s Toolbox. A resource guide for K-5 educators. Developed by: Rochelle D. Schwartz-Bloom, PhD Professor of Pharmacology Duke University Medical Center Chandra D. Zieff, M. Ed. Educational Consultant. What is The Educator’s Toolbox?. The Toolbox provides a behavioral

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The Educator’s Toolbox

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  1. The Educator’s Toolbox A resource guide for K-5 educators • Developed by: • Rochelle D. Schwartz-Bloom, PhD • Professor of Pharmacology • Duke University Medical Center • Chandra D. Zieff, M. Ed. • Educational Consultant

  2. What is The Educator’s Toolbox? • The Toolbox provides a behavioral • & learning profile of FASD students • The Toolbox offers effective teaching • strategies for FASD students • The Toolbox presents 2 cases, sample • SSTs, and IEPs

  3. Why Use The Educator’s Toolbox? • FASD are hidden disabilities • Teachers are often baffled by FASD • student behavior • Given the right tools, FASD students • can and do learn

  4. What’s in the Toolbox? • Physical, Neuropsychological, & Behavioral • Aspects of FASD • Pattern of Prenatal Alcohol Exposure • Prenatal Alcohol Exposure, Brain • Development, & Postnatal function

  5. What’s in the Toolbox? • The FASD Student & the Classroom • The FASD Student & Learning Issues • The FASD Student & Behavioral Issues • 2 Case Studies (SSTs, IEPs) • Strategies for Other Educational Professionals

  6. Fetal Alcohol, Brain Development, and Effects on Function (Chapter 3)

  7. Alcohol Damages Brain During all Three Trimesters

  8. learning & memory balance, cognition executive functioning movement, motivation Major Brain Regions Show Damage in FASD Children

  9. Brain Regions Important in Neuropsych Effects of Fetal Alcohol Exposure Cerebral cortex

  10. FASD Students and the Classroom (Chapter 4)

  11. Successful Classroom Environment • Provide an environment with calm, order, • and organization • Define and organize classroom space • Minimize auditory and visual distractions

  12. Successful Classroom Environment

  13. Classroom: Teaching Strategies • Provide a structured environment • Keep consistent routines • Keep presentations brief • Use variety • Use repetition

  14. FASD Students and Learning Issues (Chapter 5)

  15. Learning Issues Difficulties with: • information processing & • memory • attention • abstract thought • mathematics • reading & writing • executive function

  16. Mathematics These students have difficulty with: • number concepts • computational skills • problem solving • telling time • understanding money concepts

  17. Mathematics: Teaching Strategies • Teach at a slow pace • Make the math page user-friendly • Teach practical math • Use a multisensory approach • Practice money skills • Use tools to “visualize” time

  18. Mathematics: Teaching Strategies Use a linear clock

  19. Quotes “I told her is was quarter past 12.” She said: “It’s not quarter past 12, the microwave says 12:15.” “It can’t be quarter past 12 because a quarter is 25 cents and 25 isn’t 15.” “And…12:45 has a 5 in it like a quarter...so... quarter past 12 is 12:45.” “Quarter to 12 is 25 minutes to 12.” (Lasser, 1999)

  20. FASD Students and Behavioral Issues (Chapter 6)

  21. Behavioral Characteristics • Overly friendly • Stubborn & oppositional • Impulsive • Poor judgment • Confusion under pressure • Low self-esteem

  22. Behavioral Characteristics….more • Determined • Trusting • Hyperactive • Fearless • Extreme mood changes • Affectionate • Immature

  23. Poor Impulse Control • These students don’t consider the • effect of their actions • These students are audible thinkers • These students are volatile

  24. Poor Impulse Control: Teaching Strategies • Teach good habits • Anticipate problems • Provide close supervision

  25. Case Studies (Chapters 7 & 8)

  26. Case Studies Case 1: 8 year old 1st grade girlCase 2: 10 year old boy, end of 4th grade • History • Information for the Student Study Team • Student Study Team report • Individual Education Plan (IEP)

  27. The Student Study Team • Members attending • Important medical/educational history • Strengths and interests • Areas of concern • What’s been tried so far • What needs to be done next, by whom

  28. The IEP • Reason for referral • List of strengths and needs • Child psychologist report • Resource specialist report • School psychologist report • IEP Goals • Area • Effective strategies • Long term goals • Short term goals • Team recommendations

  29. The IEP: Areas of Concern • Reading comprehension • Written language • Mathematics • Homework & class assignments • Transitions • Attention

  30. Strategies for Other Educational Professionals (Chapter 9)

  31. Other Educational Professionals • School administrators • School psychologists/counselors • Resource specialist • School nurse • Speech & language specialist • Occupational therapist • Advocate

  32. Workshops for K-5 Teachers & Others: Using The Toolbox for Educators

  33. The Participants—4 Sites • 12 K-5 teachers • Special ed, resource teachers • School counselors • 11 School nurses • 13 Occupational therapists • 9 Speech & language therapists • 4 School social workers • 2 School administrators

  34. Workshop: FASD knowledge gains

  35. Impact of workshop • how valuable was the workshop—82% very • how likely will you use the knowledge—78% very* • how likely will you use the manual—69 % very * Ranges from 68% to 92%, depending on site

  36. Thanks to…. • Deidra Roach, NIAAA • Department of Education • Lynn Voight and staff, LCLM

  37. Mom & baby both drink

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