Kyla is eight years old. She is often late for school, she is sleepy in class and often doesn’t seem to comprehend what is being said. She never finishes any class activities. Other students think she is weird, and say she has a funny look about her.
Develop your response that draws on at least three of the themes in this course:
• Cognitive development
• Memory
• Social and emotional well-being
Introduction
The above scenario indicates to me that Kyla unfortunately is suffering from fetal alcohol syndrome. This is as a result of a mother drinking too much during pregnancy. FASD affects the developing brain and as a consequence the child is never able to completely develop normally, The brain damage is permanent (NOFAS, 2004).
As educators, particularly in the primary school setting we need to be aware of children who suffer from FASD and be mindful of their individual perspectives. It is essential that the child is included and that her self-esteem is kept in tact. In order to accommodate the needs of this child, it is essential to incorporate a modified curriculum. The teacher needs to differentiate the curriculum and be mindful of the cognitive and emotional abilities of this child so that behavioural and academic expectations are realistic.
Cognitive development, memory and emotional well-being are all affected in this scenario. The first two as a result of impaired brain development and the latter as a result of the child’s living environment. Teaching strategies that target inclusive education will be discussed with emphasis on the needs of Kyla in the classroom/school context.
Cognitive development
Information-processing theorists support the theory that as a child grows older their working memory increases in efficiency resulting in increased processing efficiency, increased use of strategies and greater ability to construct their own learning (Berk, 1999). A child with FASD does not develop within the accepted normal parameters.
Memory
Memory is impaired in the child with FASD. This is challenging for the teacher, as the child may not be able to generalise information they have learned from the day before” (NOFAS, 2004); they have disorganized thinking and don’t pay attention to what they are told” (CSC, p.6).
Children with ‘working memory’ problems struggle to hold chunks of information in mind as they process or work on them, for example as part of mathematical processes (CSC, P.9). Inclusive strategies to use with Kyla are a modified curriculum, simplified tests and provision of a calculator (NOFAS, 2004).
Social and emotional well-being
The child with FAS/FASD, has a tendency not to fit in with a peer group due to their poor behaviour. As Kyla is unlikely to understand the concept of punishment, it would be best dealt with by “diffusing the situation and moving on to a new activity” (NOFAS, 2004). Without positive peer interaction a child cannot develop normally. Family life may also be dysfunctional due to either continued use of alcohol, adoption or the stress of living with a child with FAS. School life may provide the only stability. Children can be helped if they can find a secure attachment through school (CSC, P. 20).
Implications for teaching this child in the classroom
One of the most important things for a teacher when dealing with FASD is to be aware that the behavior of the child is beyond the child’s control, it is not deliberate. Offering compassion and understanding is the best solution (technology.com, p.1). “Understanding the experience of the abused and neglected child assists us to develop compassion, patience and empathy. It is a key intervention in itself” (CSS P.1).
NOFAS (2004) highlights areas of concern for teachers when dealing with children with FAS/FASD. As a teacher I could therefore expect Kyla to be easily distracted and frustrated, exhibit poor motor skills and attention, lack organizational skills, have problems with concrete thinking and poor peer relations.
To counteract these issues I would reduce visual and auditory distractions by limiting the amount of clutter on bookshelves, remove hanging displays, keep the door closed and allow for short breaks if needed. Reinforce routines by maintaining a consistent classroom schedule and seating. Use visual information to show what activity is being done, for example a book for reading and a picture of a child playing for recess. To communicate a change of routine, it is advisable to use a consistent signal, such as a soft bell, a song or a raised hand. Other “tools” that can be used to block out distractions are folders or rulers to cover up text when reading so as not to lose place (NOFAS, 2004).
Strategies are required to compensate for reduced memory capacity and reduced attention span. These include incorporating a modified curriculum and simplified work sheets that are both uncluttered and have check boxes to help Kyla stay on track. To ensure that Kyla understands instructions it is necessary to ensure that instructions are given one at a time and that she is asked to explain them back in her own words (NOFAS, 2004). A practical way to design this is with a work folder with check boxes on the left inside, activities required on the right and a diagram to help explain where possible (Grey, 2012).
When initially planning a teaching and learning program for Kyla, the teacher needs to determine Kyla’s strengths and weaknesses. This can best be achieved by accessing more than one form of data. Speaking to the child is very important in addition to examining past records from the teacher, psychologist and speech therapist. Classroom observation is essential and parents should always be included whenever possible (teAchnology, Special Education)
For behaviour management, it is important to try and determine the cause. Bearing in mind that bad behaviour may be a result of frustration. Rewards should be used for good behaviour. However it is best to try and diffuse bad behaviour first, especially when involving peers (NOFAS, 2004)
In terms of the “whole school approach” it is important to ensure that the needs of the child are passed on to the next teacher each year and a classroom diary is maintained (DETWA, 2012); that the child has a special adult in the school that can relate to her, therefore assisting to resolve any problems (teAchnology, Special Education). “Ensure that the school admin understand and are positive about what you are doing as the teacher” (NOFAS, 2004).
Based upon Piaget’s perspective on childhood development, one of the current principles of teaching and learning emphasises the need to take into account the child’s readiness to learn (Berk, 1999). “Child readiness to learn' refers to the ability of children to develop and learn at each stage of life, from conception onwards” (ARACY, P.1). This is critical for children with learning disabilities in order to preserve their self esteem (teAchnology, Special Education).
Conclusion
Cognitive development changes at an individual rate for each child, although there is a general progression with age. This progression involves an increase in capacity in memory, processing speed and use of strategies (Berk, 2009). However for Kyla with fetal alcohol syndrome, this progression will be slow and limited. As a teacher I would need to plan alternative strategies to deal with this, in terms of curriculum work, behavioural issues and my own understandings and perceptions of this child.
It is the responsibility of the educational system to meet children where they are and encourage and support their development from that point. This involves modifying the curriculum both in content and format so that the child can progress at their own rate. For the child with FAS/FASD, depending on the severity, often the best case scenario is for the teacher to show understanding, patience and inclusivity.
Bibliography
ARACY, Australian Research Alliance for Children and Youth (n.d), www.aracy.org.au/index.cfm?pageName=child_readiness_to_learn Retrieved on 2 /5/10.
Berk, L.E., (2009). Child Development, Sydney: Pearson
Child Safety Commissioner, (2009) Calmer Classrooms, A guide to working with traumatized children.
Department of Education, WA (2011) Severe Mental Disorder. Retrieved from www.det.wa
National Organisation on Fetal Alcohol Syndrome (NOFAS) Teaching Students with FAS/FASD: More strategies. Retrieved from http://www.nofas.org,
teAchnology, The Online Teacher Resource, Fetal Alcohol Syndrome in the Classroom. Retrieved from www.teachnology.com/teachers/special_ed/disabilities/fas/
teAchnology, The Online Teacher Resource, Special Education. Retrieved from http://www.bced.gov.bc.ca/specialed/fas/pretea.htm
