Create structure in a flexible environment
A well-organised and highly structured classroom minimises the impact of cognitive demands to process and interpret new information.
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Classroom layout
Classroom layout
Parents and whānau know their tamariki and can pre-empt situations that could cause distress.
This video shows examples of how teaching teams can respond and plan specific support for tamariki.
Create structure in a flexible space
Create structure in a flexible space
Set up your environment to minimise students' cognitive load.
Providing support for students' specific needs enables them to work more independently.
Closed Captions
Structure and consistent routines
Structure and consistent routines
Structure helps ease the stress created by constant change.
A consistent routine supports independence and reduces anxiety and stress.
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Minimise distractions
Minimise distractions
Minimise auditory and visual distractions to help diminish the confusion and frustration many students with FASD experience, and maximise their ability to focus on the task at hand.
Reduce visual distractions
- Strategically place the student’s seat away from distractions, such as doorways and windows.
- Clear the student’s desk of everything, except the lesson at hand.
- Put away (or out of view) teacher’s equipment and books competing for a student’s attention.
Reduce auditory distractions
- Seat student closest to where you present information.
- Seat student next to students who do not distract others.
- Provide nonverbal cues that are familiar to the student to help them stay focused and working quietly, for example: use hand signals, move close to student.
- Create quiet spots in your classroom.
Agree guidelines for behaviour
Agree guidelines for behaviour
Develop a class treaty/norms/rules with the students.
- Use clear, concrete language.
- Agree on 3–4 positively stated rules.
- Display the classroom rules.
- Use picture cues.
- Review rules regularly with the class.
- Role-play classroom rules.
- Use consistent vocabulary when teaching and reinforcing rules.
- Apply the rules consistently.
- Apply agreed consequences immediately when behaviour expectations are not met.
Useful resources
Useful resources
Environment: For learners with FASD and other complex learning needs
A checklist for setting up a classroom environment that considers routines and structure, and reduces sensory overload.
Publisher: POPFASD
Download PDF
Next steps
More suggestions for implementing the strategy “Helpful classroom strategies years 1-8”:
Return to the guide “Fetal alcohol spectrum disorder and learning”
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How to use this site
Guide to Index of the guide: FASD and learning
Understand:
Strategies for action:
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Identify needs and how to provide supportShow suggestions for Identify needs and how to provide support
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Support self-regulation and positive behaviourShow suggestions for Support self-regulation and positive behaviour
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Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
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Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13
