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Date
20 December 2024
Link
inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/reduce-overload-and-sensory-challenges

Reduce overload and sensory challenges

Help ākonga to be successful in the learning environment by reducing overload and minimising sensory challenges.

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Maintain predictable environments

Maintain predictable environments

Students with FASD are more comfortable in predictable environments.

Collaborate with whānau and other teachers to plan coherent approaches.

Video hosted on Youtube http://youtu.be/LJRBPPw9ej4

Source: WrAP Schools (Canada) (opens in a new tab/window)

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Source:
WrAP Schools (Canada)
https://www.youtube.com/channel/UChuAycUoRt_HkcbdXnKiV_Q

Design the environment together

Design the environment together

Some students feel bombarded by sensory information. Others seek out intense sensory experiences.

Those who have sensory process difficulties misinterpret everyday sensory information such as touch, sight, sound, movement, and smell.

Discuss things that ākonga and whānau notice in the classroom. Include things they:

  • smell
  • see
  • hear
  • feel
  • taste.

Use the information to guide your design of the environment.

Select strategies to reduce sensory overload.

Source: FASD: Strategies not solutions, Edmonton and Area Fetal Alcohol Network (PDF, 2.2MB) (opens in a new tab/window)

Design the day to meet the student's unique needs

Design the day to meet the student's unique needs

Careful programme design can help students to be successful, regardless of whether they are in a single classroom, an open plan space or other environment.

Each student will have different needs so collaborate with the ākonga, whānau and the school team to:

  • Reduce daily choices and decisions by creating a predictable personalised timetable.
  • Design a timetable to suit the learner with regular quiet or low sensory times during the day. For example use of breakout spaces, a walk outside or additional quiet play period.
  • Limit the number of different people the student needs to interact with and the time spent with larger or noisy groups of students.
  • Use Universal Design for Learning (UDL) principles to provide flexible learning options to suit your students.
  • Design transition signals and consider personalised systems. For example timers, music, traffic light systems.

See our Planning innovative learning environments (ILEs) for more information.

Offer auditory strategies

Offer auditory strategies

To support focus, offer ear protectors or headphones to filter out sounds.

Play soft music. Offer the option to the whole class or on a personal device.

10329 [Headphones-Paul-Hamilton-flickr-https-2F2Fflic.kr2Fp2Foykm3A.jpg]

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Paul Hamilton (Flickr)
https://flic.kr/p/oykm3A

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Offer calming spaces

Offer calming spaces

Make a calming space available to students at all times and support use for regular breaks. Emphasise it is not a time out or punishment. Help students to learn when they are beginning to feel overwhelmed by sensory stimuli.

Source: What educators need to know about FASD pages 38-45, (PDF  1.8MB)

10330 [Quiet-spaces.png]

Source: Ministry of Education | Te Tāhuhu o te Mātauranga

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Provide sensory support

Provide sensory support

Provide students with sensory support to help them focus on learning.

Useful sensory support will vary from student to student. Examples include:

  • paper and pencils to draw or doodle
  • music or soft soothing sounds to listen to
  • a hand-held toy to manipulate or a slow moving oil and water toy to watch
  • a weighted blanket or warm fleece blanket
  • looking at a book
  • a deep back massage or squeezing hands or feet can be soothing for some children.

Talk with your student and ask your occupational therapist for some safe and appropriate suggestions.

Source: What educators need to know about FASD, pp. 38-45, (PDF, 1.8MB)

Next steps

More suggestions for implementing the strategy “Key areas to support”:

Return to the guide “Fetal alcohol spectrum disorder and learning”

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FASD and learning

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Guide to Index of the guide: FASD and learning

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