Support understanding
Suggestion for implementing the strategy ‘Helpful classroom strategies years 9-13’
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Keep verbal information brief and to the point
Keep verbal information brief and to the point
Listening to teachers make speeches. I can't handle that.
I … just sat there looking at the book. So I can read it okay, but I can’t listen to it properly. It’s like “What?”
And then I totally, I had to ask somebody, and then by the time I am asking somebody the question or the answer, then I’ve already lost the next part too.
Student
Use visual timelines
Use visual timelines
When teaching a topic that takes place over a length of time, create a timeline and display it in the classroom.
Consider using an online timeline tool that students can easily access.
![10351 [Timeline.png]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/Timeline__ScaleMaxWidthWzEwODZd.png)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Develop an online space
Develop an online space
Anywhere anytime access to lessons by students, tutors and/or family enables a support network.
Set up an online space with information and resources to support current areas of learning for your students.
Make the space easy to navigate and include links to:
- videos that explain and/or demonstrate concepts
- easy to understand information
- assignment tasks, worksheets or handouts
- your email address so students or their parents can ask questions.
Examples:
Provide clear, concise explanations
Provide clear, concise explanations
I would like teachers to know that we learn differently than others. Simple tasks like taking notes are very difficult. Teachers need to explain things in simple words.
Student
Use digital technologies
Use digital technologies
Wellington High School teacher, Ben Britton explains the benefits 1-1 devices provide his students.
Tools such as a screen reader improve accessibility.
Useful resources
Useful resources
Secondary framework: Teaching and learning strategies to support secondary aged students with foetal alcohol spectrum disorders (FASD)
Read time: 45 min
This resource provides a series of practical classroom strategies to support learning for students with FASD.
Publisher: National Organisation on Fetal Alcohol Syndrome UK
Download PDF
Next steps
More suggestions for implementing the strategy “Helpful classroom strategies years 9-13”:
Return to the guide “Fetal alcohol spectrum disorder and learning”
![11458 [FASD-002.JPG]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/guides/featured-images/FASD-002__FillWzIwOCwyMDhd.JPG)
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
