Support understanding
Use a variety of techniques to support years 9 to 13 students to build understanding and successfully complete tasks.
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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
Keep communica-tion simple and specific
Keep communica-tion simple and specific
Effective communication for students with FASD means keeping things simple, specific, and slow.
- Use clear language and repeat with less detail
- Use positive phrasing and avoid what not to do
- Avoid idioms
- Be consistent and repeat key messages
- Use visuals
- Give directions one at a time
- Give directions in order
- Ask concrete questions
- Ask ākonga to show understanding
- Allow more time
Source: Communication strategies that work, POPFASD (YouTube) (opens in a new tab/window)
Use ten communica­tion strategies
Use ten communication strategies
Students may have behavioural reactions when they experience language problems.
Use these strategies to enhance your communication with all learners, including those with FASD.
Closed Captions
Use visuals
Use visuals
Build a shared understanding of the meaning of visuals.
Some students may focus on unexpected parts of the image that you have not noticed, for example, items in the background.
- Make visuals of daily tasks, processes and steps.
- Use visuals that are relevant to the New Zealand context.
- Label resources with visuals, colours and text for easy identification.
- Make resources easy to find by using clearly divided zones, for example a maths resources zone.
- Use charts, visual calendars, colour-coded schedules, visible timers, and visual cues to increase the predictability of regular activities.
- Offer graphic organisers and flowcharts to break tasks into shorter chunks.
- Use visuals, social stories and video models to support learning of new skills or behaviours.
- Provide feedback in visual as well as verbal formats. Visual formats include written comments and things such as symbols and smiley faces.
Develop an online space
Develop an online space
Anywhere, anytime access to lessons for students, tutors, and 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:
- videos that explain or demonstrate concepts
- easy to understand information
- assignment tasks, worksheets or handouts
- your email address so students or their parents can ask questions.
Example: Pakuranga College – Year 10 Maths
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.
Next steps
More suggestions for implementing the strategy “Helpful classroom strategies years 9-13”:
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:
- Understanding FASD
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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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Key areas to supportShow suggestions for Key areas to support
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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
