FETAL ALCOHOL

EFFECTS/SPECTRUM
DISORDER
https://fasdelephant.com/what-is-fasd/

By: Alyssa Mardell, Jordan Watson, Caitlin Albl, Lyle Morris, Dawn Gautron
 STUDENT PROFILE
Name: Kevin L.
Gender: Male
Age: 13
Grade: 7
Culture/Race: Caucasian
Family/Community: Living in foster care with a middle class family with his biological
siblings in St. Vital area of Winnipeg

Academic Struggles:
● Not meeting grade level outcomes (testing 3-4 grade levels behind expectations)
● Struggles largely with literacy and numeracy skills
● Poor fine motor skills (specifically penmanship)
 STUDENT PROFILE
Behaviour Struggles:

Socially withdrawn:

● Kevin has one close friend. There is a child in another class that school staff intentionally keep separated from Kevin in order to
avoid conflicts.

Difficulty creating a rapport with adults:

● Kevin has a few favourite adults in the school. He tends to connect more commonly with males. There are two EA’s for the
classroom, one in the morning and a different one in the afternoon. Kevin has a great relationship with the EA in the morning
(male) but has great difficulty with the afternoon EA (female) who has a less relational approach in comparison to the morning
EA.

Impulsivity:

● Kevin acts out during challenging academic tasks.

Mental health concerns:

● Kevin has been presenting increased anxiety since transitioning from grade 6 to grade 7. Kevin has also been presenting signs of
depression (negative self talk, low self esteem, awareness of being different, difficulty recognizing social cues) that are still
being explored by the school staff.
 FASD (FETAL ALCOHOL SPECTRUM DISORDER)
Fetal Alcohol Spectrum Disorder (FASD) is a diagnostic term used to describe impacts
on the brain and body of individuals prenatally exposed to alcohol. FASD is a lifelong
disability. Individuals with FASD will experience some degree of challenges in their
daily living, and need support with motor skills, physical health, learning, memory,
attention, communication, emotional regulation, and social skills to reach their full
potential. Each individual with FASD is unique and has areas of both strengths and
challenges.
*working definition from Canada FASD Research Network

It is important not to stigmatize the mother of a child with FASD as there are many
factors that come into play. Mothers do not consume alcohol during the prenatal
period with the goal of intentionally harming their unborn child.
 FASD FAST FACTS
https://www.rd.com/wp-content/uploads/2019/08/GettyImages
● FASD impacts approximately 4% of Canadians. -1146305310.jpg

● FASD impacts more people in Canada than Autism Spectrum Disorder, Cerebral Palsy,
and Down syndrome combined.
● Individuals with FASD are known for having a number of different strengths,
including being friendly, likeable, affectionate, determined, hard-working, forgiving,
non-judgemental and caring.
● 90% of individuals with FASD also experience mental health issues.
● The social and economic cost of FASD in Canada is estimated to be $1.8 billion
annually.
 FASD FAST FACTS
● Individuals with FASD achieve positive outcomes if their needs
and challenges are addressed early on in life and they have
access to supports that carry into adulthood.
● Rates of FASD are higher in special populations, including
those involved in the child welfare and justice systems.
● When unsupported, people with FASD may be more likely to
experience especially high rates of mental health and
substance use difficulties.
● Diagnosis involves a team of experts, is complicated, and
usually needs to happen once kids are school aged.

Image taken from

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 NEUROPSYCHOLOGICAL SIGNS AND CUES
Intelligence:

● IQ below 60 (intellectual disability) to 125 (above average)

● One of the most common causes for intellectual disabilities but not everyone suffers from it
● Most common IQ is 70
● Lower results in literacy and numeracy
● Difficulty comprehending the concept of money
Language:

● Speech difficulties/delays
● Verbal communication difficulties/delays (comprehension, object naming, semantics)

Memory and learning:

● Poor verbal and spatial memory

● Inability to transfer learning from one situation to another
● Inability to learn from experiences
● Attention deficit
 NEUROPSYCHOLOGICAL SIGNS AND CUES
Flexibility and inhibition:

● Difficulty adapting behaviour to suit changing environment; distractibility

● Poor cognitive control; disorganization
● Difficulty with abstract thinking
● Slower general processing speed - results in increased behavioral issues such as adjustment problems
and impulsivity during social interactions
● Inability to put instruction into action
● Inability to predict outcomes or understanding consequences (poor reasoning and judgement skills)

Social cognition and emotional processing:

● Poor emotional recognition (ability to understand the emotional state and motives of others)
● Reduced sense of responsibility
● Hyperactivity
● Internalisation of emotions
● Inability to problem solve in social situations
 NEUROPSYCHOLOGICAL SIGNS AND CUES

● Impairments in fine motor skills (usually affected

more severely - can lead to reduced movement
speed, coordination errors and reduced response
time)
● Impairments in gross motor skills (unusual gait,
imbalance, insatiable posture, weak grip, difficulty
with goal-oriented movements [ex: pointing at
something] and reduced hand-eye coordination)
● Vision and/or auditory impairments

Image taken from

https://canfasd.ca/wp-content/uploads/2019/11/2-FASD-101-5.pdf - Page 4
 PHYSICAL SIGNS AND CUES
Facial abnormalities:

● Small eyes
● Thin upper lip
● Elongated or flattened midface
● Smooth philtrum

Growth deficiency:

● Height and weight ≤ 10th percentile

Microcephaly (decreased cranial size) or abnormal

morphogenesis:

● Head circumference ≤ 10th percentile

● Structural brain abnormality https://www.britishjournalofnursing.com/media/h3xpdl1y/bjon-2021-30-15-890_f02.jpg
 A NOTE ON OBSERVABLE AND HIDDEN INDICATORS
When discussing and considering indicators for FASD, it is essential to understand that Fetal Alcohol
Spectrum Disorder, true to its name, has a vast spectrum of observable and hidden indicators. There is an
immense diversity of signs and symptoms, and FASD will look very different between individuals. FASD is
referred to as the hidden disability because in many cases, symptoms are not immediately apparent and
there are no outward signs.

● Even though associated facial features often come to mind when thinking of FASD, less than 10
percent of individuals with FASD have those features
● IQ is not a consistent indicator of FASD - most cases of FASD have an IQ which falls within the ‘normal’
range. Many individuals with IQ in the ‘normal’ range are not able to function within that range
● Because of the stigma around FASD, and alcohol use in general, FASD is widely considered to be
underdiagnosed
FASD AND THE BRAIN- HOW IT AFFECTS LEARNING
There are 10 brain domains that are affected by FASD:

● Academics
● Cognitive functioning
● Attention Deficits
● Language
● Executive memory functioning
● Regulation
● Fine/Gross motor skills Image taken from https://www.gov.mb.ca/fs/fasd/pubs/fasdeducators_en.pdf - Page 6

● Adaptive behaviours
● Neuroanatomy and physiology of brain structure and function
 FASD AND THE BRAIN- HOW IT AFFECTS LEARNING
FASD manifests differently in different people. The brain development of each person will have
been affected uniquely and so each diagnosis has a different profile of disabilities. Most
frequently, the prefrontal cortex is damaged, so executive functioning and impulse control,
conscience and cause-and-effect thinking are damaged.
Some challenges that someone experiencing FASD may exhibit include:
● Difficulties with abstract thinking
● Signs of aggression/anger
● Displays challenging behaviours
● Easily manipulated by others around
● May suffer from impulsivity/isolation
● Problems with memory recall
● Experiences language delay
● Sensitive to various environmental stimuli https://www.ualberta.ca/medicine/media-library/news/2013/july/white-matter-tracts-photo.jpg

● Difficulty with developing social skills with peers and others

 FASD IN THE CLASSROOM ENVIRONMENT
● Children with FASD often struggle with academic needs, including numeracy and
literacy
● Many caregivers have reported that teachers have a lack of knowledge and
understanding about FASD
● FASD can sometimes be referred to as a “hidden/invisible disability” making it
difficult to recognize
● Children with FASD can be sensitive to various stimuli including lighting, auditory and
visual classroom aesthetics

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IMPACTS ON THE CLASSROOM LEARNING ENVIRONMENT
What Kevin’s Teachers Know:
● Kevin is reading and writing well below grade level expectations- grade 3/4
● Kevin has understanding of basic numeracy skills including addition/subtraction
● Fine motor skills are difficult for Kevin, he has very poor penmanship and executive
functioning for his development age
What Kevin’s Teachers, Educational Assistants and Peers See:
● Often times Kevin is a disruption to others in the classroom especially when faced with
academic challenges (ex: paper/pencil work, during a lesson)
● Kevin’s EA’s notice a difference in his attitude and behaviour when he is working with both of
them
● Teachers and EA’s notice Kevin is often disengaged in academics and he does not like
participating in activities with his peers
IMPACTS ON THE CLASSROOM LEARNING ENVIRONMENT
How Kevin’s Peers Feel:
● Since Kevin learns at a different pace, and has a different understanding of social
etiquette, many of his peers struggle when asked to partner with Kevin
● Many peers find Kevin immature, and aren’t sure how to relate to him
● Some of Kevin’s peers take advantage of Kevin’s desire to be liked, and manipulate him
● As Kevin doesn’t have the same awareness of personal boundaries, he can be frustrating
to his peers, and they feel he often takes things too far
How Kevin Feels Socially:
● Kevin feels lonely and isolated, and his self-esteem is low
● Since Kevin doesn’t read social cues well, he feels as though his social difficulties are
the fault of others
● Kevin has a very limited understanding of cause and effect, and so he perceives that
others are angry with him, but does not understand why
IMPACTS ON THE CLASSROOM LEARNING ENVIRONMENT
How Kevin Feels In The Classroom:
● Kevin really enjoys one-on-one work with trusted adults. If an adult demonstrates patience, it gives Kevin a
chance to feel successful
● Visual tasks and hands on tasks are Kevin’s favourites. He finds learning to be easiest when he is given a
chance to practice and apply his learning immediately
● Creativity is one of Kevin’s strengths, and he loves art classes, especially when he’s given a chance to create
what he wants
● Kevin strongly dislikes ELA and Math classes, as he feels they’re too challenging, which frustrates him
○ In situations where Kevin feels overwhelmed by school, his frustration is often visible. He will claim the
classes are ‘too boring’
● Kevin has a tough time changing gears, and so changing classes can be upsetting, especially if he isn’t given
enough lead time
● Even though Kevin has fun in Phys Ed classes, he finds the noise of the gym to be overstimulating, and so he
finds excuses to leave the gym often
● Using technology in class can be problematic, since Kevin often gets distracted by the internet, and YouTube.
He has a hard time letting go of a laptop or iPad when it’s time to put it away
 REFERENCES
CanFASD. (2021, December 8). Retrieved September 29, 2022, from https://canfasd.ca/

Centers for Disease Control and Prevention. (2022, January 11). Basics about FASDs. Centers for Disease Control and Prevention. Retrieved September 23, 2022, from
https://www.cdc.gov/ncbddd/fasd/facts.html

Education and early childhood learning. School Support - Program and Student Services | Manitoba Education and Early Childhood Learning. (n.d.). Retrieved September 22, 2022,
from https://www.edu.gov.mb.ca/k12/specedu/programming/fetal.html

Gavin, M. L. (Ed.). (2020, October). Fetal alcohol syndrome factsheet (for schools) (for parents) - nemours kidshealth. KidsHealth. Retrieved September 24, 2022, from
https://kidshealth.org/en/parents/fas-factsheet.html

Healthy Child Manitoba. (n.d.). What educators need to know about FASD: Working together to educate children in manitoba with fetal alcohol spectrum disorder. Retrieved
September 26, 2022, from https://www.gov.mb.ca/fs/fasd/pubs/fasdeducators_en.pdf

Millians, M. N. (2015, June 23). Educational needs and care of children with FASD - current developmental disorders reports. SpringerLink. Retrieved September 26, 2022, from
https://link.springer.com/article/10.1007/s40474-015-0055-5

National Organisation for Fetal Alcohol Spectrum Disorder. (n.d.). FASD characteristics across the lifespan - NOFASD Australia. NOFASD Australia. Retrieved September 25, 2022,
from https://www.nofasd.org.au/wp-content/uploads/2018/05/FASD-Characteristics-Across-the-Lifespan.pdf

Spohr, H. (2018). Fetal alcohol syndrome : A lifelong challenge. (pp. 17-20, 47-50) Walter de Gruyter GmbH.

Symons, C. (2010). The Exceptional Teachers' Casebook 2010: A reference document for professionals working with children and adolescents with exceptionalities (2nd ed.). Brandon
University Faculty of Education, Professional Development Unit.
 FASD: CLASSROOM SUPPORTS AND
STRATEGIES FOR EDUCATORS

https://www.keystonebrucegrey.org/specialized-services/fasd-program/

By: Alyssa Mardell, Jordan Watson, Caitlin Albl, Lyle Morris, Dawn Gautron
 EVERYDAY CLASSROOM ENVIRONMENT LEARNING SUPPORTS
● A visual calendar for the day is posted in Kevin’s classrooms. He and many of his classmates appreciate
reminders about what’s coming up for them during the school day.
● Kevin has a digital clock that he can use to keep track of the time. His teachers and EA’s ensure he is
cued when there are a few minutes left for him to transition to a new classroom.
● Kevin has a checklist for daily routines to provide him with structure for the day, accompanied by visuals.
● Since Kevin responds best to assignments that are hands-on, manipulatives and concrete tasks are
provided whenever possible.
● Tasks are broken down into smaller steps and given one at a time so that Kevin has a better
understanding.

https://blog.schoolspecialty.com/flexible-seating-options-for-any-learning-space/
https://thisreadingmama.com/visual-school-schedule-fr
 LITERACY SUPPORTS IN THE CLASSROOM
While Kevin is reading at a grade-appropriate level, he struggles with writing. Kevin
works best with non-fiction texts, or stories that he can directly relate to. With
open-ended writing, Kevin is challenged with knowing where to start. Kevin also
struggles with the mechanics of writing. The following supports are in place:

● Kevin is given low-risk opportunities for writing, in the form of

graphic organizers and webs.
● Kevin’s teachers make frequent checks for understanding - it is not
to simply have Kevin repeat back instructions, as his recall is
excellent, but he does not always comprehend the instructions he
repeats back.
● Kevin’s EA’s or teachers will scribe for him on longer writing
assignments, allowing him to do away with the frustration of
feeling as though he is making mistakes.
● Often, small feelings of success in writing are enough to encourage
https://nationaltoday.com/world-literary-day/
Kevin to attempt more challenging tasks, though these feelings of
success do not always persist beyond a short window of time.
 NUMERACY SUPPORTS IN THE CLASSROOM
Kevin is working below grade level in numeracy. Kevin is comfortable with basic math facts and he can add and subtract. He
is developing in the areas of multiplication and division. Kevin is most challenged by abstract problem-solving, fractions, and
working with negative numbers. The following supports are in place:

● Kevin has a list, with accompanying visuals, to remind him of the meaning of mathematical vocabulary
(quotient, product, numerator, etc).
● Kevin has trouble responding when faced with a large, or nested number of computations within a
question, so questions are typically broken down with framing so Kevin is able to work on
computations sequentially, and independent of other computations.
● When working on problem-solving, Kevin is given tasks which are able to be solved using
manipulatives.
● Kevin is granted use of a calculator for most numeracy instruction, especially during tests.

https://www.vsb.bc.ca/schools/john-oliver/about-us/news/_layouts/15/ci/post.aspx?oaid=ebf0c5f
8-76cb-47ad-b48a-5a690666eb9d&oact=20001
 KEVIN’S SPECIALIST SUPPORTS (PHYSICAL EDUCATION/MUSIC)
Physical Education:

● In the gym, Kevin is given noise-cancelling headphones to help manage his overstimulation.
● Since comprehension of instructions can be a challenge for Kevin, a visual version of the rules for the
current activity are posted on the gym wall/
● The gym has a “Calming Area” which Kevin can use to take a short break if he is feeling overwhelmed.
● Kevin has a “signal” he uses with his teacher he if needs to leave the gym and take a break.

Music:

● Kevin often uses noise cancelling headphones during music class as the sounds are overwhelming and
he can become overstimulated.
● Kevin is assigned “specialized” tasks and jobs during music class to help the teacher
● In the music room, Kevin usually has a buddy he can work with and ask for help and assistance

https://www.kindpng.com/picc/m/65-653196_music-arts-physical-education-health-mapeh-clipart-hd.png
 SUPPORTING SOCIAL/EMOTIONAL NEEDS
A welcoming, positive, safe and caring learning environment helps everyone. We do not need to single out
any particular group of people to focus on.

● Train everyone (any adult that speaks to a child in the building) in Restitution (Realrestitution.com).
The definition of Restitution is “creating the conditions for a person to fix their mistakes and return to
the group strengthened.”
○ Students and adults learn:
■ What motivates them (Glasser’s needs wheel, very similar to the Circle of Courage).
■ How to problem solve and collapse conflict.
■ Where the ‘line’ is regarding what is hurting or helping.
■ Buy in to common community values of respect, responsibility, honesty, kindness and fun.
■ Learn to accept and welcome people who are different from them.
● All of this can be done through assemblies, class meetings, staff meetings, inservicing and/or parent
meetings. This is a community program that upholds the dignity of every person.
 SUPPORTING SOCIAL/EMOTIONAL NEEDS
Kevin’s Social/Emotional Approaches:

● Create and foster belonging through a positive meaningful relationship

● Provide student voice and choice
● Utilize strengths
● Provide calming activities - movement breaks, sensory
● Social stories
● Home/school communication

https://michiganvirtual.org
 KEVIN’S SCHOOL SUPPORT TEAM
Teachers:

○ Create a positive classroom climate for Kevin.

○ Adapt lessons and activities for Kevin as necessary.
○ Provide frequent encouragement for Kevin to ensure participation. https://stock.adobe.com/ca/images/dream-te
am-handwritten-text-vector-illustration/23403
○ Promote inclusion. 3790

○ Ensure classroom environment has required adaptations and tools for Kevin’s academic and
autoregulatory success.
○ Provide strategies for managing behavioural issues (impulsivity) and negative emotions (anxiety).
○ Constant communication with Kevin’s social worker to share successes and goals.
○ Constant communication other members of School Support Team.

Resource Teacher:

○ Schedule weekly visits with Kevin to provide intensive interventions for literacy and numeracy.
○ Collaborate with teachers and divisional supports to create his IEP.
○ Assist homeroom teacher to adapt lessons and activities as necessary.
 KEVIN’S SCHOOL SUPPORT TEAM
Counsellor:

○ Executes frequent check-ins with Kevin, schedules a weekly appointment with him. Kevin can also visit
the counsellor on a walk-in basis as needed, provided the counsellor is available.
○ They discuss Kevin’s academic, social and emotional struggles.
○ They brainstorm strategies and decide how they can be implemented in his daily life.
○ Collaborate with teachers and divisional supports to create his IEP.

Educational Assistants:

○ Accompany Kevin during activities that require reading, writing and mathematics.
○ Provide one-on-one interventions for literacy and numeracy once daily for 15 minutes each.
○ Provide plenty of encouragement to Kevin.
○ Promote inclusion.
○ Implement strategies provided by his teachers and student services to avoid any behavioural issues and
support negative emotions.

https://www.etsy.com/ca/listing/7303436
41/support-squad-svg-support-svg-teacher
 KEVIN’S DIVISIONAL SUPPORT TEAM
Administration:

○ Help the homeroom teacher communicate with Family Services if necessary.

○ Be present and provide insight during the creation of his IEP.

Speech Language Pathologist:

○ Weekly visits with Kevin to assess and practice literacy (communication) skills.
○ Communicates progress with School Support Team.

School Psychologist:

○ Has performed 2 assessments on Kevin.

○ Consults and collaborates with School Support Team on appropriate strategies involving academics, social skills,
and emotional and behavioural difficulties.

Reading Clinician:

○ Performs an assessment on Kevin every 3 months.

○ Communicates progress to his School Support Team.
○ Collaborates learning strategies with the classroom teacher and resource teacher.
 KEVIN’S HOME SUPPORT TEAM
Social Worker:

○ Legal guardian as he is in foster care.

○ Handles all school communication report cards, IEP’s, parent teacher conferences).
○ Have monthly contact to discuss positive events, extracurricular activities, peer and adult interactions,
daily routines and life skills.

Caregivers (Foster Parents):

○ Responsible for communication with the social worker regarding any updates or concerns in the home
that interfere with school.

https://www.shutterstock.com/image-illustration/gradient-blend-diverse-group-symbol-people-27933865
 KEVIN’S ADAPTIVE PLAN
● Kevin is involved in the creation of the plan. This fosters a sense of ownership.
● The plan aims to explain rationale for rules.
● Discipline is restorative, not punitive.
● The plan encourages movement/body breaks.
○ Kevin collaborates with his teacher to create a signal/cue to indicate he needs to
leave.
● The plan aims to explicitly teach social skills.
● Includes the use of a scale (green/yellow/red) to communicate state/readiness to learn
(zone of regulation).
● Teach/model mindfulness/breathing strategies.
● Includes a safe space to go to (quiet room).

https://www.ei-ie.org/en/
 PREVENTATIVE STRATEGIES
FASD is a result of exposure to alcohol neonatally.

As such, prevention is a bit beyond the scope of the school to influence, unless the school and school
community work together to be educated about FASD, namely:

● Reducing stigma
● Learning that it is complex and not a black and white issue
● Ideas, steps, and plans to avoid such situations that may put future generations at risk.
● Trauma-informed educational approach

With education and varied community supports we can help to prevent future cases. The Seventh
Generation Principle is based on an ancient Haudenosaunee (Iroquois)* philosophy that the decisions we
make today should result in a sustainable world seven generations into the future.

https://www.safehiringsolutions.com/blog/why-prevention-is-key-in-safety-and-security
 ENVIRONMENTAL AND PRACTICAL CONSIDERATIONS
Physical Classroom Environment:

● Reduce external stimuli in the classroom- distractions and visual materials

● Provide ample time and reminders about transitions
● Short, clear, and concise instructions
● Consistent routines and planning
● Provide a supporting and caring environment
● Offer preferential seating
● Post a visual schedule of the day
● Offer a quiet work area in the classroom
● Offer breaks regularly
● Offer a fidget toy to use
● Offer noise cancelling headphones
● Weighted blankets or cushions may be calming
● Offer calming music
● Large pens or pencils with rubber grips https://inclusiveschools.org/a-safe-caring-school-environment/
 ENVIRONMENTAL AND PRACTICAL CONSIDERATIONS
Academic Considerations:

● Verbal and visual instructions- provide varied instructions

● Enlarge font and spacing with academic worksheets, etc
● Use repetition to ensure understanding
● Check often to ensure comprehension
● Reduce amount of paper/pencil tasks
● Individual or small group instruction
● Extend time for assignments
● Connect new learning to prior knowledge whenever possible
● Give extra time for writing
● Allow for scribing if possible
● Provide a frame or fill-in-the-blank format for note-taking
● Assessments can be performed verbally (face-to-face or recordings)
● Celebrate successes promptly
● Provide immediate feedback
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 UNIVERSAL DESIGN FOR LEARNING (UDL)
Kevin’s classroom and school operate under a UDL framework, which attends to conditions for optimal learning for not just Kevin,
but all students in the classroom. UDL involves a flexible learning environment, multiple ways of presenting information, and
choice when demonstrating learning. Below are a few of the many ways that UDL addresses the needs of Kevin and his class.

UDL In Action:

● Supporting Comprehension
○ When possible, classroom learning activities are centred around student interests.
○ Tasks are given with a ‘low floor, high ceiling’ approach. Easy entry points, but with options to
extend learning for enriched learning.
○ Steps in tasks are given sequentially, with visual representation to complement each step.
● Supporting Participation
○ Teachers take the time to recognize and value the strengths of all learners in their classroom, and
provide opportunities for students to demonstrate those strengths.
○ Students have the option of extra time to complete tasks.
○ Positive feedback is given frequently throughout the assignment (not just upon completion).
 REFERENCES
CanFASD. (2021, December 8). Retrieved October 22, 2022, from https://canfasd.ca/

Education and early childhood learning. School Support - Program and Student Services | Manitoba Education and Early Childhood
Learning. (n.d.). Retrieved October 21, 2022, from https://www.edu.gov.mb.ca/k12/specedu/programming/fetal.html

FASD. Winnipeg School Division. (n.d.). Retrieved October 25, 2022, from https://www.winnipegsd.ca/page/9599/fasd

Fetal alcohol spectrum consultation education and training services. FASCETS. (n.d.). Retrieved October 23, 2022, from
https://fascets.org/

Gavin, M. L. (Ed.). (2020, October). Fetal alcohol Syndrome Factsheet (for Schools) (for parents) - nemours kidshealth. KidsHealth.
Retrieved October 23, 2022, from https://kidshealth.org/en/parents/fas-factsheet.html

New Zealand Ministry of Education. (2018, July 24). Fetal Alcohol Spectrum Disorder and learning. Inclusive Education. Retrieved
October 20, 2022, from https://inclusive.tki.org.nz/guides/fetal-alcohol-spectrum-disorder-and-learning/

Province of Manitoba. (n.d.). What educators need to know about FASD - working together to educate children in manitoba with fetal
alcohol spectrum disorder. Province of Manitoba - Families. Retrieved October 21, 2022, from https://www.gov.mb.ca/fs/fasd/

Symons, C. (2010). The Exceptional Teachers' Casebook 2010: A reference document for professionals working with children and
adolescents with exceptionalities (2nd ed.). Brandon University Faculty of Education, Professional Development Unit.
 FASD: PROMOTING AND MAINTAINING
GOOD MENTAL HEALTH

https://www.news-medical.net/health/Fetal-Alcohol-Spectrum-Disorders-
FASD-Treatments.aspx

By: Alyssa Mardell, Jordan Watson, Caitlin Albl, Lyle Morris, Dawn Gautron
 UNIVERSAL ‘PROACTIONS’ AND MAINTENANCE FOR ‘BIG PICTURE’
SCHOOL CULTURE
The maintenance and promotion of good mental health for students with an
FASD diagnosis can certainly be addressed with targeted interventions.
However, within a classroom context there are many universal supports which
are designed to maintain and promote mental health in all students, not just
ones with diagnoses.

Universal Supports in the Classroom:

● Promote positive social, emotional and behavioural skills within all

students, whether they have mental health concerns or not
● Equip students to manage difficult situations and stress
● Help students understand their own mental health needs
● Give students a working toolbox of strategies they can use to create
positive experiences for themselves now and in the future
https://www.energizernightrace.com.my/wp-conten
● Reduce the need for more intensive services in the future t/uploads/2022/08/blog-august.jpg
● Decrease stigma around mental health and illness
 EXAMPLES OF UNIVERSAL (TIER 1) SUPPORTS
There are countless universal supports available, each with their own curriculums,
intents and circumstances. Kevin’s school works within the frameworks of a number
of supports, which are all practiced in various Winnipeg schools.

Requirements for Schools - Universal Supports:

● Staff buy-in - Universal supports work best when all members of the school
team believe in the supports, and they are practiced in every classroom
● Consistency - Supports need to be practiced regularly and often in order for
students to be comfortable operating within the framework of the supports
● Dedication - Supports often take some time before their value can be seen. It’s
only after students become fluent in the language and concepts of the support
that they can fully apply their understanding

Supports practiced in Kevin’s school:

● Project 11
● Circle of Courage
● MindUP https://www.isd411.org/programs-services/mtss

● Restitution
 ABOUT PROJECT 11
Project 11 is a Manitoba mental health and wellness program that is connected
to the Manitoba ELA and Health Education curriculums. Created in 2013, Project
11 aims to foster mental health awareness and positive coping skills. Project 11 is
designed to be implemented as a class-wide, universal strategy.

TRAINING AND ASSOCIATED COSTS https://www.projecteleven.ca/

● Training is required to implement Project 11 curriculum and have access to

lessons
● Training sessions are free, take approximately 2.5 hours to complete, and
are facilitated by Project 11 staff, typically in October and February
● Project 11 staff often organize sessions for larger groups in schools or
divisions upon request.
● To register, visit https://www.projecteleven.ca/registration/
● After training, classroom teachers have full access to curriculum, lesson
plans and activities via the Project 11 webpage

https://www.projecteleven.ca/
 BRIEF OVERVIEW, IDEAS, AND GOALS OF PROJECT 11
Inspired by Rick Rypien's idea to support mental health awareness for students. Project 11 aims to
help students to understand that they can influence their own wellness in positive ways.
Their main goals and focuses include:
● Increasing self-awareness of feelings
● Focusing the mind
● Building positive relationships
● Building a sense of community within the classroom
● Increasing the ability to connect with others
● Creating a stage for compassion and empathy
● Building positive communication skills
● Developing social and personal management skills https://twitter.com/nhljets/status/1426908290
● Enhancing academic performance 798260234

● Increasing awareness of student’s social, emotional, and physical wellness

● Enhancing resilience and positive coping abilities
● Learning how to find opportunities that naturally come with life’s obstacles
● Becoming aware of the potential impact of the choices we make
 PROJECT 11 IN THE CLASSROOM
Some of the main concepts that would help Kevin and his classmates include:
● Resilience
● Facing challenges/obstacles
● Self-care
● Optimism
● Goal setting
● Support networks
● Communication strategies
● Relationships
● Self-awareness
● Harmful effects of stigma
● The promotion of a healthy response regarding mental health
● Understanding the importance of mental wellness https://www.projecteleven.ca/
● Knowing how to support your mental health
 THE CIRCLE OF COURAGE
The circle of courage is a model that is used by both educators and students. The model integrates Indigenous
perspectives and teachings that focus on the universal growth needs of human beings. The circle of courage is
based on the medicine wheel which represents a circular notion that all things need to be in balance and
harmony (Dr. Martin Brokenleg). The circle of courage provides a framework model that is derived from a
holistic approach to learning that includes Belonging, Independence, Mastery and Belonging.
Belonging- the importance of creating a culture/community that encompasses equity and inclusion
Mastery- the culture of learning and well-being
Independence- providing a role of inquiry and responsibility whereas the child is developing independence
Generosity- caring and collaboration

TRAINING AND ASSOCIATED COSTS

● Formal Training is not required to implement the Circle of Courage in a classroom
● There are a number of courses available for those interested in formal training. Typically, the cost is
$4500 USD for a session of up to 30 people, though some programs offer individual registration at $150
USD. See https://reclaimingyouthatrisk.org/courses/ for more information.
● ‘Reclaiming Youth at Risk: Futures of Promise’ is a book designed to explain to teachers how to put the
Circle of Courage into practice. It is available for $35 USD
 PUTTING THE CIRCLE OF COURAGE INTO PRACTICE
Integrating the Circle of Courage to align with curricular outcomes and the whole needs of a child has
become increasingly more popular in recent time. Using the Circle of Courage framework to create a
classroom “treaty”, personal goal setting and assessment tools. The Circle of Courage framework can be
used to create whole school community approaches to learning and goal setting.

The Circle of Courage in Kevin’s Classroom:

● Kevin’s teacher uses the Circle of Courage to create a classroom contract
● Students set new goals each term using the framework
● Students are currently learning about the Seven Sacred Teachings- which is largely attributed to the
Medicine wheel which relates to the Circle of Courage
● Students often refer to the Circle of Courage and Medicine Wheel to acknowledge feelings/emotions
● As a school wide plan, Kevin’s school focuses on creating a sense of belonging

https://www.lrsd.net/page/1384/mastery https://www.southernnetwork.org/site/seven-teachings
EXAMPLES OF THE CIRCLE OF COURAGE IN THE CLASSROOM

https://everystudentcanthrive.weebly.com/circle-of-courage.html http://lukianchuk.weebly.com/circle-of-courage.html
 ABOUT MINDUP FOR LIFE
MindUP For Life is a Social-Emotional Learning program that operates within a
CASEL framework. MindUP focuses on teaching mindfulness skills to students. The
curriculum focuses on building an understanding of what mindfulness looks and
feels like through sensory and mind-body connection activities.
https://mindup.org/

TRAINING AND ASSOCIATED COSTS

● MindUP For Life is run through an online subscription-based platform which
includes the option of a free membership to access select resources, events
and starting activities
● Individual full-access memberships are $120 USD per person, though schools
and school divisions can receive discounts if they register multiple
participants
● MindUP books are available for purchase, cover a number of age ranges, and
cost $25 each

https://mindup.org/
 ABOUT MINDUP FOR LIFE
MINDUP’S FOUR PILLARS
MindUP For Life is a program centered around four approaches.

● Neuroscience - Students learn about neuroplasticity (how our brain reorganizes itself in response to
experiences and changes) and how the brain regulates feelings and emotions
● Mindful Awareness - Students learn and practice mindfulness to develop attention, emotional balance,
and overall well-being
● Positive Psychology - Students learn from the field of positive psychology to improve quality of life
● Social-Emotional Learning - Students are instructed in SEL and given opportunities to develop SEL skills
through hands-on learning

MINDUP AND THE CLASSROOM

● All students learn self-awareness and are encouraged to adopt mindfulness actions and mindset -
optimism, resilience and compassion
● Students with FASD such as Kevin often have other attached mental health concerns, such as depression
or anxiety, which the implementation of MindUP addresses
● MindUP aims to teach cognitive flexibility and help with focus / paying attention
● MindUP addresses students such as Kevin with low coping skills
 RESTITUTION AND RESTORATIVE JUSTICE
The Restitution (realrestitution.com) program’s definition is ‘creating the conditions for a person to fix their mistake
and return to the group strengthened’. It is proactive, restorative, respectful, dignified and community focused. It
can be used in conjunction with other Tier 1, 2 and 3 supports.
● Strong teachings (of everyone in the community) on self-awareness, understanding what motivates us, and
how to problem solve with a ‘needs awareness’ vs ‘but I *want*...’
● Teachings on the belief system of a community vs rewards and punishments for following ‘rules’. (Beliefs of
respect, responsibility, honesty, kindness, fun; in conjunction with the Circle of Courage belonging, mastery,
independence, generosity)
● Lessen awards/competition in learning and focus on intrinsic motivators

TRAINING AND ASSOCIATED COSTS

● Training for Restitution is not a prerequisite for utilizing Restitution at a school level
● The Restitution official webpage has a number of associated books to help understand the practice. They
range from $15 -35 USD. Available at: https://realrestitution.com/product-category/books/
● Training is available in a number of locations, including virtually. Registration is $250 USD and runs multiple
times a year (summer and winter). Please see
https://realrestitution.com/workshops-and-registration-closed/
 THE NEEDS WHEEL AND THE CIRCLE OF COURAGE IN
RESTITUTION
The needs wheel (top left) is based on Dr. Glasser’s work in
Choice Theory. All human behaviour is purposeful and motivated
by the needs listed. When students can understand ‘how they’re
wired’ and the need behind their behaviour, they are better
equipped to make strong and healthy choices for themselves, as
well as how to resolve conflict. Survival (food, shelter, water),
Belonging (relationships), Power (competence, ability), Freedom
(choice, creativity) and Fun motivate us all and to different
amounts. The Circle of Courage (bottom left) connects both the
needs wheel and the shared beliefs (next slide) based on
traditional Indigenous beliefs and practices.

https://www.brucedavenport.com/basic-needs.html
 CREATING A CULTURE OF SHARED BELIEFS

A school division, school, staff,

Responsibility classroom or sports team has a
shared belief system, whether
Respect it is stated or not. When
created or stated, discussed
Kindness/Caring and agreed upon, the chosen
group has values guiding them
Fun intrinsically, and are not ‘rule
bound’ with punishments. This
is part of experiencing a
Honesty healthy community.
FIVE REASONS NOT
TO USE REWARDS 1. Impedes performance.
(Students look externally.)
Alfie Kohn 2. Hidden Punitive Side.
Too often educational systems use 3. Negatively affects
rewards (and punishments) to relationships. (Others
motivate behaviour, which erodes perceived as obstacles.)
intrinsic motivation. We instead need 4. Failure to uncover the source
to raise children that want to do the
right thing because that’s how they
of the problem (the need).
want to be treated and that’s how a 5. Long term erosion of intrinsic
community takes care of each other, motivation.
not because they get something out
of it. ©realrestitution.com
 RESTITUTION CONTINUED…
● Teachings on ‘bottom lines are for safety’. These are non-negotiables; violence
(verbal or physical), drugs and alcohol, defiance.
● Teachers are trained in trauma informed teaching practices, conflict resolution, and
restorative justice.
● T Charts and Y Charts to promote clarity and collaboration - used in classrooms, staff
meetings, throughout the school.
● To keep Restitution running smoothly, there is a system of informal check-ins with
teachers, and survey monkey/google forms for specific questions and answers.
https://online.visual-paradigm.com/kno
wledge/brainstorming/what-is-y-chart/ T-CHARTS AND Y-CHARTS
T-Charts and Y-Charts help to clearly
define expectations for a class, school, etc.
They are used collaboratively to promote
ownership among the members. If a class
https://studylib.net/doc/10823433/t-chart
is unsure of what honesty really means
and entails, they can brainstorm what
IS ISN’T
honesty looks like, sounds like and feels
like. They can also identify examples of
what honesty is and isn’t. These exercises
promote community cohesion (and can be
revisited when/if necessary).
BOTTOM LINES
Bottom lines (right) are identified
as instances that require removal
from class (for a time) in the
Drugs/Alcohol
interest of safety. Restitution is
not about punishment, but Violence
learning to fix mistakes. Safety is
a core survival need, and must be (Physical/Verbal)
protected at all times. When
bottom lines are clear (t-charts
and y-charts may be needed) Defiance
they can be upheld fairly and
with no surprises. Repeat Offense
 CLASSROOM-BASED SUPPLEMENTS TO UNIVERSAL SUPPORTS
SELF- REFLECTION
● Sparks insight which can affect the way we see ourselves and those around us.
● This “turning inward” and reflecting on ourselves may strengthen our emotional intelligence,
which then may make it easier for us to cope with life’s challenges.
● It’s about clarifying the picture and focusing on what really matters to us personally.
● It is important to take time to think, to analyze, to see what is going well or isn’t working or we
tend to get stuck and not grow in our mental health.
● Reflection techniques are important for Kevin to know how to do them or be guided how, but the
class itself would also benefit by doing these exercises.
● These can be teaching them general questions to ask themselves, can be put into a graphic
organizer, writing in a journal, or a conversation.

https://www.matthewmay.com
 CONSIDERING ENVIRONMENTAL FACTORS FOR FASD IN THE CLASSROOM
Well-organized classroom

● Consistent spots for materials

● Students have their own defined work space, such as a traditional desk
● Materials are labeled using both words and image
● Seating is assigned

Minimal visual distractions

● Eliminate loud, colourful displays on bulletin boards

● Utilize cabinets and storage boxes store idle material
● Bookshelves or items not being used can be covered

Quiet and calm environment as possible

● Subtle lighting
● Low noise level
● Soft music when suitable
 CONSIDERING INTERPERSONAL FACTORS FOR FASD IN THE CLASSROOM
Rules

● Concrete and simple

● Written down with visuals
● Consistently enforced
● Reviewed often using the same language each time

Schedule

● Predictable when possible

● Discussed each morning
● Transitional routines are in place for beginning of day, recess, lunch and end of day
● Reminders/cues that a transition is coming up throughout the day

Students are set up for success

● Opportunities for experiences to be successful are present throughout the day

● Praise and encouragement is frequent
● Celebrate any achievement
 HOW GOOD MENTAL HEALTH CAN BE MEASURED AND OBSERVED
Based on professional, educational, and personal experiences; the following is a dedicated list of strategies that can be added
to your toolkit that aid in supporting students with FASD.

● Self evaluations/reflections
○ Comparisons from ‘then’ to ‘now’
● Anecdotal evidence from staff
● Questionnaires (Google Forms/Teams Forms) measuring change/growth over time
● Safe places to explore feelings and take “temperature checks”
● Looking for indicators:
○ Emotions: Happiness, pride, satisfaction, love, optimism
○ Relationships: Connectedness, care for others
○ Whole-self wellness needs: Love and belonging, identity, purpose, empowerment
● Be trauma-aware and trauma-informed
● Compare to the model - “Imagining a child who is most okay”
● Casual check-ins with trusted adult https://bit.ly/3twRwVk

● EA and teacher records day-to-day observations (positives and negatives)

● Regular and open communication between home and school
 TIER 2/3 SUPPORTS - WHEN RISKS TO MENTAL HEALTH ARE OBSERVED
While universal supports will go a long way to maintaining and promoting good mental
health in Kevin and his peers, there are times when they will be insufficient to meet the
needs of students such as Kevin. In the case where risks to mental health are observed,
targeted (Tier 2) and intensive (Tier 3) supports may be employed.

Example Tier 2/3 Supports:

● Check-Ins
● School Counsellor
● Wraparound

https://pbis.org/
 THE BENEFITS/USE OF REGULAR CHECK-INS FOR STUDENTS
WITH FASD
● Regular self check-ins as well as someone as checking in are both very important.
● A consistent person in Kevin’s school life, such as a counsellor or learning support person should check in
with him regularly. When he moves on to high school, this should continue with that school’s counsellor.
● It is also important for Kevin to recognize when he should check-in and to also feel safe to do so.
● Asking open ended questions and really listening to the answers is an effective way to check in on someone.
● Following up-either on the conversation or observations is also very important as the check-in itself.
● Doing mindfulness exercises, such as listening to calm music, doing breathing techniques, and teaching
them how to be “in the moment” are also effective.
● Informal check-ins with teachers and preferred adults
 SCHOOL COUNSELLOR
A school counsellor can easily function as a targeted or intensive support, and in the case of Kevin, they certainly do.
When risks to mental health are observed, Kevin is referred to the counsellor. The counsellor, familiar with Kevin through
previous sessions and through check-ins, helps Kevin through his personal difficulties. Occasionally, the counsellor will
form small groups of students to work on skills to promote mental health (resilience, handling big feelings,
communication, etc).

Furthermore, the counsellor works with Kevin on:

● Troubleshooting difficult social and emotional situations

● Regulation
● Emotional growth
● Bucket-filling
● Managing stress / anxiety
● Coping skills

https://img.freepik.com/premium-vector/woman-talking-child-psychological-help-chil
dren-counseling-isolated-white-background_533410-1334.jpg?w=2000
 WRAPAROUND
Wraparound is an intensive support employed when youth face serious mental health challenges. A wraparound is by nature a
comprehensive, holistic approach where the needs of the youth and family drive the process of developing a support plan. With
wraparounds, the process involves getting everyone together - facilitators, divisional personnel, clinicians, teachers, educational
assistants, counsellor, admin, resource, outside agencies - with the student and family at the core.

Key Components:

● Family voice and choice - The family and the youth decide the goals of the team
● Team-based - The members of the wraparound team work collaboratively to employ and monitor the
plan, making changes as needed
● Blended - The wraparound incorporates formal services and community services, and draws support from
the family and their own support network
● Strengths-based - The plan identifies and enhances the capabilities and skills of the youth and family
● Culturally competent - The process demonstrates respect for diversity in expression, opinion and
preference, with an understanding that culture and identity shape family values
FUTURE CONSIDERATIONS FOR TEACHING STUDENTS WITH FASD
Transitions can be challenging for youth with FASD. This is why it is important to ensure
that there is a plan in place to support these students with their adjustment. Educators
and family can use the following document to learn and work in collaboration with the
programs listed to better support people with FASD:

https://www.gov.mb.ca/fs/fasd/pubs/fasdresources_en.pdf

The following slides provide (clickable) resources and programs that would benefit Kevin’s
specific needs as he transitions into adolescence and then adulthood.
 FUTURE CONSIDERATIONS (INTO ADOLESCENCE)
FASD Family Support, Education and Counselling Program
Manitoba Key Worker Program
Children’s Therapy Initiative
Children’s disABILITY Services
Manitoba FASD Family Network
Spectrum Connections FASD Program
Rural Connections FASD Program https://www.freepik.com/premium-vector/handsome-smiling-teenager-boy-col
or-illustration_4179068.htm

New Directions for Children, Youth, Adults and Families: The Family Therapy Program
The Society for Manitobans with Disabilities
 FUTURE CONSIDERATIONS (INTO ADULTHOOD)
Life’s Journey

Touchstone FASD Program

Visions and Voices

Oshki-Giizhig Inc.

Community Living disABILITY

FASD STRENGTHS Program

The Society for Manitobans with Disabilities https://bit.ly/3UEO1bd

 REFERENCES
Adelman, H. S., & Taylor, L. (2015). In Mental health in schools: Engaging learners, preventing problems, and improving schools (pp. 107–130).
Skyhorse Publishing.

Bruns, E.J., Walker, J.S., Adams, J., Miles, P., Osher, T.W., Rast, J., VanDenBerg, J.D. & National Wraparound Initiative Advisory Group (2004). Ten
principles of the wraparound process. Portland, OR: National Wraparound Initiative, Research and Training Center on Family Support and
Children’s Mental Health, Portland State University.

Brendtro, L., Brokenleg, M., Van Bockern, S., & Freado, M. (n.d.). Reclaiming youth at risk. Reclaiming Youth at Risk. Retrieved November 11, 2022,
from https://reclaimingyouthatrisk.org/

Evans, M. (2020, March 6). What is good mental health? Patient.info. Retrieved November 9, 2022, from
https://patient.info/news-and-features/what-is-good-mental-health

Fraga, J. (2019, May 23). Self-reflection: What it is, benefits, and how to do it. Healthline. Retrieved November 7, 2022, from
https://www.healthline.com/health/mental-health/time-for-some-self-reflection#

Goldie Hahn Foundation. (2022, October 12). Mindup for Life. MindUP. Retrieved November 13, 2022, from https://mindup.org/mindup-program/

Holstee. (2022, July 18). Self-reflection 101: What is self-reflection? why is reflection important? and how to reflect. Holstee. Retrieved November
14, 2022, from
https://www.holstee.com/blogs/mindful-matter/self-reflection-101-what-is-self-reflection-why-is-reflection-important-and-how-to-reflect
 REFERENCES
Kohn, A. (2020, September 10). Alfie Kohn. Retrieved November 12, 2022, from https://www.alfiekohn.org/

Manitoba Education and ECL. (n.d.). Circle of courage. Education and Early Childhood Learning. Retrieved November 13, 2022, from
https://www.edu.gov.mb.ca/k12/cur/cardev/gr9_found/courage_poster.pdf

McManes, G. (n.d.). Integrating the circle of courage into PE programming. Integrating the Circle of Courage Into PE Programming . Retrieved
November 10, 2022, from https://phecanada.ca/connecting/blog/integrating-circle-courage-pe-programming

National Center for School Mental Health (NCSMH, 2020). School Mental Health Quality Guide: Mental Health Promotion Services & Supports (Tier
1). NCSMH, University of Maryland School of Medicine.

National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS). (n.d.). Classroom PBIS. Center on PBIS. Retrieved
November 10, 2022, from https://www.pbis.org/topics/classroom-pbis

Real Restitution. Restitution in schools. (n.d.). Retrieved November 15, 2022, from https://realrestitution.com/

True North Youth Foundation. (2022, November 4). Welcome to project 11. Project 11. Retrieved November 9, 2022, from
https://www.projecteleven.ca/

Waluk, A. (2022). Mental Health Promotion in K-12 Schools EDUC 5431-771 [PowerPoint slides].
https://docs.google.com/presentation/d/1Khf7jwWX8bO-OWGrunVNQOu4y4E479tYoE_yOUrFyAo/