1. Respect, build a relationship, and understand the learner:

• acknowledge the learner's developmental levels in various domains
• spend time getting to know your learner
• understand the needs and the feelings of the learner
• give praise for steps taken
• teach that mistakes are normal and help us to learn
• get to know your learner's family and establish a trusting relationship
• ask the learner what would help him/her
• advocate on the learner's behalf

2. Acknowledge the organic brain injury:

• approach FASD as a physical, brain-based disability
• connect how brain function links to the learning and behaviour
• ask "What can I do differently to support this learner?"
• ask "What is the behaviour communicating to me?"
• plan and structure activities to provide success for all
• on those tough days, remember that "Every day is a new day."

3. Acknowledge the environmental influences:

• understand and adapt the environment to create a good fit for the learner
• experience (sight, sounds, etc) the classroom from the learner's point of view
• seat the learner in a less distracting area (preferential seating)
• ensure that all things have a place -- classroom is organized in a consistent manner
• control lighting, temperature, smells as much as possible
• utilize visuals for everything (schedule, specific areas of room, labels, supplies, etc)
• create a "quiet space" for learners to enjoy some "down" time

4. Use a strengths-based approach:

• recognize and build on the strengths of the learner
• help learners to find and identify their strengths and "amplify" them
• focus on the positive and have fun
• focus on strengths in developing the LEIC page and the IEP
• take a strength and build it into a contribution to the school community

5. Communicate:

• with student, family, school team, and community supports
• reduce language whenever possible
• use visual supports
• say exactly what you want the learner to do
• present an appropriate number of directions based on the learner's capabilities
• ensure that the learner is comfortable asking for help
• check in frequently with the student and provide praise and direction

6. Practice patience:

• understand the nature of the disability - learning may be there one day, gone the next
• break complex tasks into smaller steps
• understand that repetition and many practice opportunities may be required
• linking behaviour to brain function helps to "depersonalize" the behaviour

7. Create structure, routines, and consistency:

• our kids rely on the structure and predictability of our classroom environments
• teach routines for the "everyday" types of activities
• provide advance warnings for changes to schedule and transitions
• model, teach, practice and review classroom guidelines/routines throughout the year

8. Supervision:

• determine an appropriate level of supervision, especially at unstructured times
• try to be visible to the learner as much as possible
• use conflicts/mistakes as opportunities for teaching

9. Teach social skills:

• teach/practice in classroom setting then teach/practice in out-of-class settings
• use small group setting when appropriate
• build a positive peer climate in the classroom and utilize peer support
• teach mediating skills using role plays

10. All Learners are different:

• collect as much assessment information as possible to help inform instruction
• there are no magical strategies; a strategy that works for one may not for another
• our job is to know the learners well enough to find the strategies that may help
• keep trying different strategies until you find the ones that make a difference