Language is a brain-based system it involves the storage and retrieval of – abstract symbols in order to translate thought into words. Discuss the importance of communication written and verbal. – Jan Lutke estimates that up to 70% of the problems people with FASD experience are related to learning and using language. Ten basic communication strategies. PowerPoint Slides #20 - #22 Keep it simple. – PowerPoint Slide #23 Refer back to Bev Zorn speaking about her daughter – who dumped dirt from her shoe into do any of the another girl’s lunch (she didn’t things she was told not to do). PowerPoint Slide #24 Concrete language. – PowerPoint Slide #25 Consistent language. – PowerPoint Slides # 26 - #27 Visual cues mean more than pictures include – – gesture. PowerPoint Slides #28 - #30 one direction at a time (could teach the use of – checklists). PowerPoint Slides #31 - #32 Give directions in order. – PowerPoint Slide #33 Concrete language. – PowerPoint Slide #34 have the learner demonstrate understanding rather – than explaining. PowerPoint Slide #35 Allow more time. – PowerPoint Slide #36 Review of 10 basic communication strategies. – not “Show me, tell me” PowerPoint Slide #37 Key points: We use accommodations to change a poor fit into a good fit. Accommodations need to reflect the strengths and interests of the learner. It is critical to know your learner especially the strengths. – By addressing the primary disability and building on strengths, we hope to prevent/reduce many of the secondary disabilities. Activity: Have participants go into their earlier groups where they developed accommodations for a specific primary disability. Give each group a Primary Disability
Language is a brain-based system – it involves the storage and retrieval of abstract symbols in order to translate thought into words. Discuss the importance of communication – written and verbal. Jan Lutke estimates that up to 70% of the problems people with FASD experience are related to learning and using language. Ten basic communication strategies. PowerPoint Slides #20 - #22 – Keep it simple. PowerPoint Slide #23 – Refer back to Bev Zorn speaking about her daughter who dumped dirt from her shoe into another girl’s lunch (she didn’t do any of the things she was told not to do). PowerPoint Slide #24 – Concrete language. PowerPoint Slide #25 – Consistent language. PowerPoint Slides # 26 - #27 – Visual cues mean more than pictures – include gesture. PowerPoint Slides #28 - #30 – one direction at a time (could teach the use of checklists). PowerPoint Slides #31 - #32 – Give directions in order. PowerPoint Slide #33 – Concrete language. PowerPoint Slide #34 – have the learner demonstrate understanding rather than explaining. PowerPoint Slide #35 – Allow more time. PowerPoint Slide #36 – Review of 10 basic communication strategies. “Show me, not tell me” PowerPoint Slide #37 Key points: We use accommodations to change a poor fit into a good fit. Accommodations need to reflect the strengths and interests of the learner. It is critical to know your learner – especially the strengths. By addressing the primary disability and building on strengths, we hope to prevent/reduce many of the secondary disabilities. Activity: Have participants go into their earlier groups where they developed accommodations for a specific primary disability. Give each group a Primary Disability
FASD-Instructor-Session-Outlines-FINAL.docx