Credit: 1-Quarter Hour
Clock Hours: 10 Contact Hours

Course Description

What insight does brain research give us about teaching and successfully working with learning, language, and socially impaired students in our classrooms? Come and learn about the latest brain research regarding of Fetal Alcohol Spectrum Disorder (FASD) during this brain-friendly workshop. Discover how the FASD brain differs from the non- FASD brain and the consequences of these differences. Explore the cognitive, social, behavioral, and medical consequences of FASD. Learn about classroom strategies that help to teach the student with FAS social skills, language skills, and to increase cognitive learning. Come prepared to share your experiences and learn new strategies to work more effectively with the students in your classroom.

Course Objectives

To become familiar with the implications of current brain research regarding FAS students and the implications of this information regarding student learning.

To understand the areas of the brain affected by FAS and the consequences of these differences for student learning.

To identify teaching strategies support and empower differently able students, based on current brain research.

Student Expectations

Attend all class sessions.

Actively participate in class discussions

Complete a written assignment by designated completion date.

Level of Application

This course focuses on application and implementation levels.

Target Audience

Teachers, classroom assistants, counselors, administrators, club and activity advisors of preschool through adult students, as well as parents, and community members, law enforcement officers, and everyone who works with children.

Methods of Instruction

During this course, the instructor’s methods of instruction will include lecture, large and small group activities, brainstorming, video presentations and/or participant presentations.

Grading Criteria

All participants must complete a written assignment to receive college credit. This course if offered for a letter grade. The following requirements are grading guidelines:

60% In-class activities

15% Class participation

25% Written assignment completed outside of class

Texts and Required Learning Materials

Participants will receive required text and materials the first class session.

Plans for Transferring Skills into the Work Setting

Methods for encouraging the transfer of newly acquired skills into the work setting will include discussion and problem solving groups; reading; sharing of successful strategies in class, and practicing new skills during the workshop.

Suggested Bibliography & Video References

Participants will receive a complete bibliography, print and Internet. Additional resources will be distributed in class, as appropriate.

Assignment Options

Using the information you have learned in class, rework two of your current teaching lessons to reflect your increased knowledge of learners with FAS.

Using the information you have learned in class, create two new lessons to teach concepts you currently teach to reflect what you have learned about learners with FAS.

Outline two strategies to help a student with FAS learn a skill of your choice more effectively.

Using the information you have learned in class, design a mini in-service for your peers to share information about how students with FAS learn and what educators can do to help, support, and enhance this student’s learning.

Using the information you have learned in class, design a mini in-service for parents regarding how students with FAS learn and what they can do to help, support, and enhance their child’s education.

Create an assignment of your choosing, based on your particular job or interests. Have the instructor approve your assignment choice.