Reflection 9

Reflection 9

This chapter helped me understand the memory is actually a neurological function that can affect anyone. My past thoughts on memory were centered on old people and how they get forgetful or have a disease that causes memory loss. I hadn’t placed children with FAS in any category of not having a good memory. Now the learning difficulties and need for repetition when dealing with FAS children makes more sense to me. I cannot imagine the frustration these children must have when faced with situations everyone assumes they should know how to deal with but in reality they have no idea.

By knowing about FAS children’s memory not processing properly I better understand why they need routine. By repeating a process they will hopefully begin to recognize it and be able to use it. It also helps to use visual cues to help them process what they are told to do. When you know the individuals level of understanding and how they learn it makes you plan their lessons so they will have the best possible change of learning.

 

I feel like the more I understand how FAS affects children and their learning process I am becoming a better counselor. All this information is making me look deeper into myself and try to see things through their eyes. By this I am becoming more proactive in thinking of things to help.

Reflection 8

Reflection 8
I know have more knowledge of what are concrete and abstract
concepts. I already had an understanding of this but really didn’t put too much
thought into it. After reading this chapter I realize just how much of my daily
life revolves around abstract concepts and if I had trouble understanding them
I would be totally lost and frustrated. I am learning so much from this class
because it is making me open my eyes to someone else’s reality. By
understanding how hard it is for them to get concepts that I just take for
granted has made my desire to help others increase greatly.

Knowing that children with FAS have trouble understanding
abstract concepts makes me more aware of how I would let them know what is
expected of them. In order to correctly process information it should be told
to them using concrete language. They also need to be taught what expectations
are carried over to other situations. Not having the ability to understand
abstract concepts can stop them from learning and keep them frustrated. I think
this information is essential to any person dealing with FAS children.

I am glad to have gathered some information on things I can
use to help children with FAS have a better understanding of abstract concepts.
Using visual supports would be a benefit to all children and would give the FAS
child cues to what to expect. A big thing I learned was that I can’t just
remove something from their routine; I need to cue them into the fact it won’t
be happening not that it just doesn’t exist anymore.

Reflection-7

This essential element has brought to me some new ideas surrounding the classroom environment of children with FASD. The teachers I find have yet to fully understand or accept, that this is a medical diagnosis which will not change but we as helpers have to accommodate the individual. The issue of environment here in the local school is difficult because the lack of resources are low.

The classroom environment is often not staffed with highly qualified people and structure is not maintained, however there has been an acknowledgement for the need of this personnel. The school is attempting to train staff on the structural environment that may help children with FASD have a more accommodating environment to learn.

FASD is an often difficult issue to accommodate when the staff do not understand how to recognize or what to do with the issues. I find it very helpful to try and become more integrated with the systems that are in place to help.FASD children has given me pause to look at how I will work with this population of individuals and use some of the techniques used with FASD children that might be adaptable to other clients.

Reflection #7

Students with FASD can be particularly sensitive to their environment. The way they process information may make them over or under react to stimuli. This results in difficulty processing sensory information.

Simple things that an ordinary person would not even notice can become a huge deal for someone with FASD. As an example, for an person who experiences FASD, a dog that is barking two blocks away could interfere with their ability to focus. Some people may also under-react which can be dangerous if they are unaware of danger or pain that they may be feeling.

It is important to learn strategies in order to help the FASD student with sensory processing. Not only for their safety but also to avoid some behavior problems. As sometimes there may not appear to be any reason that a person all of a sudden has a some kind of unwanted behavior. Proper tools and interventions will make both the student and teacher happier in the school environment. This can lead to a good learning relationship between the two and hopefully be taught to carry over to the home environment.

reflection 6

All teachers should take that time and sit back to watch the children they are teaching. They need to know and understand how a child is reacting to their teaching. It is very sad that they don’t have the patience to look into a child’s life outside of school, what special needs they might have, what the family situation is, or even if the child has enough background to understand the lesson. They just expect a child to learn and when they don’t that makes both the child and the teacher frustrated.

It is not right for a child to be judged inappropriately, especially by a teacher that is supposed to be teaching in a helpful manner. Instead of looking into what the problem might be, the teacher might assume the child is just lazy. In frustration the teacher might give a bad grade or a wrong finger pointing. The Teachers should be the ones to be tested to find out if they can figure out a child’s needs whether a normal child or one that has FASD. It is better to be tested because that way they can have a better understanding.

Every person has to have a clear picture to get things done. No person can be given a task without some explanation, just as kids need to be taught proper ways to get them started such as 123, or ABC Steps. A baby cannot walk without the proper teaching or without holding something secure. So in order to have the right teaching for a child of FASD, the teacher should be looking at the individual with unique needs. It may take time but the child is the one who benefits!

Reflection #7

As I read chapter seven I tried to put myself in the shoes of the children with FASD and how it would be to be sensitive to light or sound, hard to focus, not able to sit still or not understand what the teacher was talking about. I know that when I have a class after working at the a twelve hour shift I can get easily frustrated with classmates who talk while the instructor is talking and find it hard to focus .

What a nightmare this must be for a child. Especially if the teacher is not educated about children with FASD. Even if the teacher does know and is trying to do something about it, how does the rest of the class see this child? Do they think it unfair that he gets to have a stress ball/toy? Do they treat him differently because he is receiving “special treatment”?

I don’t think I would have stayed in school if I had to go through all this. It shows how important it is that the child be with teachers that are aware of FASD symptoms and solutions. It must also be taken into account that the teacher should be willing to work with children with FASD. That is just as important because if you do not want to work with children with FASD it will show in the effort you put towards assisting the child.

Reflection 7

The first thing that caught my attention, because I never knew or thought about it, was that students with FASD are either really hyper, or they are under-aroused with low activity level. They are either over aroused or under aroused. I had an idea that they were over aroused, but never stopped to think that in a low activity, or slow pace activity they are not interested. I guess I always thought they would be interested in what ever was going on, and sometimes way to interested.

Seeing items like the kangaroo ball, yoga ball, scooters or scooter boards in the special education department in school, I always thought that they were there just to keep the students interested or occupied. I did not know that they were for movements and activities that allow them to use their sensory skills.

The last thing i'd like to add is that I did not learn anything really from the problems and remedies. Although it's great information I thought from the beginning they were to match up and have direct remedies for each problem. After realizing that not how it was in the text book, I stopped and thought about how different each individual is with FASD, and that each remedy might not work for one person but works really well with another individual.

Reflection #7

Understanding how sensory input and sensory processing affect a student's ability in the school environment paints a picture that doesn't fit into the the classroom environment at all. Some classrooms are decorated to the teachers taste, hobbies & inspirations and not with a child in mind. Others classrooms are covered with clutter, and only one or two that take children into consideration.

With the new technology age, I see many teachers that simply let the child plug into their I-Pod and shut out the classroom environment. Many students complain that if they can't listen to music, they can't learn. It's true that classrooms can be a sensory overload, but having a controlled learning environment is what the teacher should create and have fun doing it.

Taking time out from the three R's and doing movement activities is a great idea! I have even suggested adding stand up desks to help give the students a way to stretch while in class, and it worked. I have seen yoga balls instead of chairs for those students that need the vestibular stimulation. It's sad, I believe some teachers don't want to take the time to create a good learning environment let alone taking the time to think of how sensory input and sensory processing affects the student's ability to be successful in the school environment.

Reflection Eight

Reflection Eight

Reading the story of Jack made me think of how people assume that what they may have said is completely understood and people’s behavior as a result may be interpreted as defiance. People who don’t have FASD interpret things differently and communication in a lot of situations has to be direct so people can follow specific direction. Being concrete is good for all children not just kids with FASD; this helps them follow better direction.

Not being able to interpret emotion must be very frustrating; not allowing them to appropriately express themselves; leaving them feeling helpless. This may be the very reason that a lot of kids with FASD turn to drugs and alcohol due to feelings of helplessness and not being understood. There are a lot of disabilities that they suffer from that put them at higher risk of becoming victims or lost in the system.

Computer based learning programs seem to be more accessible to FASD children rather than the regular classroom where expectations are high and the required need is almost nonexistent. These programs would allow them to work at their own pace and provide all of the necessary cues that they need in order to address all aspects of their learning needs. These computer programs may not meet the time frame placed on children to accomplish the required credits in order to graduate and they may not be able to graduate the year they are supposed to.

Reflection Eight

Reflection Eight

Reading the story of Jack made me think of how people assume that what they may have said is completely understood and people’s behavior as a result may be interpreted as defiance. People who don’t have FASD interpret things differently and communication in a lot of situations has to be direct so people can follow specific direction. Being concrete is good for all children not just kids with FASD; this helps them follow better direction.

Not being able to interpret emotion must be very frustrating; not allowing them to appropriately express themselves leaving them feeling helpless. This may be the very reason that a lot of kids with FASD turn to drugs and alcohol due to feelings of helplessness and not being understood. There are a lot of disabilities that they suffer from that put them at higher risk of becoming victims or lost in the system.

Computer based learning programs seem to be more accessible to FASD children rather than the regular classroom where expectations are high and the required need is almost nonexistent. These programs would allow them to work at their own pace and provide all of the necessary cues that they need in order to address all aspects of their learning needs. These computer programs may not meet the time frame placed on children to accomplish the required credits in order to graduate and they may not be able to graduate the year they are supposed to.

Reflection 6

All parents try to do their best but the best of intentions don't always produce the best results. What we parents need are basic principles that bring us and our children closer. The key to positive discipline is not punishment and rewards which are external motivators but instead what’s needed are tools for internal motivation. Parents and teachers need to be both kind and firm so that any child from a two year old toddler to a rebellious teenager can learn cooperation and self discipline. Positive discipline is based on the understanding that discipline must be taught and that discipline teaches.

Jane Nelsen gives the following five criteria for effective discipline that teaches: it helps children to feel a sense of connection, is mutually respectful and encouraging, is effective long term, it teaches important social and life skills and invites children to discover how capable they are. The tools and concepts of positive discipline include mutual respect, identifying the belief behind the behavior, effective communication and problem solving skills, discipline that teaches, focusing on solutions instead of punishment and encouragement. Threats and rewards may seem to change a student's behavior but do they last once the punishment and rewards are gone. Discipline with dignity teaches educators to create positive motivators for kids so they take responsibility for their own behavior.

The tools or concepts for positive discipline can be used in many arenas at home with pets, with children of different age groups and with other family members or at work with employees and co-workers. We need to notice effort and improvement, not just success in order to build long term self esteem and empowerment. Positive discipline is taught to schools, parents, and parent educators by trained Certified Positive Discipline Associates. Community members, parents, and teachers are encouraged to become trained facilitators and to share the concepts of positive discipline with their own groups.

Reflection 7

Reflection 7
Essential Element 7 gave me a better understanding of sensory integration. By knowing that people have varying degrees of reactions to sensory stimulus teachers and counselors can develop better plans for the students/ clients. It is especially critical to have this information when dealing with students/ clients who have FASD.

Children with FASD have trouble processing sensory information which can cause them to have behavior problems. If they are over reactive it can cause them to be agitated and distracted while if they are under reactive they can constantly moving, be unaware of being hurt, or have a lack of fear. By being aware of noises or visual stimulation in the environment that may disturb the child we can either look to lesson these distractions or help prepare the student. I was glad to learn different techniques and sensory items that can be helpful. This information is essential knowledge when trying to maximize a student’s potential to learn.

Knowing that children with FASD often have physical problems is a very important piece of information. I am glad to learn some information on common types of physical problems. I took away a great deal of useful information from the suggested remedies for the child and teacher. By being aware of the physical problems the teacher can make adjustments and help the child have a better learning experience. This chapter was very helpful and will help me develop a better way of working with children with FASD.

Reflection #6

Imagine the stress that can occur at school if the teachers are not educated in how to appropriately work with students with FASD. The chaos that could result is easy to visualize. The well-being of both student and teacher in the school setting is dependent on understanding and proper training on the part of the teacher.

The student with FASD can be very stressed at school if structure, routine, or FASD age appropriate guidelines are not considered. This stress can, and most likely will, develop into behavior issues. The student won't be aware that they are stressed, this is the job of the teacher to sort out.

When associating with other children, the FASD student may again be very stressed. The student with FASD may not show any physical characteristics of FASD and other students may expect more age-appropriate actions from them. If the student with FASD appears to be 'different' from others this can cause more problems again.

Finally, the teacher, without the proper training will not be happy with the resulting outcome of chaos at school. The teacher, feeling out of control and unhappy, must advocate for special training to support the needs of the students. Both teacher and students will benefit from adequate training.

Reflection 6

What I have read in this section of the book is that individuals with FASD are mainly unable and not unwilling to fully interpret instructions. This information I felt like I already knew. I read earlier in the book and already had a general sense that the individuals with FASD have neurological problems within their brain and they do not work like those with out FASD. The actions of an FASD individual, might seem like they are doing it intentionally, but really they are not.

I learned that people with FASD have a developmental age that is younger then their cronical age. Although I already had a sense of this before I took this class, it was great to actually see it in a perspective as mentioned in the book. I did not think that an eighteen year old FASD child, would actually be going on to the developmental stage of a 10 year old. That gave me an understanding on how individuals are at an older age, then at a younger age. I've always just thought of younger people with FASD, and not older ones.

I also learned that when an FASD student is maybe caught stealing, that they might not understand the concept of ownership over time and space. Or that they think "finders keepers". I I would have thought although they have problems understanding things that they would understand the concept of ownership. For example, the car my parents drive, it belongs to my parents, etc.

Reflection 3

An expectation is a belief that is based on the future which may or may not be realistic. Receiving a diagnosis and an understanding of that diagnosis can help families set realistic expectations, appropriate treatment, intervention and planning. Diagnosis is a starting point for a child with a developmental disability for his or her family. Prenatal alcohol exposure may vary greatly depending on a variety of factors, the amount of alcohol consumed and at what stage in the fetal development so each child’s abilities, life and social skills will be different so each child’s case, treatment and expectations for their future will be different.

To not be able to meet the expectations of our parents or teachers is something many of us have struggled with. I can see why a FASD student might wonder why they act like they do, why they aren’t like other kids, or why they can’t learn like other kids. Through parental support and counseling the child can come to terms with the fact that they have fetal alcohol syndrome. Learning to cope with his or her disability may be a lifelong process.

Parents of children with FASD will always need to support and or manage many aspects of their child’s life into or through adulthood to include medical, educational, and financial. Families with FASD must remain realistic as to their expectations of success for their child. Your and my expectations of success may differ but when it comes to a child any step forward should be considered progress.