A Sourcebook of Successful School-based Strategies for Fetal Alcohol and Drug-Affected Students.

Sonst. Personen	Osborne, Jan (Mitarb.)
Institution	Western Regional Center for Drug-Free Schools and Communities, Portland, OR.
Titel	A Sourcebook of Successful School-based Strategies for Fetal Alcohol and Drug-Affected Students.
Quelle	(1994), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Adolescents; Children; Classroom Techniques; Early Childhood Education; Educational Strategies; Elementary Secondary Education; Fetal Alcohol Syndrome; Instructional Design; Learning Strategies; Special Health Problems; Special Needs Students; Teaching Methods + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Child; Kind; Kinder; Klassenführung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrstrategie; Fetal alcohol spectrum disorders; Alkoholembryopathie; Lesson concept; Lessonplan; Unterrichtsentwurf; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zivilisationskrankheit; Sonderpädagogischer Förderbedarf; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This publication's instructional strategies were collected over a three-year period from participants in a series of workshops which dealt with fetal alcohol and other drug-affected children in the educational setting. These strategies are not intended to be all inclusive; rather, they are intended to celebrate the "wisdom of practice." The approaches listed here have not been evaluated as to their effectiveness, but are based on sound guidelines for working with children who may have been prenatally exposed to alcohol or others drugs. The strategies should provide the educator with a springboard for his or her own creativity and expertise. Each strategy is organized into sections by grade level: Preschool; Kindergarten through 6th Grade; Junior High/Middle School; and High School. Each grade level is then divided into three sections, with each section featuring sub-categories: (1) Room Environment (Quiet Zones, Classroom Seating, Limit Distractions, Organized Materials, Clear Rules for Classroom and Learning Centers); (2) Active Learning (Use Multiple Modalities, Multi-sensory, Manipulatives; Keep Steps Simple; Provide Opportunities for Decision Making and Problem Solving; Model and Demonstrate Behaviors; Provide Structure); and (3) Routine (Daily Schedule, Consistent Schedule, Plan for Change, Build in Transitions, Use Visual, Auditory, and Sensory Cues). (RJM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC