Manage successful transitions
Key transitions come with increased expectations. Individuals with FASD often experience a mismatch between aspects of their developmental age and chronological age. Put supports in place.
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Communicate with parents
Communicate with parents
Communicate regularly with the student’s family.
Work together to prepare the student for changes in routines, moving to new classes, and moving out of school.
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Transitions between classes
Transitions between classes
Difficulties with transitions can be related to confusion about what's next, and maintaining focus and attention during the transition.
- Remind the student of what is going to happen at the end of each class.
- Give a verbal reminder 5 minutes before the class will end.
- Set a timer for a few minutes before the bell to prepare the student for a transition. This might be set on their phone, watch, or a physical timer.
- Give clear, consistent instructions about what to do when the timer rings.
- With the student, create a list of simple steps detailing how to move on to the next class. Place this on their desk and review it with the student in each class, every day, particularly at the beginning of the year.
Transition to a new school
Transition to a new school
Prepare students for change and new situations. New situations may include things such as changing schools, starting a new programme or going on school camp.
- If possible, arrange for the student to visit the new space prior to the start date.
- Show photos or videos of the new space.
- Prepare a video, presentation, or scrapbook for the student to revisit frequently.
- Discuss the student’s concerns regarding the change.
- Use social stories to 'practise' for the new situation.
- Arrange for the student to meet one or two key people or staff members who will be involved with them.
- Visit locations that may be new or different, such as the gymnasium or the bus stop.
- Arrange a buddy that the student knows well to help the student negotiate his or her way around new spaces.
- Discuss the new routines and create visuals to support them.
Transition out of school
Transition out of school
Supporting students with FASD to transition enhances opportunities for success, safety, and wellbeing.
- Start planning early – in the final three or four years of school, not the last three or four months.
- Plan collaboratively with the student, their parents or caregivers and relevant school staff, such as their form teacher, dean, or the SENCO, for ongoing and consistent support and planning.
- Identify large goals, such as what the student wants to do when they leave school.
- Identify small goals for reaching the big goal – provide a visual of the small steps, which can be referred to and where achievements can be recorded.
- Revisit the steps for achieving small goals frequently with the student.
- Celebrate achieving small goals.
The Preparing students to leave school guide provides targeted strategies, suggestions, and resources to support successful transitions.
Prepare for success
Prepare for success
We need to ask ourselves as teachers, whenever we teach a rule or concept, how this will affect the children in adult life. Is this setting the stage for success as an adult?
Next steps
More suggestions for implementing the strategy “Helpful classroom strategies years 9-13”:
Return to the guide “Fetal alcohol spectrum disorder and learning”
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How to use this site
Guide to Index of the guide: FASD and learning
Understand:
Strategies for action:
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Identify needs and how to provide supportShow suggestions for Identify needs and how to provide support
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Support self-regulation and positive behaviourShow suggestions for Support self-regulation and positive behaviour
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Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
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Helpful classroom strategies years 9-13Show suggestions for Helpful classroom strategies years 9-13
