The parents or guardians of a school-age child with FAS/E may have valuable information about the strengths and needs of their child and what has worked at home to communicate, motivate and manage behaviour. They can act as a liaison for a child who is making a transition between schools or programs, and as a communication link between school and various other professionals and agencies who have contact with the child. Taking time to listen to the parents is an important first step in establishing a trusting educational partnership. Sample questions to discuss during a meeting with parents or guardians are included in Appendices 1 and 2.

Observe the Student in the Classroom

Observing how the student functions in the classroom can assist the teacher to determine and priorize the student’s educational needs and to begin planning strategies to meet these needs. Some questions to keep in mind while observing are:

• What part of the day appears to be most productive for this student? Least productive?
• What skills and interests are most developed for this student?
• Which class activities does this student enjoy the most? Can these activities be alternated with those he/she finds more difficult?
• To what extent is this student able to follow classroom routines independently? How can he/she be assisted to develop more independence in this area?
• To what extent is this student able to work towards the learning outcomes of the provincial curriculum? In which areas can the instructional strategies and assignments be adapted to accommodate his/her needs? In which areas will modifications be required?
• How does this student interact with his/her peers in the classroom? With which students is he/she able to work most productively?
• What kinds of events or activities seem to cause the most anxiety for this student? How can the student be helped to cope with these situations?

Appendix 1: Sample Questions to discuss During a Meeting with Parents or Guardians.
Appendix 2: Notes from First Meeting with Parents or Guardians