Download Guidance: Learners with Complex Learning Needs

Guidance: Learners with Complex Learning Needs
Guidance intended for adults who may encounter students in and around school on a daily
basis (bus drivers, lunch room supervisors).
Learners with complex learning needs represent a broad range of students with developmental
disabilities and co-existing severe mental health issues. This group of learners may be eligible
for services under different categories of the Individuals with Disabilities Education Act (IDEA).
These learners have highly complex learning needs. The complexity involves the intensity and
multiplicity (including severe mental health issues) of learning needs. We can explore the
complexity through the example of students with FASD (issues developed in utero).
Fetal Alcohol Spectrum Disorder (FASD) encompasses all of the problems that result from
prenatal exposure to alcohol. These include:

Fetal Alcohol Syndrome (FAS).

Partial Fetal Alcohol Syndrome (pFAS).

Fetal Alcohol Effects (FAE) including:
o
Alcohol Related Neurodevelopmental Disorder (ARND), which describes learning issues,
poor school performance, poor impulse control, problems with memory, attention and or
judgment.
o
Alcohol Related Birth Defects (ARBD), which includes impairment of the skeletal system
and major organ systems such as the heart and/or auditory system.
(American Pregnancy Association, 2015)
Fetal Alcohol Spectrum Disorders (FASD)
Learners with FASD may present with:

Intellectual and behavioral issues.

Very erratic and unpredictable learners, with wide-ranging and highly variable symptoms,
requiring us to reframe our traditional expectations (Carpenter, 2014).
What we may see:
o
Attention and hyperactivity issues.
o
Issues with coordination, gross- and fine-motor skills.
o
Low self-esteem.
o
Low impulse control.
o
Visual/motor/auditory issues.
o
Difficulty processing ideas and intentions.
Rev. 6/1/15
Guidance
Learners with Complex Learning Needs
What may help:
o
Break down activities into smaller parts.
o
Use consistent and predictable language.
o
Use visual cues and aids to accompany verbal instructions.
o
Give instructions in clear steps with concrete visual supports.
o
Provide physical resources.
o
Use the learner’s interests and strengths.
Co-occurring Mental Health Issues
Co-occurring mental health issues have a massive impact on the learners’ engagement at
school. O’Malley (2014) indicates that:

20 percent to 44 percent of learners with FASD also have a diagnosis of Depression/Mood
Disorder.

Approximately 60 percent of learners with FASD also have a diagnosis of addictive disorder.

58 percent to 60 percent of learners with FASD also have a diagnosis of ADD/ADHD.
Examples of mental health issues that may co-occur
Depression and Mood Disorder. Learners may appear consistently sad or anxious, isolated
and take little interest in interacting with others. What may help: Acknowledgement of the
learner’s feelings, constant reinforcement and clear expectations.
Addictive Disorder. Learners may appear to avoid dealing with difficult emotions (such as
frustration or anger), engage in high-risk taking behaviors, or show anxiety about performing
tasks with perfection. What may help: Remain calm and keep learners actively involved, for
example using a handheld game on the bus.
Attention Deficit/Hyperactivity Disorder (ADD/ADHD). Learners may have difficulty following
directions, forget everything and be very disorganized. What may help: Establish and follow
clear routines, give frequent reminders of expectations.
Behavior and Communication

Behavior is a form of communication.

There is always a reason for challenging behavior.

There can be many reasons why a behavior occurs.

Supporting learners to build up alternative ways to communicate their intent can reduce
challenging behaviors.
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Guidance
Learners with Complex Learning Needs
References
American Pregnancy Association (2015). Fetal alcohol syndrome (FAS); fetal alcohol spectrum
disorders (FASD). Retrieved from http://americanpregnancy.org/pregnancycomplications/fetal-alcohol-syndrome/.
Carpenter, B., Blackburn, C., & Egerton, J. (2014). A brief introduction to fetal alcohol spectrum
disorders. In B. Carpenter, C. Blackburn, & J. Egerton (Eds.), Fetal alcohol spectrum
disorders: Interdisciplinary perspectives (Chapter 1). Oxon, UK: Routledge.
O’Malley, K. D. (2014). Developmental psychiatric disorders in children, adolescents and young
adults with fetal alcohol spectrum disorders: A transgenerational approach to diagnosis
and management. In B. Carpenter, C. Blackburn, & J. Egerton (Eds.), Fetal alcohol
spectrum disorders: Interdisciplinary perspectives (Chapter 19). Oxon, UK: Routledge.
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