Physical Adaptations in the Classroom
Why would I need to adapt my classroom to meet the needs of students with FASD?
Student's with FASD often need help maintaining focus and attention. These practical strategies can make your classroom environment a friendlier place for a child that is in need of a personalized space. For example, a special mat or chair that is made available to the students when they are feeling overwhelmed or perhaps over-stimulated can reduce anxiety and provide a sense of calmness and security.
Student's with FASD often need help maintaining focus and attention. These practical strategies can make your classroom environment a friendlier place for a child that is in need of a personalized space. For example, a special mat or chair that is made available to the students when they are feeling overwhelmed or perhaps over-stimulated can reduce anxiety and provide a sense of calmness and security.

Examples of practical physical environmental changes in the classroom:
- Seat Cushion or Air Seat
- Hokki Stool
- Physical Boundaries or Zones (mats, rugs, etc.)
- Special "Quiet Chairs"
- Cubicles
How would I implement these in my classroom?
It is important to make it clear to all the students when it is appropriate to use these spaces. Some may need a special matt to sit on during story time. Others may need a seat cushion at their desk to assist them in their attention to a lesson. Specifically, children with FASD may need to use these tools at a variety of times, so insuring they understand the rules is important. Providing a visual aid in a "quiet zone" or "quiet chair" may be helpful.
It is important to make it clear to all the students when it is appropriate to use these spaces. Some may need a special matt to sit on during story time. Others may need a seat cushion at their desk to assist them in their attention to a lesson. Specifically, children with FASD may need to use these tools at a variety of times, so insuring they understand the rules is important. Providing a visual aid in a "quiet zone" or "quiet chair" may be helpful.
Research supporting Physical Adaptations in the Classroom:
Kalberg, Wendy O. and David Buckley (2007). FASD: What types of intervention and rehabilitation are useful? Neuroscience and Biobehavioral Reviews 31, 278-285.
Ryan, Susan and Dianne L. Ferguson (2006). On, Yet Under, the Radar: Students With Fetal Alcohol Syndrome Disorder. Exceptional Children 72 (3), 363-379.
*This source speaks directly to the need from environment adaptation in the classroom to assist students with FASD.