Substance Abuse and Addictions (Drugs and Alcohol) Strategies

Student Needs	IPRC Exceptionalities	Diagnosed Conditions
Aggression Management Anger/Frustration Management Anxiety Management Articulation Skills Attendance Strategies Attention Skills Assistive Technology Skills Blind/Vision Impaired Bullying Management Skills Central Auditory Processing Deafness Depression/Sadness Management Disengagement/Motivation Strategies Eating Disorder Strategies Emotional Regulation English Language Skills Executive Function Fine Motor Skills Gambling Disorder Grief Management Gross Motor Skills Hearing Intellectual Ability – High Intellectual Ability – Low Listening Comprehension Skills Low Vision Memory Skills Mental Health Strategies Metacognitive Skills Mobility Skills Non-Verbal Reasoning Organizational Skills Personal Care Personal Safety Phonological Processing Processing Speed Self-Advocacy Skills Self-Esteem Self-Harm/Suicide Management Self-Regulatory Skills Sensory Integration Skills Sequencing Skills Social Skills Substance Abuse Strategies Task Initiation Time Management Skills Transition Skills Verbal Ability Visual-Motor Skills Visual-Spatial Processing	Autism Spectrum Disorder (ASD) Behaviour Blind and Low Vision Deaf and Hard of Hearing Developmental Disability (DD) Giftedness Language Impairment Learning Disabilities (LD) Mild Intellectual Disabilities Multiple Exceptionalities Physical Disability Speech Impairment	Acquired Brain Injury Alcohol-Related Neuro-developmental Disorder (ARND) Angelman Syndrome Anxiety Disorders Attention Deficit Hyperactivity Disorder (ADHD) Auditory Processing Disorder (Central) Autism Spectrum Disorder (ASD) Bipolar Disorder Blind/Vision Impaired Brain Injury Cerebral Palsy (CP) Conduct Disorder (CD) Concussions Cystic Fibrosis (CF) Deafness Depression Disorders Down Syndrome Eating Disorders Epilepsy Fetal Alcohol Syndrome/Fetal Alcohol Effects (FAS/FAE) Fragile X Syndrome Gambling Disorder Intellectual Disabilities Klinefelter's Syndrome Learning Disabilities/Specific Learning Disorders Muscular Dystrophy (MD) Neurological Disabilities Oppositional Defiant Disorder (ODD) Obsessive-Compulsive Disorder (OCD) Post-Traumatic Stress Disorder (PTS) Prader-Willi Syndrome Reactive Attachment Disorder (RAD) Seizure Disorders Selective Mutism Spina Bifida Tourette Syndrome Turner Syndrome (TS) Usher Syndrome William's Syndrome

Key Special Education Practices
Accommodations Alternative Programming Assistive Technology Board Special Education Plans Community Resources Differentiated Instruction Create an Inclusive & Positive Class Climate Identification Placement and Review Committee (IPRC) Individual Education Plan (IEP) Ministry of Education Resources Modified Programming Non-teacher Professional Assessments Teacher Assessments Safety/Emergency/Crisis Response Plan Professional Development Reporting on IEP Progress Tracking/Documenting Transition Plans

Characteristics notebook pencil

The characteristics vary depending on the substance that is being taken. Generally though, a student who is taking a stimulant could be energetic, talkative and could have dark circles under the eyes as a result of sleep loss. Signs of stimulant withdrawal include fatigue, irratability, hunger, abdominal pain and depression. Those using steroids could seem irritable, anxious and have mood swings. Signs of steroid withdrawal can include mood swings, depression and fatigue.

What it is

An area of student need involving students taking illegal drugs, over-taking legal drugs/medications and/or consuming alcohol. Students may abuse drugs/alcohol for purposes of recreation and/or for other purposes, like laxatives for weight control, simulants to improve performance in school or sports, or steroids for growth.

Strategies

• Develop a positive and warm rapport with the student.

• Be in frequent contact with parents, administration and other teachers.

• Enlist school counseling supports (Child and Youth Worker, Social Worker, Counselor, etc.).

• Be flexible with work completion and memory, which can be negatively impacted by drug/alcohol use.

• Be aware of increased risk taking behaviours and report to parents and school team.

• In a private setting, discuss your concerns with the students in a supportive and non-punitive way. Ask the student for ways that you can help.

• Consider developing an IEP Alternative Program Plan and set goals with the student and IEP team.

• Consider the development of and IEP Transition Plan to help reduce stress.

• Consider the development of an IEP with Accommodations for any instructional, environmental and/or assessment accommodations that may be helpful to reduce stress from the student.

• Provide resources to the student and parent on counseling and substance abuse disorders (school and/or community).

Teaching Strategies for Associated Areas of Student Needs:
Anxiety Management
Attention Skills
Attendance Strategies
Bullying Management Skills
Create an Inclusive & Positive Class Climate
Depression/Sadness Management
Disengagement/Motivation Strategies
Eating Disorder Strategies
Emotional Regulation
Personal Care
Mental Health Strategies
Self-Esteem
Self-Regulatory Skills
Social Skills
Self-Harm/Suicide Management

Resources

• Dealing with Addiction (for teens)	• Drugs and the Classroom: A Teacher’s Strategy
• Educating Students on Substance Abuse	• Information about Substance Use in Teens and Preteens - SickKids
• National Institute on Drug Abuse: Facts, videos and resources	• Supporting Minds, Ontario Ministry of Education p. 99-112

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Substance Abuse and Addictions (Drugs and Alcohol) Strategies