Educating Children with FASD

Successes take place when we stop trying harder and start trying differently.
From: Fantastic Antone Succeeds

"I just want to walk into an IEP meeting on my child one day and have them say, 'Ah, the expert is here. Thank you for coming. Help us learn about your child and what makes him/her so special.'  Oh, what a wonderful dream it would be!" (Author Unknown)

Appropriate Educational Placement can make all the difference in a child's success. Many children with FASD require special education services due to significant learning disabilities, emotional and behavioral difficulties or multiple handicapping conditions. The child's parent and school district/Early Intervention Provider needs to work as partners in developing the most appropriate placement situation for the child. Although there are many similarities among alcohol exposed children, each child is uniquely different and needs to be assessed on an individual basis. Here are some general guidelines when planning a classroom or program for children with pre-natal alcohol exposure:

Individual assessments in Speech/Language, Occupational Therapy, cognitive and social/emotional functioning are necessary to establish a child's strengths and deficits. Other evaluations which may be helpful are: Psychological/neuro-psychological, Psychiatric, neurological and physical therapy. The child's educational plan should be developed based on the child's individual strengths and needs.  General day care/educational issues in children with FASD include: hyperactivity, impulsivity, distractibility, poor social skills, poor memory, poor ego development, sensory processing deficits, sensory defensiveness, scattered cognitive skills, high levels of anxiety and arousal, and learning problems.

Environmental needs consist of a low-key or soft room color, low lighting (non-florescent), comfortable temperature, structure, space for movement activities, visual organization, calm area, sensory area.

Program/Curriculum needs should address a balance of child/ teacher directed activities (High Scope, Montessori curriculum), hands-on learning, small class size, flexibility of scheduling, few transitions, consistent adults, integrated teaching, realistic expectations, multi-sensory learning, focus on sensory, ego, and social/emotional development and functional social and life skills.  Academics needs to be taught in a hands-on, social, functional, and fun manner, rather than through traditional paper/pencil/reading activities.

Staff qualities are an important component to any educational program. Staff should have training and be knowledgeable about FASD.  Empathy, yet a firm and consistent manner are important. Staff need to be able to balance and handle their own emotions and be non-controlling. Insight into the child's behavior and understanding that learning occurs in all developmental areas, not just academics, is important. Most of all, a nurturing personality with a sense of humor is critical in helping these children achieve success.