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Fetal Alcohol Syndrome (FAS) happens when a person consumes any amount of alcohol during a pregnancy. Alcohol use during pregnancy can interfere with the baby's development

These effects can include physical problems and problems with behavior and learning. Often, a person with an FASD has a mix of these problems (SPECTRUM)

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- Abnormal facial features (smooth ridge between the nose and upper lip),

- small head size

- Shorter than average eight

- Low body weight

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- Hyperactive behaior

- Poor coordination

- Difficulty with attention

- Poor memory

- Difficulty in school

- Learning disabilities

- Speech and language delays

- Intellectual disability or low IQ

- Poor reasoning/judgmental skills

- Sleep and sucking prOblems as a baby

- Vision or hearing problems

- Problems w the heart, kidneys, or bones

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FASD NETWORK
Support resource for parents/caregivers/educators/people affected by FASD. Access to workshops, financial support, counseling, etc

CENTER FOR DISEASE CONTROL AND PREVENTION
Information about FASD and resources to interventions, articles, and free online trainings for healthcare providers/people who work with individuals living with FASD.

TIPS FOR PARENTS AND CAREGIVERS
List of 20 tips for parents and caregivers. Each tip gives various examples as well as contact information to resources. Rich resource for people looking for how to help children with FASD

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3 specific strategies that teachers can use

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3 specific strategies that teachers can use

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Strategy: The Setting
Calm, order, and organized setting (hardly anything on the wall, quiet colors, no hanging art). Ideally small classroom work best, but educators can also created small work areas dedicated to FASD students and call it "the office" or "the work station".

Strategy: Teaching
FASD students benefit from a structured environment, consistent routine, brief presentations, variety, and repetition.

Strategy: The Most Important
#1 strategy is to have compassion and patience. Set them up for success by being mindful of FASD. Create successful experiences, celebrate their improvement, achievements,

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"Paulo" is a student at my placement that has FAS. Last year in kinder, it is reported that he did nothing all day (played in class). This year, due to my MTs stricter rules, he works for a good half to the day.
When he begins acting out which I now know is from over stimulation, he goes to the back of the room. At first I saw this as a punishment, but now I know that having a low stimulation space is good for him.
While my MT puts a very strict act, she is truly very proud of the progress that "Paulo" has made and lets him know, but does not show all of her emotions. I also join her and celebrate every small victory "Paulo" and I have together.
I think Paulo is benefitting from the structure of my Mts class, but perhaps not with the classroom itself since it is very decorated. I do notice that my MT does things for him like having a special mat for his spot on the carpet.