Fetal Alcohol Spectrum Disorder

ED6175 - Cathy Elvin

Fetal Alcohol Spectrum Disorder was first recorded in 1973 and is the result of a fetus’ exposure to substances (alcohol,
drugs, prescription medication, and smoking) during pregnancy. FASD is an umbrella term encompassing Fetal Alcohol
Syndrome (FAS), Partial Fetal Alcohol Syndrome (pFAS), Alcohol Related Neurodevelopmental Disorder (ARND) and
Alcohol Related Birth Defects (ARBD). The invisibility of FASD can create barriers to diagnosis and interventionNo two
cases of FASD function learn and function in the same way, therefore it is important to develop interventions on a case-by-
case basis.

Fetal Alcohol Syndrome ​ Partial Fetal Alcohol Alcohol Related Neuro-

(FAS)​ Syndrome (pFAS)​ developmental Disorder
(ARND)​

Small for age​ Some, but not all, of the physical There are no identifiable physical
Distinctive facial appearance signs of FAS​ features specific to ARND​
(small eyes, smooth philtrum,

​
thin upper lip)​ ​
(Healthy Child Manitoba, 2009)

Abnormal Brain Functions are evident throughout the spectrum of this disorder. These include impairments in at least
three of the following brain damages: hard and soft neurological signs, academic achievement, executive functioning,
attention deficit/hyperactivity, brain structure, communication skills, social skills, cognition, memory, and adaptive

behavior. ​

Accommodations

Accommodations for students with FASD look similar to other disorders: slow down, give extra time, provide
visuals, and teach using hands-on, one-on-one methods. It is also important to recognize the developmental age
of the student and adjust accordingly. Students with FASD may adapt better in social settings with
developmentally similar students (ie: not their grade level classmates). It is important to provide social
opportunities that align with these needs. Students with FASD may benefit from a Personalized Learning Plan
(adjusted or accommodated) to individualize their learning goals according to their developmental age and
skills.

Classroom Strategies Strategies for Home

Co-creating strategies/routines develops trust

Early diagnosis and intervention is crucial to
and connection, as well as a sense of belonging.
getting the resources and supports needed.
Visual cuing, sequencing, and related
Communication between home and school
organization supports multi-step processing that
develops consistency and routine.
may be difficult.
Teaching social/adaptive behaviors builds
Social Emotional Learning and Self-Regulation
confidence and resilience.
build important social skills.
Consistency and repetition develops trust and
Roleplay and social stories strengthen
reinforces positive behaviors and routines.
understanding and create opportunities for
Community supports establish connection and
relationship building.
an sense of belonging, as well as creating a
Frequent breaks allow for mental rejuvenation
network of resources for families.
and refocusing.
 Assistive Technology

Visual Aids for scheduling/transitions,
assignment instructions, classroom routines, and
behavioral expectations in different settings.
Voice to Text on iPads for writing
Immersive Reader in MS Word for reading
assignments and reading comprehensions.
Screen Reader on iPads assists with navigating
the internet accessibly by reading information
aloud.
Writing and fine motor aids such as pencil grips,
weighted pens, voice to text apps, and scribing.
Sensory integration tools such as noise
cancelling headphones, fidgets, or wiggle seats
to create a more comfortable classroom
environment.
Adaptive seating to lessen physical impairments
or difficulties with posture, such as wiggle seats,
cushioned chairs, and standing desks.

Resources

Behavioral Symptoms and Accommodations for FASD (2016)

Learning Together: Let’s talk about FASD (2020)

New Brunswick FASD Centre of Excellence

References

Millar, J.A., Thompson, J., Schwab, D., Hanlon-Dearman, A., Goodman, D., Koren, G. and Masotti, P. (2017), Educating students with
FASD: linking policy, research and practice. Journal of Research in Special Educational Needs, 17: 3-17. https://doi.org/10.1111/1471-
3802.12090

Mitten, H. R. (2013). Evidence-Based Practice Guidelines for Fetal Alcohol Spectrum Disorder and Literacy and Learning. International
Journal of Special Education, 28(3), 44–57.

Public Health Agency of Canada. (2023, March 14). Government of Canada. Fetal alcohol spectrum disorder: Therapies and supports.
https://www.canada.ca/en/public-health/services/diseases/fetal-alcohol-spectrum-disorder/support.html

What educators need to KNOW ABOUT FASD: Working together to educate children in Manitoba with fetal alcohol spectrum disorder.
(2018). Healthy Child Manitoba.

Zieff, C. D., Schwartz-Bloom, R. D., & Williams, M. (n.d.). Understanding fetal alcohol spectrum disorders (FASD). Understanding Fetal
Alcohol Spectrum Disorders FASD. https://sites.duke.edu/fasd/chapter-3-effects-of-prenatal-exposure-to-alcohol-on-brain-
development-and-post-natal-function/brain-regions-important-in-neuropsychological-effects-of-prenatal-alcohol-exposure/