Foetal Alcohol Syndrome

Why are FAS students different?

Foetal Alcohol Syndrome students do not respond normally to our usual Behaviour Management system of rules and consequences. The brain and other organs of their bodies may not have developed normally and may be adversely affected in varying degrees. With respect to behaviour, brain function may not be able to link certain behaviours with consequences. The negative consequences of inappropriate behaviour may therefore be seen by the students as "unfair" or confrontational.

The students may then react negatively. This just sets up a negative cycle of punishment that does nothing to modify behaviour. In fact the situation usually gets worse as their behaviour is being interpreted against our understanding of "normal" behaviour patterns which do not apply in these situations.
                            Click here for a helpful chart illustrating these differences.

What can be done?

To break this cycle these students have to be treated with care and consideration for their disability. Teachers, AEWs and caregivers should approach them calmly and determine what should happen next by talking quietly to them and avoiding confrontation. The key is to negotiate, be very patient and flexible. Reinforce ALL positive behaviour at every opportunity. Don't take it for granted.

How do I plan for an FAS student?

Programs for these students should endeavour to be linked to their interests and be negotiated with them. They may be allowed to visit several places in the school to access programs.

The students may need a home corner in the classroom set up for their use and fitted out with the necessary gear to support their program. Their work may need to be put in a single folder so they are not confused. Items may need to be colour coded or given picture symbols to aid recognition. See pecs pictures

New learning should be introduced whenever possible but not forced on the students. If they don't want to continue a project they should not to be made to finish. Again the key word is to negotiate and be very patient. Reinforce ALL positive behaviour at every opportunity.

What about the other students in the class?

Other students in the class may view this treatment as "favouritism". The teacher should explain the situation in plain terms and enlist the other students' support and understanding.

What support is there?

Suspected FAS students should be referred to the Special Services Team. The Special Ed Support Request form AES: SSA2 is available from the office or from the school's homepage. Click on Resources, then School Policies and Information, then Special Ed Support Request.

Useful Website Links

• Teaching Students with Fetal Alcohol Syndrome/Effects
  - British Columbia Ministry of Education
  Practical resources for teachers - ***** highly recommended site.
• Taconic Seminars FAS/Effects
  Useful site with suggestions for teachers and parents.
• Resources for Educators: Fetal Alcohol And Drug Unit
  - University of Washington School of Medicine
  An extensive list of articles and resources worth checking out.