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Fetal Alcohol Syndrome
Transcript of Fetal Alcohol Syndrome
How can FAS be Identified?
presents itself in many forms, and in varying degrees of severity.
FAS can cause
(distinctive facial features, deformities of joints, limbs or fingers, small head circumference, etc.)
and/or delayed development
(poor impulse control, hyperactivity, nervousness and anxiety, short attention span, etc.)
What Effects can FAS Have on
Students with FAS may have difficulty with:
Short Attention Span
Staying on Task
Easily over stimulated
What is Fetal Alcohol Syndrome (FAS), and what is its Cause?
Fetal Alcohol Syndrome (FAS) is condition that occurs as a result of alcohol exposure to the fetus during pregnancy (Mayo Clinic, 2013).
A developing fetus metabolizes alcohol slower than an adult. Blood alcohol concentrations can be very high in the fetus's body. Alcohol interferes with the delivery of oxygen and nutrition to the unborn baby.
Impairment of facial features, heart and other organs, bones and central nervous system can occur during early pregnancy as a result of alcohol exposure to the developing fetus.
No amount of alcohol is known to be safe for the developing fetus during pregnancy.
Support and Resources
Students and others who suffer from FAS, or who are helping someone else to cope with FAS can benefit greatly from professional help which may include family counseling, addiction counseling, social training, teacher training, etc.
The following websites contain a wealth of information:
Fetal Alcohol Spectrum Disorders, Center for Excellence Website, retrieved from http://fasdcenter.samhsa.gov/ on December 7, 2013.
Mayo Clinic Website, retrieved from http://www.mayoclinic.com/health/fetal-alcohol-syndrome on December 7, 2013.
NOFAS Website, retrieved from http://www.nofas.org/ on December 7, 2013.
FASD Education Strategies, retrieved from http://www.usd.edu/medical-school/center-for-disabilities/upload/fasdeducationalstrategies.pdf on December 7, 2013.
Management/Inclusion Strategies for Students with FAS in the Classroom
Students with FAS may benefit greatly from:
Establishing daily routines
Enforcing simple rules and limits
Positive reinforcement for appropriate behavior
Teaching/practicing skills for daily living
Helping FAS students to identify if/when they are being taken advantage of.
Classroom Modifications that may aid inclusion:
Reduce auditory and visual distractions
Keep a consistent seating assignment (but do not place student at back of the classroom)
Provide a quiet and uncluttered area for student to work
Allow for group work, but minimize clutter and over stimulation.