Supporting Students with FASD

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Supporting Students with FASD

• Presenters

Date Location
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Agenda

• Welcome/Introductions
• Learning Outcomes
• FASD Foundation
• Break
• Alcohol Effects
• Need for a shift
• Reflections and Connections

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Brain Activity
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Purpose

• To increase understanding of FASD at a basic
  level
• To develop an understanding of how FASD can
  affect learning
• To learn an effective approach to developing
  appropriate accommodations for learners with FASD

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What is FASD? (Session 1)

• To increase knowledge of FASD at a basic level
• To increase understanding of why it is important
  for educators to understand FASD

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FASD What Do You Think You Know But Are Afraid
To ask?
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Fetal Alcohol Spectrum Disorder

• FASD describes a spectrum of disorders caused
  by prenatal exposure to alcohol.

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History

• Biblical (Judges)
• 471 BC - Socrates
• 384 BC - Aristotle
• 1968 - Lemoine (France)
• 1973 - diagnostic criteria for FAS
• 1996 - ARND replaces FAE Streissguth
• 2004 - FASD 4 digit code

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FASD Diagnostic categories
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FAS Facial Features
http//depts.washington.edu/fasdpn/htmls/fas-face.
htm
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FASD Facial Features
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FASD Diagnostic categories
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Whos at Risk?

• Everyone!
• FASD is an equal opportunity disability.
• Dr. Sterling Clarren

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(No Transcript)
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Neurons Cell body Axons Myelin sheath Dendrites Sy
napses Neurotransmitters
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Neuron
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What Did Your Brain Have To Do?
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Brain Activity slide
Two different studies using fMRI to compare the
amount of activity required by the brain to
complete a task (example using working
memory). a- alcohol affected b -
neurotypical http//cnrc.gc.ca/research/m_r_resea
rch_and_development/2_pediatric_Imaging_e.html
a
b
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Known Facts About Alcohol

• No known safe level of alcohol consumption during
  pregnancy
• Alcohol crosses the placenta freely
• No woman sets out to hurt her baby

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Video clip

• FAS When the Children Grow Up
• National Film Board, 2002
• www.nfb.ca

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adapted from http//www.cerebralpals
ychildren.com/CPFetal.html
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9. Primary Motor Cortex 10. Supplementary Motor
Area 11. Premotor Cortex Area 12. Cingulate Motor
Cortex 13. Wernickes Area 14. Supramarginal and
Angular Gyri 15. Brocas Area
1. Dorsolateral Prefrontal Circuit 2.
Orbitofrontal Circuit 3. Anterior Cingulate
Circuit 4. Thalamus 5. Hypothalamus 6.
Hippocampus 7. Amygdala 8. Cingulate Gyrus
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Reading Activity
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Activity

• Stand up
• Put your hands on your hips
• Do 2 small jumps
• Turn around 2 times
• Say hello to your neighbor
• Sit down

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Activity

• staup nq
• bnt yonr left haup ou yonr heaq
• dick np yonr haupont baders
• pow to yonr ueighponr
• blace yonr ben iu yonr qocket
• sit pomu

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Activity

• stand up
• put your left hand on your head
• pick up your handout papers
• bow to your neighbour
• place your pen in your pocket
• sit down

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Example of Uneven Maturation (Dysmaturity)

• Actual Age 15
• Developmental Age
• Expressive Language------------9
• Receptive Language-------------9
• Writing----------------------------8
• Reading (decoding) ability-----------------11
• Comprehension ------------------------------11
• (spoken/written)
• Physical maturity---------------------------------
  ---------------15
  
• Emotional maturity----------------9
• Social skills--------------------------9
• Money, time concepts------------9
• Living skills---------------------------------10
• Fine motor--------------------------------------11
  
• Gross motor---------------------------------------
  -----------14
• __________________________________________________
  _________
• 0 5 10 15 20 Adapted from D.
  Malbin (1999) and FAS/E Support Network of BC

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(No Transcript)
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Every Brain is Different
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Prevalence

• Exact rates are not known and prevalence varies
  from community to community
• Health Canada 9/1000 are affected by FASD
• 2009 3 - 5 - FASD among school children
• (Dr. May)

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Cognitive Functioning

• The average IQ for full FAS is 74 the IQ range
  for full FAS is 20 130.
• (Streissguth et al, 1996).
• The average IQ for FASD is 90.
• But

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Video clip

• Finding Hope (Chapter 1)
• Knowledge Network - 2009
• http//findinghope.knowledge.ca/

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Shift in Thinking

• View FASD as a physical disability
• IS problem to HAS problem
• Wont Do to Cant Do
• Non-compliance to non-competence

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Need for Shift

• De-personalizes difficulties
• Reduces stress and emotion
• Builds a shared framework
• Encourages reflection
• Fosters a proactive approach

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FASD What Do You Think You Know But Are Afraid
To ask?
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Making Connections!
Why is it important for educators to understand
FASD?