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.htm10

FASD: Facial Features

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FASD: Diagnostic categories

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Who’s at Risk?

Everyone!

FASD is an equal opportunity disability.

Dr. Sterling Clarren

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Neurons

Cell body

Axons

Myelin sheath

Dendrites

Synapses

Neurotransmitters

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Neuron

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What Did Your Brain Have To Do?

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Brain Activity slideTwo 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_research_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.cerebralpalsychildren.com/CPFetal.html

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9. Primary Motor Cortex10. Supplementary Motor Area11. Premotor Cortex Area12. Cingulate Motor Cortex13. Wernicke’s Area14. Supramarginal and Angular

Gyri15. Broca’s 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 hipsDo 2 small jumpsTurn around 2 timesSay hello to your neighborSit 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: 15Developmental Age

Expressive Language------------9Receptive Language-------------9Writing----------------------------8Reading (decoding) ability-----------------11Comprehension ------------------------------11(spoken/written)Physical maturity------------------------------------------------15 Emotional maturity----------------9Social skills--------------------------9 Money, time concepts------------9Living skills---------------------------------10Fine motor--------------------------------------11Gross motor--------------------------------------------------14___________________________________________________________0 5 10 15 20

Adapted from D. Malbin (1999) and FAS/E Support Network of BC

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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)30

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

• Won’t Do to Can’t 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?

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