Fetal alcohol spectrum disorders (FASD) refer to conditions caused by prenatal alcohol exposure, ranging from fetal alcohol syndrome to alcohol-related neurodevelopmental disorders. Prenatal alcohol exposure can cause intellectual delays, physical abnormalities, and behavioral and learning difficulties. Children with FASD may have problems with memory, attention, communication, social skills, and executive functioning. Educators must provide structure, routines, repetition and external motivation to support learning and prevent secondary issues from developing. With the right accommodations, students with FASD can succeed academically and socially.
Children with disabilities: concept of disability, definitions, categories, causes, rights, health and community care, prevention, community-based rehabilitation.
The slide content for the seminar done by Group 1, UM Masters in Public Health 2017/2018 students entitled, People With Special Needs: Children With Disability.
Disclaimer
All of the information is mainly for educational purposes.
Youtube link for the presentation:
https://youtu.be/U-B6AwjVKeU
Children with disabilities: concept of disability, definitions, categories, causes, rights, health and community care, prevention, community-based rehabilitation.
The slide content for the seminar done by Group 1, UM Masters in Public Health 2017/2018 students entitled, People With Special Needs: Children With Disability.
Disclaimer
All of the information is mainly for educational purposes.
Youtube link for the presentation:
https://youtu.be/U-B6AwjVKeU
Topic 2 - ADHD and Hyperkinetic Disorder 2010Simon Bignell
Autism, Asperger's and ADHD.
Lecture 2.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
i am just trying to essay child related psychiatric problems in community. At child age there have many problems and its converted into changing behavior of child towards the community. so the child problem its create the child behavior.
Topic 2 - ADHD and Hyperkinetic Disorder 2010Simon Bignell
Autism, Asperger's and ADHD.
Lecture 2.
The views expressed in this presentation are those of the individual Simon Bignell and not University of Derby.
i am just trying to essay child related psychiatric problems in community. At child age there have many problems and its converted into changing behavior of child towards the community. so the child problem its create the child behavior.
Irit Bar Netzer: Children with Fetal Alcohol Syndrome in Adoptive and Foster ...Beitissie1
The lecture focuses on the great importance of clinical and therapeutic intervention in improving behaviors, parent-child relationships and more, in Fetal Alcohol Syndrome cases.
Irit Bar Netzer: Children with Fetal Alcohol Syndrome in Adoptive and Foster ...Beitissie1
The lecture focuses on the great importance of clinical and therapeutic intervention in improving behaviors, parent-child relationships and more, in Fetal Alcohol Syndrome cases.
ADHD is a neurodevelopmental disorder defined by impairing levels.docxaryan532920
ADHD is a neurodevelopmental disorder defined by impairing levels of inattention, disorganization, and/or hyperactivity-impulsivity. Inattention and disorganization entail inability to stay on task, seeming not to listen, and losing materials, at levels that are inconsistent with age or developmental level. Hyperactivity-impulsivity entails overactivity, fidgeting, inability to stay seated, intruding into other people’s activities, and inability to wait—symptoms that are excessive for age or developmental level. In childhood, ADHD frequently overlaps with disorders that are often considered to be “externalizing disorders,” such as oppositional defiant disorder and conduct disorder. ADHD often persists into adulthood, with resultant impairments of social, academic and occupational functioning.
The neurodevelopmental motor disorders include developmental coordination disorder, stereotypic movement disorder, and tic disorders. Developmental coordination disorder is characterized by deficits in the acquisition and execution of coordinated motor skills and is manifested by clumsiness and slowness or inaccuracy of performance of motor skills that cause interference with activities of daily living. Stereotypic movement disorder is diagnosed when an individual has repetitive, seemingly driven, and apparently purposeless motor behaviors, such as hand flapping, body rocking, head banging, self-biting, or hitting. The movements interfere with social, academic, or other activities. If the behaviors cause self-injury, this should be specified as part of the diagnostic description. Tic disorders are characterized by the presence of motor or vocal tics, which are sudden, rapid, recurrent, nonrhythmic, stereotyped motor movements or vocalizations. The duration, presumed etiology, and clinical presentation define the specific tic disorder that is diagnosed: Tourette’s disorder, persistent (chronic) motor or vocal tic disorder, provisional tic disorder, other specified tic disorder, and unspecified tic disorder. Tourette’s disorder is diagnosed when the individual has multiple motor and vocal tics that have been present for at least 1 year and that have a waxing-waning symptom course.
Specific learning disorder, as the name implies, is diagnosed when there are specific deficits in an individual’s ability to perceive or process information efficiently and accurately. This neurodevelopmental disorder first manifests during the years of formal schooling and is characterized by persistent and impairing difficulties with learning foundational academic skills in reading, writing, and/or math. The individual’s performance of the affected academic skills is well below average for age, or acceptable performance levels are achieved only with extraordinary effort. Specific learning disorder may occur in individuals identified as intellectually gifted and manifest only when the learning demands or assessment procedures (e.g., timed tests) pose barriers that cannot be ov ...
Support for Participants who have a Child with Truancy or Behavioural Problem...The Pathway Group
Participants who have a Child with Truancy or Behavioural Problems at School is part of the Supporting Families, Pathway2work activities which help families to connect and work through problems together.
If you would like more information about the services that Pathway2work: Supporting Families does please call: 0121 707 0550 or e-mail: info@pathwaygroup.co.uk
Developmental delay is the spectrum of problems encompassing delay in the cognitive, social, emotional, sexual and physical developmental skills. This presentation briefs the Cognitive developmental delay
1Running head LEARNING DISORDERS IN CHILDREN13LEARNING DISO.docxRAJU852744
1
Running head: LEARNING DISORDERS IN CHILDREN
13
LEARNING DISORDERS IN CHILDREN
Learning Disorders in Children
3/28/2020
Abstract
Different disorders are suffered by human beings and more so in their childhood. These disorders range from psychological disorders to psychological disorders. Learning disorders are among disorders that can be seen in a child during their stage of development. There are different types of learning disorders, as will be discussed in this paper. This paper tackles each of these disorders differently to offer deep insight into each. For the clear scope of each disorder, this paper covers what causes each of these disorders, probable signs and symptoms, treatment, and the role of patients towards the management of each disorder.
Keywords:
Write the Title of the Paper Here Again
History of learning disorders
The history of learning disorders among children dates to the 1860s, although the concept had to wait a century later for its proper development. After this century was over, the concept started popping up, and it was clearer how people understand it differently from the past decade. It was in 1960 when educators and doctors started realizing that there was a challenge of learning among children, and they started to act. The development and acknowledgment of this disorder were done from 1960 up to 1980, and this is where another trend was realized concerning learning disabilities. However, there were inclusion classes that were developed in this time frame because people had not yet gained relevant insight on how to help such children. Between the 1980s to 1990s, measures were being developed on how to help those children who might be suffering from learning disorders. The development was very well impacted and entirely reviewed, and in the early 1990s, the IDEA was developed to stand for the educational rights of children with disabilities. To study the different learning challenges among children, the concept of science was brought in from 2000 up to present. This has been necessary because it has enabled studying different types of learning disorders among children and, consequently, how each can be addressed (last name of author, year of publication).
Types of learning disorders Comment by itorres: Centered, boldfaced, and capitalize the L and the D
There are different learning disorders, but there are some which are common among children. This does not, however, mean that for the uncommon disorders, they have left to chances. No, every disorder must be attended to for the learning rights of students to be met. Some of these common disorders are:
Dyslexia Comment by itorres: Left aligned like this and in bold.
Scope and causes Comment by itorres: In this same margin, boldfaced and capitalize the C
This is perhaps the most common type of earning disorder and is suffered by children who have difficulties in their sight, and their intelligence is challenged. For children who have poor eyes.
1Running head LEARNING DISORDERS IN CHILDREN13LEARNING DISO.docxaulasnilda
1
Running head: LEARNING DISORDERS IN CHILDREN
13
LEARNING DISORDERS IN CHILDREN
Learning Disorders in Children
3/28/2020
Abstract
Different disorders are suffered by human beings and more so in their childhood. These disorders range from psychological disorders to psychological disorders. Learning disorders are among disorders that can be seen in a child during their stage of development. There are different types of learning disorders, as will be discussed in this paper. This paper tackles each of these disorders differently to offer deep insight into each. For the clear scope of each disorder, this paper covers what causes each of these disorders, probable signs and symptoms, treatment, and the role of patients towards the management of each disorder.
Keywords:
Write the Title of the Paper Here Again
History of learning disorders
The history of learning disorders among children dates to the 1860s, although the concept had to wait a century later for its proper development. After this century was over, the concept started popping up, and it was clearer how people understand it differently from the past decade. It was in 1960 when educators and doctors started realizing that there was a challenge of learning among children, and they started to act. The development and acknowledgment of this disorder were done from 1960 up to 1980, and this is where another trend was realized concerning learning disabilities. However, there were inclusion classes that were developed in this time frame because people had not yet gained relevant insight on how to help such children. Between the 1980s to 1990s, measures were being developed on how to help those children who might be suffering from learning disorders. The development was very well impacted and entirely reviewed, and in the early 1990s, the IDEA was developed to stand for the educational rights of children with disabilities. To study the different learning challenges among children, the concept of science was brought in from 2000 up to present. This has been necessary because it has enabled studying different types of learning disorders among children and, consequently, how each can be addressed (last name of author, year of publication).
Types of learning disorders Comment by itorres: Centered, boldfaced, and capitalize the L and the D
There are different learning disorders, but there are some which are common among children. This does not, however, mean that for the uncommon disorders, they have left to chances. No, every disorder must be attended to for the learning rights of students to be met. Some of these common disorders are:
Dyslexia Comment by itorres: Left aligned like this and in bold.
Scope and causes Comment by itorres: In this same margin, boldfaced and capitalize the C
This is perhaps the most common type of earning disorder and is suffered by children who have difficulties in their sight, and their intelligence is challenged. For children who have poor eyes ...
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
- Video recording of this lecture in Arabic language: https://youtu.be/Ve4P0COk9OI
- Link to download the book free: https://nephrotube.blogspot.com/p/nephrotube-nephrology-books.html
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Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
New Drug Discovery and Development .....NEHA GUPTA
The "New Drug Discovery and Development" process involves the identification, design, testing, and manufacturing of novel pharmaceutical compounds with the aim of introducing new and improved treatments for various medical conditions. This comprehensive endeavor encompasses various stages, including target identification, preclinical studies, clinical trials, regulatory approval, and post-market surveillance. It involves multidisciplinary collaboration among scientists, researchers, clinicians, regulatory experts, and pharmaceutical companies to bring innovative therapies to market and address unmet medical needs.
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
How to Give Better Lectures: Some Tips for Doctors
Drinking it in
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2. Mother’s ruin
Dealing with the devastating
effects of fetal alcohol
spectrum disorders
Aspies on
the edge
The pain of growing
up with Asperger’s
The
outsider
Spotting the signs
of dyspraxia
BESD • adoption • choosing the right school • SEN publishers
parent communities • autism • dyslexia • truancy • safeguarding
school visits • SEN news, CPD, events and much more...
September • October 2012
Issue 60
3. 80
SENISSUE60 www.senmagazine.co.uk
F
etalalcoholspectrumdisorders
(FASD) is an educational
term which recognises the
range of effects resulting
from maternal alcohol consumption.
The medical diagnoses within the
spectrum include the most recognised
part of the spectrum, fetal alcohol
syndrome (FAS), as well as problems
with behaviour and the brain with no
obvious external signs, when alcohol
related neurodevelopmental disorders
(ARND) may be diagnosed (British
Medical Association, 2007). Also
included in the spectrum are alcohol
related birth defects (ARBD) and partial
fetal alcohol syndrome (pFAS).
Prenatal exposure to alcohol can
lead to intellectual and developmental
delays and differences which impact
on children's learning in all areas of
the curriculum and require a particular
teaching approach and learning
environment. Possible physical
disabilities include facial differences
(see figure 1), growth deficiencies,
major organ damage, and skeletal
damage, as well as hearing and vision
impairments. Damage to the brain
(central nervous system damage) results
in developmental disabilities, which can
include general learning difficulties,
communication delays/disorders,
behavioural, social and emotional
difficulties, and sensory difficulties
(Mattson and Riley, 1997). The severity
and type of fetal damage caused by
maternal alcohol use depends on a
variety of factors including:
• level and duration of drinking
• pattern of drinking
• timing of alcohol used (stage of
fetal development)
• blood alcohol level
• genetic influences
• maternal age and health –
physiological effects
• use of other teratogens (poly-
substance use and abuse)
• postnatal factors (such as
caregiver/child interactions and
home environment).
There is no period during pregnancy
at which alcohol can be drunk without
risk to the developing foetus, although
there are sensitive periods for particular
organs. The central nervous system
(brain and spinal cord) are vulnerable
throughout pregnancy (see figure 2).
Diagnosis and prevalence
Children and young people with FASD
may account for as many as one
in 100 children (Autti-Ramo, 2002)
with difficulties ranging from mild
to profound. This means that some
children with FASD will have needs that
are evident at birth, easily diagnosed
and recognisable by educators as
in need of support. However, other
children with FASD will have hidden
needs, making the educator’s role
more challenging. In addition, under-
diagnosis (sometimes referred to as
misdiagnosis), when conditions such
Drinking it in
What are fetal alcohol spectrum disorders and how can educators help combat the potentially
devastating effects they can have on a child’s life? Carolyn Blackburn explains all
fetal alcohol spectrum disorders
Prenatal exposure
to alcohol can lead
to intellectual and
developmental delays
Figure 1. Characteristic facial features in a child with fetal alcohol syndrome. These includes a
smooth philtrum, thin upper lip, and small palpebral fissures. Other associated features may include
an upturned nose, underdeveloped ears, flat nasal bridge and midface, epicanthal folds and small
head circumference (source: Darryl Leja, www.nih.gov).
4. 81
SENISSUE60www.senmaGAZINE.co.uk
as autistic spectrum disorder or ADHD
are diagnosed instead of FASD, can
mean that children are presented with
a curriculum or intervention which is
only partially suitable for their needs. In
some cases, children are misunderstood
and labelled as wilful, non-compliant
and oppositional. It is not uncommon
for children to be diagnosed with
oppositional defiant disorder (ODD) as
a result of this misunderstanding, when
in fact children lack either the ability to
understand instructions and requests
or remember them for sufficiently long
periods to complete them.
Implications for development
The impact of FASD on children’s
development changes over time
as children mature. If FASD is not
recognised in early childhood, difficulties
for children increase as they progress
through the education system, resulting
in so called secondary disabilities such
as poor mental health, disrupted school
and ultimately criminal activity. Primary
difficulties are as follows:
Developmental difficulties:
• significant delays in achieving
developmental milestones such as
toileting and hygiene skills, in some
cases beyond the primary years.
Medical difficulties:
• medical and health related
difficulties, including organ
damage, poor sleep patterns,
eating and dietary difficulties,
small stature, vision and
hearing impairments.
Learning difficulties:
• understanding cause and effect
• speech language and
communication delays/
disorders including verbosity,
poor understanding, poor social
cognition and communication
skills and a difficulty using
sophisticated language in
social contexts
• cognitive difficulties, including
poor short-term memory, and
poor concentration
• difficulties in understanding
mathematical concepts, such as
time, and understanding money
• frontal lobe damage to the
brain which is associated with
FASD. This results in impaired
executive functioning leading to
deficits, such as impaired ability
to organise, plan, understand
consequences, maintain and
shift attention, and process and
memorise data. This has an
impact on independence in a
range of situations. Executive
functioning impacts on daily
living skills.
Behavioural difficulties:
• behavioural difficulties, including
hyperactivity, inattention,
aggression, obsessions with
people and objects, and agitation,
can cause anxiety and frustration
for children and young people as
well as parents and educators.
These difficulties, whilst often
seen as behavioural issues,
can also be related to sensory
processing disorders requiring
occupational therapy input.
Social difficulties:
• difficulties acquiring appropriate
social and emotional skills,
which impact on relationships,
friendships, and any activity
which requires an understanding
of the state of mind of others and
predicting how this might affect
their actions
• understanding boundaries.
Children and young people
can be frustrated by their
own behaviour, but seemingly
unable to control it, leading to
challenges in self-esteem and
peer relationships.
>>
fetal alcohol spectrum disorders
Figure 2. Critical periods of fetal development (source: Blackburn, Carpenter and Egerton, 2012).
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SENISSUE60 www.senmagazine.co.uk
Emotional difficulties:
• the need to rely on external
prompts from adults can result in
low self-esteem and frustration
• children and young people can
begin to identify the differences
between themselves and peers
even in special school settings,
again resulting in low self-esteem.
• As stated above, secondary
disabilities, such as mental health
problems, disrupted school
experience, trouble with the
law, confinement, inappropriate
sexual behaviour, problems
with independent living and
employment can result from a
lack of identification and support
when children are at primary age.
Implications for learning
It is a necessity for these children and
young people that there is extrinsic
motivation to learn or complete skills
and tasks such as life skills and hygiene
routines and school based tasks,
particularly in secondary aged children.
This requires repetitive reminders and
re-focussing from adults. The amount
of time children spend engaged in
learning tasks within the classroom in
secondary-aged students can be as
low as 40 per cent. In addition, social
communication difficulties mean that
inappropriate interactions with others
can leave children with FASD vulnerable
to bullying and other forms of abuse,
or they may intimidate others with their
over friendly or over-powering behaviour.
Challenges and
opportunities for inclusion
In a typical classroom, children with
FASD present educators with the
following challenges: hyperactivity, short
attention span, erratic mood swings,
poor memory, lack of social skills,
auditory/vocal processing difficulties,
visual sequencing problems, sensory
integration difficulties (particularly lack
of coordination), poor retention of task
instruction, and numeracy/mathematical
difficulties (Carpenter, 2011).
Children and young people with FASD
have particular strengths of a practical
nature. Many are articulate and have
engaging personalities. They enjoy being
with other people. Although they have
working/short-term memory difficulties,
rote learning and long-term memory
can be strengths. Many children with
FASD have learning strengths around
literacy and practical subjects, such
as art, performing arts, sport and ICT,
although they often have difficulties with
comprehension.
These strengths will become the
foundations on which to develop
personalised curricula, to encourage
and develop further strengths, and to
build emotional resilience. However,
the difficulties described above persist
throughout life and impact on daily living
skills, peer and family relationships and
employment prospects. Children with
FASD benefit from a particular learning
environment and teaching strategies
which are now evidence-based both
internationally and in the UK (see
Clarren, 2004; Kleinfeld and Westcott,
1993; Carpenter, 2011; Blackburn et
al., 2012).
As discussed above, children with
FASD can be hyperactive and inattentive,
resulting in low levels of engagement
with school-based tasks and activities.
Often this can be associated with
sensory processing difficulties and can
be supported by a number of strategies
(see boxed out section on the right).
Children with FASD will benefit from
consistency of language between home
and school, emphasising the need for
schools to collaborate closely with
families to ensure children’s wellbeing
and ability to predict outcomes resulting
from their behaviour. Attention to
friendships and peer relationships
is important to improve children’s
emotional resilience; nurture groups
have been found to be particularly
successful in this respect.
Figure 3. The developmental and learning profile of a 13-year-old diagnosed with FASD (based on
data from a child assessment by Dr R. Mukherjee, Surrey and Borders NHS Trust, National Specialist
FASD Behavioural Clinic, 2010). Previous diagnoses from other professionals include: reactive
attachment disorder, ASD, ADHD, anxiety disorder and ODD.
Some children with FASD
will have hidden needs,
making the educator’s
role more challenging
fetal alcohol spectrum disorders
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SENISSUE60www.senmaGAZINE.co.uk
Many children with
FASD have learning
strengths around literacy
and practical subjects
Inappropriate interaction with other
(sometimes younger) children can result
in police custody and some children
may need one to one supervision to
keep themselves and others safe.
Extreme impulsivity may imply two to
one adult supervision and ongoing risk
assessment in lessons such as science
where equipment has the potential
for harm when the risks are not well
understood by students.
Support into adulthood
Those with FASD will continue to need
provision and support throughout their
adult life, which ideally would include:
• ongoing multi-disciplinary
assessment leading to
appropriate and sensitive support
packages
• a commitment to maximising
appropriate levels of
independence
• the provision of supported/
sheltered living accommodation
with access to assistance with
daily living skills
• supported work and leisure
opportunities.
Conclusion
Without appropriate diagnosis and
effective and appropriate support
and education, children with FASD
will experience social and emotional
vulnerability leaving them at risk from
developing secondary disabilities.
Educators are ideal advocates for
children and families with FASD. It is
crucial, therefore, that they familiarise
themselves with the nature of the
condition and understand the diverse
and complex needs which are a feature
of the spectrum of effects resulting from
prenatal exposure to alcohol.
Further information
Carolyn Blackburn is a member
of the early childhood research
group at Birmingham City
University. She was the project
lead for projects investigating
the educational implications of
FASD in the UK and she is co-
author, with Barry Carpenter and
Jo Egerton, of the first UK text
on the education of children and
young people with FASD (see
References).
Resources to assist educators
with inquiry based reflective
approaches to teaching, including
observation and engagement
focussed intervention tools, can
be found at:
http://complexld.ssatrust.org.uk
Symptoms of FASD and
resulting behaviour:
• inattentiveness/hyperactivity
• sensory processing difficulties
• emotional outbursts/
aggression
• poor memory/organisation
skills
• dysfunctional social skills
(overfriendly/overpowering)
• information processing
difficulties
• poor understanding and
retention of task instruction
• difficulty with sequencing
events
• difficulty with abstract
concepts
• receptive language difficulties
• poor understanding of cause
and effect.
Reducing behaviour
issues in the classroom
By applying the following to the
learning environment and teaching
approaches, behaviour problems
can be reduced:
• provide a calm ordered
learning environment
• ensure frequent breaks with
physical movement to aid
sensory seeking and calming
behaviour
• ensure predictability and
routine to avoid anxiety
• support social and emotional
development with social
stories, scripting and role-play
• break instructions down into
small steps
• provide visual support to
reinforce auditory input
• demonstrate tasks and
reinforce with concrete
resources
• allow more processing and
thinking time and expect to
have to repeat instructions,
tasks and learning objectives
• plan for strengths, which tend
to be practical.
References
Autti-Ramo, I. (2002) Fetal alcohol syndrome: a
multifaceted condition, Developmental Medicine
& Child Neurology, 44: 141–144.
Blackburn, C., Carpenter, B., and Egerton, J.
(2012) Educating children and young people with
Fetal Alcohol Spectrum Disorders: Constructing
Personalised Pathways to Learning. London:
Routledge.
Blackburn, C. (2010) Facing the Challenge and
Shaping the Future for Primary and Secondary Aged
Students with Fetal Alcohol Spectrum Disorders
(FAS-eD Project). London: National Organisation
on Fetal Alcohol Syndrome (UK).
BMA (British Medical Association) (2007) Fetal
Alcohol Spectrum Disorders: A Guide for Healthcare
Professionals. London: British Medical Association.
Carpenter, B. (2011) Pedagogically bereft! Improving
learning outcomes for children with Fetal Alcohol
Spectrum Disorders, British Journal of Special
Education, 38 (1): 37-43.
Carpenter, B., Egerton, J., Brooks, T., Cockbill,
B., Fotheringham, J., and Rawson, H. (2011) The
Complex Learning Difficulties and Disabilities
Research Project: Developing Meaningful Pathways
to Personalised Learning Final Report. London:
Specialist Schools and Academies Trust (SSAT).
Clarren, S.G.B. (2004) Teaching Students with Fetal
Alcohol Spectrum Disorder: Building Strengths,
Creating Hope. Edmonton, Canada: Alberta
Learning.
Jonsson, E., Dennett, L., and Littlejohn, G. (eds)
(2009) Fetal Alcohol Spectrum Disorder (FASD):
Across the Lifespan (Proceedings from an IHE
Consensus Development Conference 2009).
Alberta, Canada: Institute of Health Economics.
Kleinfeld, J. and Wescott, S. (eds) (1993) Fantastic
Antone Succeeds! Experiences in Educating
Children with Fetal Alcohol Syndrome. Fairbanks:
University of Alaska Press.
Mattson, S.N. and Riley, E.P. (1997) Neurobehavioural
and neuroanatomical effects of heavy prenatal
exposure to alcohol, in Streissguth, A. and Kanter,
J. (eds) The Challenge of Fetal Alcohol Symdrome
Overcoming Secondary Disabilities. Seattle:
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