Powerpoint upload for Teaching and Learning

1. "Now I know that I am not
responsible for getting fetal
alcohol syndrome, but I have
to learn to live with it. I think
Fetal Alcohol
life is hard...but I can't quit.”
-Liz Kulp, "The Best I Can Be: Living Syndrome (FAS)
With Fetal Alcohol Syndrome/Effects"- By Deborah Brauer

2. Definition of Fetal Alcohol
Syndrome:
 Fetal Alcohol Syndrome (FAS) falls under
the umbrella term of Fetal Alcohol
Spectrum Disorders (FASD)
 Because of the high rate of multiple
disorders co-existing with Fetal Alcohol
Syndrome, FAS is not listed under the
Individuals with Disabilities Education Act
(IDEA) specifically, but is covered under
the "other health impairment" section of
IDEA.

3. According to the US Department of Health and Human
Services and the Substance Abuse and Mental Health
Services Administration (SAMHSA) Fetal Alcohol
Syndrome is defined by four major components:
 1. A characteristic  3. Brain damage, such
pattern of facial as a small skull at birth,
abnormalities structural defects, and
(including small eye neurological signs,
including impaired fine
openings, an indistinct motor skills, poor hand-
or flat philtrum, and a eye coordination, and
thin upper lip) tremors
 2. Growth deficiencies,  4. Maternal alcohol use
including low birth during pregnancy
weight
“Fetal Alcohol Syndrome is the most severe disorder under the FASD
umbrella, and accounts for 25% of all alcohol effect disorders.” -
National Organization on Fetal Alcohol Syndrome

4. Causes of Fetal Alcohol
Syndrome:
 Fetal Alcohol Syndrome is caused by maternal
consumption of alcohol and is the leading preventable
cause of intellectual disabilities (Education Consortium).
 Fetal Alcohol Syndrome is 100% preventable.
 Effects of maternal alcohol consumption have been
linked to "sensitive" or "critical" periods in prenatal
development. The resulting characteristics of maternal
alcohol consumption can be extremely varied because
different areas of development will be effected by
alcohol at the different stages of fetal growth (Rice,
Deborah, and Barone, Stan, Environmental and Health
Perspectives).

5. Characteristics of Fetal Alcohol Syndrome:
Fetal Alcohol Syndrome has a high rate of comorbidity with
other disabilities. Common comorbidities include:
 -40% ADHD  -30% sensory
 -15-20% mental impairment
retardation (or  -4% cerebral palsy
intellectual  -30% speech and
disabilities) language disorders
 -25% learning
disabilities
Burd, L, Cotsonas-Hassler, Tania M. et al. “"Recognition and
Management of Fetal Alcohol Syndrome." Neurotoxicology and
Teratology

6. Primary characteristics of prenatal alcohol
exposure can include:
 -Facial Dysmorphia  -Epilepsy
 -Height and weight deficiencies  -Impaired vision
 -Mental retardation  -Serious maxilo-facial deformities
 -Developmental delay  -Cleft palate
 -Developmental speech and
language disorders  -Dental abnormalities
 -Developmental coordination  -Sensory integration problems
disorder  -Hyper sensitivity to environmental
 -Tremors stimuli
 -Autistic traits  -Night terrors
 -Tourette's traits  -Sleep disorders
 -Deafness  -Echolalia
 -Central auditory processing  -Sociopathic behavior
disorder
 -Impaired emotional ability (lack of
 -Impaired intellectual functioning
empathy)
 -Impaired memory
 -Difficulty with impulse control
 - ADD/ADHD
 -Cerebral Palsy  -Rigidity
 Complex seizure disorder  -Tight hamstrings

7. Secondary disabilities can occur in the child with Fetal Alcohol Syndrome if the
primary disabilities are not properly addressed.
Secondary disabilities span across several areas and can
include:
 Education:  Independence:
 -Learning difficulties  -Social problems
 -Misbehavior  -Poor peer choices
 -Difficulty establishing peer  -Addiction:
relationships  -Behavioral problems
 -Truancy  -Reactive outbursts
 -Chronic employment issues
 Mental Health:
 -Poverty/Homelessness
 -Depression
 Sexuality:
 -Anxiety  -Promiscuity
 -Attachment difficulties  -Early pregnancy
 -Eating disorders  -Prostitution
 -Hallucinations
-Kulp, Liz and Jodee “The Best I Can Be”, 7
 -Suicide risk

8. How is Fetal Alcohol Syndrome
Diagnosed?
 Mostpeople who have Fetal Alcohol
Syndrome are diagnosed in early
childhood.
 One primary identifier is the presence of
facial deformities.

9. An official diagnosis of Fetal
Alcohol Syndrome requires three
findings:
 1. Three specific facial abnormalities
 2. Growth deficits
 3. Central nervous system abnormalities
 Doctors have difficulty diagnosing FAS in some
situations because of high comorbidity rates,
especially in cases when physicians do not have
much information about the individual's birth
mother.
(Cordero, Floyd, and Gerberding, vi-vii, cdc.gov)

10. Parent and Family
Perspectives:
"Both the mother and the child are
victims of alcohol. The biological mother Liz and Jodee Kulp (Liz has Fetal Alcohol
Syndrome)
did not knowingly harm the FASD child.
As the adoptive, foster or biological mother
you must move beond the shame, guilt or
anger in order to help your child and
yourself.“-FASD mom (Kulp, Liz and
Jodee, 4)

11. Many parents of children with FAS mention concerns about
how their children are treated by other children, and how
their children will adjust as they grow older, and express
frustration and concern regarding their children’s limitations:
 Concerning home education, one mother of a
child with Fetal Alcohol Syndrome wrote:
 "There were many missing pieces-teaching her
was very, very difficult. It was like filling a
bucket full of holes. As fast as the
information went in, it seemed to pour out.“
- Jodee Kulp, FAS mom

12. Iyal's story:

13. Recommended Educational
Practices for Students with FAS in
the classroom:
 1. Give one direction at a time:
 -Keep instructions uncomplicated and clear, break
down instructions into steps, rather than giving an entire
task and expecting the student to break it down into
steps on his own.
 2. Reteach:
 Keep directions simple, break down lessons/activities
into smaller pieces if necessary.
 -use repetition and consistency
 -make sure you relate lessons to each other (build on
learning)

14. Recommended Educational Practices
(Cont’d):
 3. Focus on student's strengths and encourage positive
peer interactions:
 -watch student's relationships with peers
 -provide opportunities for student to further develop
social skills
 4. Create a stable environment with consistent rules and
expectations:
 -Use positive feedback
 -Talk about what the students with FAS are doing right,
rather than focusing on what they don't do very well
 -Make sure the classroom decor, sounds and lighting do
not overstimulate your students

15. Educational Practices:
 5. Provide tactile examples of what you are teaching:
 -Give the student with FAS something he can touch,
handle, and connect with the concepts of the lesson
 -Multiple sensory input will help the student better
process and integrate new information
Note: Classroom methods used for students with FAS can be
easily adapted for students with other disabilities because of
the high comorbidity rate in students with Fetal Alcohol
Syndrome.
(Kulp, 82, Watson, Sue "Fetal Alcohol Syndrome," Blaschke, Maltaverne,
Struck, Fetal Alcohol Spectrum Disorders Education Strategies, 41 )

16. Activities:
 In an example lesson for students with FAS,
educational practices should include hands-on
tactile learning and peer interaction.
A lesson on Canadian Geography, for
example could include activities such
as the following:

17. Activity One:
-The instructor divides students into pairs and gives each pair an
object or picture of an object (like this photo of an early
Bombadiere snow machine from Manitoba) that has cultural
significance to a specific province. The pair of students must
listen to the lesson in order to understand what their object's
significance. Once the lesson is given, each pair will be called
upon to explain their object to the rest of the class.

18. Activity Two:
-The instructor divides
students into groups, and
gives each group a large
map (made from poster
board or styrofoam www.trailcanada.com
board)of the Canadian
provinces and territories. The student's objectives in this
Each student is given a exercise are to complete the
few pieces and then the map within the time limit and
whole class begins work successfully with his
assembling the puzzles at peers to finish the project.
the same time.

19. CITATIONS:
 US Department of Health and Human Services and the Substance Abuse and Mental Health Services Administration
(SAMHSA). "The Language of Fetal Alcohol Syndrome Disorders." Web. Accessed 24 November, 2012.
http://www.fasdcenter.samhsa.gov/documents/WYNKLanguageFASD2.pdf
 National Organization on Fetal Alcohol Syndrome. Web. Accessed 24 November, 2012.
http://www.nofas.org/faqs/what-is-fetal-alcohol-syndrome-fas/
 Rice, Deborah and Barone, Stan Jr. "Critical Periods of Vulnerability for the Developing Nervous System: Evidence From
Humans and Animal Models." Environmental and Health Perspectives. Vol. 108, Supplement 3. 526. Jue 2000. Print.
http://www.ncbi.nlm.nih.gov.ezproxy.library.und.edu/pmc/articles/PMC1637807/pdf/envhper00312-0143.pdf
 "Fetal Alcohol Syndrome" TCHP Education Consortium. Web. December 2000. http://www.acbr.com/fas/FASbook2.pdf
 Burd, L, Cotsonas-Hassler, Tania M. et al. "Recognition and management of fetal alcohol syndrome." Elsevier Inc.
Neurotoxicology and Teratology 25 .2003. 681–688. Web. http://www.onesci.com/journals/science_journal_17.pdf
 Kulp, Liz and Kulp, Jodee. "The Best I Can Be: Living with Fetal Alcohol Syndrome or Effects." Better Endings New
Beginnings. 1-83. February, 2001. Print.
 Blaschke, Kristen, Maltaverne, Marcia and Struck, Judy. "Fetal Alcohol Spectrum Disorders Educational Practices."
Center for Disabilities, Sanford School of Medicine of The University of South Dakota. p 41. 2009. Web. Accessed 25
November, 2012. http://www.usd.edu/medical-school/center-fordisabilities/upload/fasdeducationalstrategies.pdf
 Liz and Jodee Kulp, image: http://www.betterendings.org/LibertyRidgeMedia/BestICanBe.htm
 Cordero, Floyd, and Gerberding. "Fetal Alcohol Syndrome: Guidelines for Referral and Diagnosis." National Center on
Birth Defects and Developmental Disabilities. vi-vii. Web. May, 2005. Accessed 24 November, 2012.
http://www.cdc.gov/ncbddd/fasd/documents/fas_guidelines_accessible.pdf