From astley correspondence2
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A study examined 160 children and ranked their central nervous system functioning on a scale of 1 to 3, with 1 being normal functioning. For children ranked 1, 70% had no diagnosis of fetal alcohol spectrum disorder, while that percentage decreased significantly as the CNS ranking increased, with all children ranked 15-19 receiving a diagnosis. The document questions how children with a CNS ranking of 1 could merit a diagnosis of fetal alcohol spectrum disorder.
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Susan Astley responds to a study that concluded light prenatal alcohol exposure of 1-2 drinks per week does not increase risks of cognitive and behavioral deficits in children aged 0-3. She provides statistics from her clinic showing the percentage of children with fetal alcohol spectrum disorder diagnoses showing severe central nervous system impairment increases dramatically with age. Even children with full fetal alcohol syndrome can appear normal under age 3, but many experience severe dysfunction later. She argues the long-term effects of even light prenatal alcohol exposure on brain development in young children remain unclear.
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3. Adolescence involves ongoing synaptic pruning and myelination in brain regions involved in higher-order thinking, which may help explain some dips in cognitive performance during this period.
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Class 5 (Fasd Ppt)
1. Fetal Alcohol Spectrum Disorder (FASD) refers to a group of conditions that can occur in individuals whose mothers drank alcohol during pregnancy. It is not caused by poverty, race, or a person's moral character.
2. FASD affects 2-5% of school-aged children in North America and Europe. It impacts people from all backgrounds.
3. People with FASD can experience growth problems, facial abnormalities, brain damage, and confirmed prenatal alcohol exposure. They may have issues with cognition, adaptation, executive function, memory, communication, attention, and achievement.
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Course Outline
This course outline provides information for an educational studies course titled "Supporting Students with Special Needs: Meaningful Consultation and Collaboration". The course will take place from August 16-20, location Art 183, and is intended for teachers to better communicate with parents, caregivers, and other professionals to support students with special learning needs. Over the course of the week, participants will examine ways to meaningfully involve and consult with parents, learn about relevant policies and legal decisions, and practice skills for collaborating with other professionals through activities like role-playing. The course will be graded on a pass/fail basis based on attendance, participation, three reaction papers, and a final in-class activity involving role-playing a consultation scenario
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The BC Supreme Court ruled that school districts must hire aides with child-specific training for autistic students to meet their duty to accommodate. Specifically, the court found that the Abbotsford School District breached its duty to consult and accommodate a student with autism by failing to provide an aide capable of instructional control. The ruling sets out that school districts must meaningfully consult parents regarding placements and IEPs, accommodate students' home programs, and demonstrate they can ensure instructional control of the child. As there is a lack of training in ABA/IBI techniques, districts may need to hire from students' home therapy teams to fulfill these obligations. This ruling establishes an important precedent around the education rights of students with
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The document discusses the importance of using scientifically-based research in education. It explains that true understandings require seeking information from scientific evidence, not just logic or opinions. It then provides guidelines for teachers to evaluate educational research claims, including whether the research was peer-reviewed, the results were replicated, and a scientific consensus was reached. Finally, it notes that scientific investigation proceeds through stages, and teachers should use the appropriate type of data at each stage, such as case studies to generate hypotheses but not determine cause-and-effect relationships.
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Class 7 (Asd)
This document summarizes the story of Elias, a 9-year-old boy diagnosed with autism. It describes his early development and behaviors indicative of autism like lack of speech, stimming, and difficulty with social interactions. It then outlines his family situation and support services received, including ABA therapy and an aide in school. Finally, it provides background on autism spectrum disorders and strategies for supporting those on the spectrum.
Class 5 (Fasd Ppt)
1. Fetal Alcohol Spectrum Disorder (FASD) refers to a group of conditions that can occur in individuals whose mothers drank alcohol during pregnancy. It is not caused by poverty, race, or a person's moral character.
2. FASD affects 2-5% of school-aged children in North America and Europe. It impacts people from all backgrounds.
3. People with FASD can experience growth problems, facial abnormalities, brain damage, and confirmed prenatal alcohol exposure. They may have issues with cognition, adaptation, executive function, memory, communication, attention, and achievement.
Class 4 (Adhd)
The document describes Bertie, a 5-year-old boy starting kindergarten who was diagnosed with ADHD. Bertie has difficulty paying attention, sits still for short periods, is hyperactive and impulsive. He was unable to manage in a regular preschool program due to his behavior. The document discusses ADHD diagnoses and treatments, including medication and behavioral adaptations that could help Bertie in kindergarten by addressing his inattentiveness, hyperactivity and impulsivity.
Class 3
Nancy is a 9-year old girl starting grade 4 who is struggling with reading and writing skills. She was assessed and found to have an above average intelligence and strong math skills, but reads at a kindergarten level. She has difficulty with spelling, writing sentences, and copying from the blackboard. It is determined that Nancy likely has dyslexia, one of the most commonly identified learning disabilities affecting phonological processing and reading. Her strengths in areas like art can be built upon with supports such as extra time, a quiet work space, and verbal instructions to help her succeed in school.
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The document discusses British Columbia's special education policy and the use of Individual Education Plans (IEPs). It explains that the goal of inclusion is for all students to have equal access to learning opportunities. IEPs must be created for students with special needs and outline adaptations or modifications to meet learning goals. The document outlines the IEP process and who is involved, as well as categories for special needs funding.
Joint Statement On Dyslexia
This document is a joint statement from several organizations regarding learning disabilities, dyslexia, and vision. It finds that while vision problems can interfere with learning, they are not the cause of primary dyslexia or learning disabilities. The statement also finds that eye exercises, behavioral vision therapy, or colored lenses have not been shown to improve educational performance for those with dyslexia or learning disabilities. Early identification and evidence-based educational interventions are recommended to help children with these conditions achieve the best outcomes.
Joint Statement On Dyslexia
This document is a joint statement from several organizations regarding learning disabilities, dyslexia, and vision. It finds that while vision problems can interfere with learning, they are not the cause of primary dyslexia or learning disabilities. The statement also finds that eye exercises, behavioral vision therapy, or colored lenses have not been shown to improve educational performance for those with dyslexia or learning disabilities. Early identification and evidence-based educational interventions are recommended to help children with these conditions achieve the best outcomes.
Resource Worksheet
This document provides information on resources, supports, and considerations for teaching students with a particular exceptionality. It lists useful websites on the topic, along with contact information for local, provincial, and national support agencies. The document also describes the cognitive, learning, behavioral, and physical characteristics of the exceptionality, as well as the professionals involved and possible curricular modifications that could assist students. Additional details on medical, behavioral or other specific needs are included.
IEP Template
This individual education plan outlines the goals and support strategies for a student for the 2010-2011 school year. It includes the student's personal information, strengths and needs across various areas like academics, behavior, and communication. Goals are set in a four column chart to target the student's social-emotional and academic development, along with strategies for teachers and ways to measure the student's progress toward each goal. Support team roles are also identified.
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From astley correspondence2
- 1. From Astley correspondence (sample of 160 /c FAS v PFAS dx) CNS Rank 0-3 4-5 6-10 11-15 15-19 1 (normal) 70% 33% 6% 3% 0% 2 13% 11% 13% 10% 0% 3 17% 56% 82% 86% 100% Total N 46 27 55 29 3 But how do the kids /c CNS rank of 1 merit a FAS v PFAS dx?