Awareness of Students with Diverse Learning Needs,
What the Teacher Needs to Know, Volume 1

Recognizing the Child with Fetal Alcohol Syndrome/Effects

The diagnosis of FAS/E requires the skilled, clinical judgment of a doctor with specialized training in the recognition of birth defects. Observations made by the classroom teacher can lead to an appropriate referral for the early diagnosis of FAS/E, or perhaps another neurological disorder. As FAS/E is a lifelong disability, a diagnosis made at any age can lead to better self-understanding, and an understanding of this student by his family and teachers.

Children with FAS/E are often identified by their teachers, not because of their physical characteristics, but because of their learning and behavioural needs. If FAS/E, or any other neurological disorder is suspected, it should be suggested to the parents that they consult with their family physician to find out if there is a medical reason for their child's difficulties. This needs to be done in a sensitive manner, respectful of the family's situation - whether the child lives with his/her birth, adoptive, or foster family. A comprehensive medical and psychological assessment should be undertaken when follow-up support can also be offered.

While each child with FAS/E is unique, with his or her own strengths and needs, a typical profile of the child with FAS/E can be described using the acronym LLAMA:

• Learning disabilities:
  • Reading disabilities: early reading difficulty, later problems with comprehension.
  • Written language disabilities: spelling, creative writing.
  • Mathematics disabilities: difficulty learning math facts, telling time, solving problems.
  • Difficulty with abstract concepts.
  • Difficulty generalizing information from one situation to another.
• Language delay/disorders:
  • Immature speech/language.
  • Overly "chatty," but with no substance.
  • Difficulty following oral instructions.
  • Slow to process language.
  • Overly concrete or literal in understanding of language. Difficulty with abstract concepts. Misinterprets language messages.
• Attention Deficit/Hyperactivity:
  • Restless and fidgeting.
  • Short attention span and easily distracted in the middle of the task.
  • Easily over stimulated and overwhelmed, leading to outbursts.
  • Impulsive - acts without thinking of possible consequences, doesn't anticipate danger.
• Memory
  • Good long-term memory for past events, but can't remember what happened this morning.
  • Concepts learned one day are forgotten by the next.
  • Established daily routines may be forgotten.
  • Difficulty with sequential thinking.
  • Weak short-term memory.
  • Difficulty with retrieval of information unless prompted.
• Adaptive behavioural concerns
  • Difficulty understanding cause/effect - thinking seems "illogical."
  • Requires more repetitions than normal to learn from consequences.
  • Difficulty perceiving social "cues", thereby alienating peers.
  • Social skills are immature.
  • Easily manipulated and led by others.
  • Blames others - egocentric.
  • Seems to not accept that rules apply to him/her.
  • Mood swings.
  • May over- or under-react to situations.
  • Overly tactile, beyond the age where acceptable.
  • Difficulty adapting to changes, perseverative or "stubborn."
  • Difficulty making choices.
  • Overly friendly and affectionate - easily approached by strangers.