The Impact of FASD on Learning

1. The Impact of FASD on Learning May 13, 2009 BCSTA On-line Presentation Kathi Hughes Corey Fehr Stacey Wakabayashi

2. Purpose • To introduce the Provincial Outreach Program for Fetal Alcohol Spectrum Disorder (POPFASD) • To develop a common understanding of FASD and how FASD impacts student learning • To explain Ministry guidelines for supports and services • To describe “Cross-Ministry” collaboration • To answer questions

4. Provincial Outreach Programs

6. Who we are

7. Administrative Structure

8. POPFASD Mandate To increase teachers’ capacity to meet the educational needs of students with FASD

9. POPFASD Goals and Function • Build District capacity • District Partners • Regional Geo-cluster projects • Presentations and resources • Provide on-line access • eLearning modules (24) • Information • Resources

10. POPFASD Goals and Function • Collaborate with other Ministries and agencies • Ministry of Children and Family Development • Ministry of Health • Cross-training • Committee work • Sharing of information and resources

11. Fetal Alcohol Spectrum Disorder FASD describes a spectrum of disorders caused by prenatal exposure to alcohol.

12. History • Biblical (“Judges”) • 471 BC - Socrates • 384 BC - Aristotle • 1968 - Lemoine (France) • 1973 - diagnostic criteria for FAS • 1996 - ARND replaces FAE; Dr. Streissguth’s study re primary and secondary disabilities • 2004 - FASD; 4 digit code for diagnoses • 2006 - B.C.: MCFD, Health, Education

13. FASD: Diagnostic categories

14. Terminology and Diagnostic Criteria for FASD Table 4: Terminology andDiagnostic Criteria for FASD * In very rare circumstances, may be unconfirmed Adapted from Chudley et al. Fetal Alcohol spectrum disorder: Canadian Guidelines for diagnosis (2005). CMAJ. 172 (Suppl); S1 - S21

15. FASD: Facial Features

16. FASD: Diagnostic categories Fetal Alcohol Syndrome

17. Who’s at Risk? Everyone! FASD is an equal opportunity disability. Dr. Sterling Clarren

18. Photo courtesy of Dr. Sterling Clarren

19. Brain Activity slide Two 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

20. Prevalence • Exact rates are not known and incidence varies from community to community • Health Canada: 9/1000 are affected by FASD

21. Theory to Practice • FASD State of the Evidence Review (Premji et al, 2004) • FASCETS study • Changes in theory

22. Shift in Thinking • View FASD as a physical disability • IS problem to HAS problem • Won’t to Can’t • Non-compliance to non-competence

23. Primary Disability A functional deficit that is the result of permanent brain injury.

24. Impulsivity Linking actions to outcomes Predicting outcomes Generalizing information Abstracting Staying still Paying attention Memory Processing pace Sequencing Over stimulation Sensory issues Perseveration Language Dysmaturity or “uneven maturation” Primary Disabilities

25. Secondary Disabilities / Behaviours • The feelings / behaviours that develop over time when the primary disabilities are not supported.

26. Frustration Anxiety Shutdown Anger Fatigue Isolation Poor self esteem Depression School problems Trouble with law Drug and alcohol issues Independent living challenges Mental health issues Parenting difficulties Secondary Disabilities / Behaviours

27. Accommodations- creating a “good fit” • To Accommodate means to make fit or suitable • Strategies and/or adaptations that address the brain disability and reduce the likelihood of secondary disabilities

28. Accommodations - Good Fit Environment Instruction Curriculum

29. Ministry of Education: Special Needs Categories • Pre - 2007 • students with FASD not specifically mentioned • September, 2007 • clarification of where our students with FASD fit: • Category D: Physical Disabilities or Chronic Health • Level B funding

30. Special Needs Categories http://www.bced.gov.bc.ca/specialed/ppandg/toc.htm

31. Special Needs: Category D: Chronic Health/Physical Disabilities

32. Cross Ministry Collaboration • BC's first FASD Strategic Plan in 2003 • A Provincial Plan for British Columbia 2008 - 2018: FASD Building on Strengths • Children and Youth with Special Needs • Canada Northwest FASD Research Network • Complex Developmental Behavioural Conditions (CDBC) Network

33. Examples • Ministry of Children and Family Development • Key workers • Resources • Training • Working group on “Education/Training” • Ministry of Health • Working group with PHAN • Working group with Sunny Hill • Communication around assessment

34. Organization of CDBC Network 34

35. What Next?

36. Final Thoughts • Every brain is different so… “Try differently rather than harder” (Malbin) • “Every day is a new day” (Anon)

37. Thank you POPFASD Office khughes@sd57.bc.ca 250 564 6574 www.fasdoutreach.ca

38. Links • B.C. Ministry of Education Special Education Policies, Procedures, and Guidelines http://www.bced.gov.bc.ca/specialed/ppandg.htm • B.C. Provincial Outreach Programs list http://www.fasdoutreach.ca/teacher-resources/ downloads/downloads