1. Supporting Students with FASD Presenters: Date: Location: 1

2. Agenda Welcome/Introductions Learning Outcomes FASD Foundation Break Alcohol Effects Need for a shift Reflections and Connections 2

3. Brain Activity 3

4. Purpose To increase understanding of FASD at a basic level To develop an understanding of how FASD can affect learning To learn an effective approach to developing appropriate accommodations for learners with FASD 4

5. What is FASD? (Session 1) To increase knowledge of FASD at a basic level To increase understanding of why it is important for educators to understand FASD 5

6. FASD: What Do You Think You Know But Are Afraid To ask? 6

7. Fetal Alcohol Spectrum Disorder FASD describes a spectrum of disorders caused by prenatal exposure to alcohol. 7

8. History Biblical (“Judges”) 471 BC - Socrates 384 BC - Aristotle 1968 - Lemoine (France) 1973 - diagnostic criteria for FAS 1996 - ARND replaces FAE; Streissguth 2004 - FASD; 4 digit code 8

9. FASD: Diagnostic categories 9

10. FAS: Facial Features http://depts.washington.edu/fasdpn/htmls/fas-face.htm 10

11. FASD: Facial Features 11

12. FASD: Diagnostic categories 12

13. Who’s at Risk? Everyone! FASD is an equal opportunity disability. Dr. Sterling Clarren 13

14. 14

15. Neurons Cell body Axons Myelin sheath Dendrites Synapses Neurotransmitters 15

16. Neuron 16

17. What Did Your Brain Have To Do? 17

18. 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 18

19. Known Facts About Alcohol No known safe level of alcohol consumption during pregnancy Alcohol crosses the placenta freely No woman sets out to hurt her baby 19

20. Video clip “FAS: When the Children Grow Up” –National Film Board, 2002 –www.nfb.ca 20

21. adapted from: http://www.cerebralpalsychildren.com/CPFetal.html 21

22. 9. Primary Motor Cortex 10. Supplementary Motor Area 11. Premotor Cortex Area 12. Cingulate Motor Cortex 13. Wernicke’s Area 14. Supramarginal and Angular Gyri 15. Broca’s Area 1. Dorsolateral Prefrontal Circuit 2. Orbitofrontal Circuit 3. Anterior Cingulate Circuit 4. Thalamus 5. Hypothalamus 6. Hippocampus 7. Amygdala 8. Cingulate Gyrus 22

23. Reading Activity 23

24. Activity Stand up Put your hands on your hips Do 2 small jumps Turn around 2 times Say hello to your neighbor Sit down 24

25. Activity staup nq bnt yonr left haup ou yonr heaq dick np yonr haupont baders pow to yonr ueighponr blace yonr ben iu yonr qocket sit pomu 25

26. Activity stand up put your left hand on your head pick up your handout papers bow to your neighbour place your pen in your pocket sit down 26

27. Example of Uneven Maturation (Dysmaturity) Actual Age: 15 Developmental Age Expressive Language------------9 Receptive Language-------------9 Writing----------------------------8 Reading (decoding) ability-----------------11 Comprehension ------------------------------11 (spoken/written) Physical maturity------------------------------------------------15 Emotional maturity----------------9 Social skills--------------------------9 Money, time concepts------------9 Living skills---------------------------------10 Fine motor--------------------------------------11 Gross motor--------------------------------------------------14 ___________________________________________________________ 051015 20 Adapted from D. Malbin (1999) and FAS/E Support Network of BC 27

28. 28

29. Every Brain is Different 29

30. Prevalence Exact rates are not known and prevalence varies from community to community Health Canada: 9/1000 are affected by FASD 2009: 3 - 5% - FASD among school children (Dr. May) 30

31. Cognitive Functioning The average IQ for full FAS is 74; the IQ range for full FAS is 20 – 130. (Streissguth et al, 1996). The average IQ for FASD is 90. But … 31

32. Video clip “Finding Hope” (Chapter 1) –Knowledge Network - 2009 –http://findinghope.knowledge.ca/ 32

33. Shift in Thinking View FASD as a physical disability IS problem to HAS problem Won’t Do to Can’t Do Non-compliance to non-competence 33

34. Need for “Shift” De-personalizes difficulties Reduces stress and emotion Builds a shared framework Encourages reflection Fosters a proactive approach 34

35. FASD: What Do You Think You Know But Are Afraid To ask? 35

36. Making Connections! Why is it important for educators to understand FASD? 36