Written by Nicole Lehman
According to studies reviewed by the Center for Disease Control and Prevention (CDC), 1 to 5 out of every 100 students in the United States are somewhere in the range of the fetal alcohol spectrum disorders (“Fetal Alcohol Spectrum Disorders,” 2018). This means at some point in your ministry, you’ve probably encountered at least one student with FAS in your classroom or in your school. Some of these students may have very recognizable physical characteristics or intellectual disabilities, while others may just appear to be “lazy” and/or “defiant” when it comes to getting homework done—doing well on tests and quizzes, memory work, paying attention, and following instructions. This can be extremely frustrating for you, the teacher: no matter what you do or say, and no matter how many times you try, they just don’t seem to get it!
They are trying. They really are. Often though, they just can’t. Think about how frustrating that is for them! No matter how hard they try, they can’t remember, they can’t learn as well as the other students, they can’t pay attention, and they can’t follow instructions. This article will hit on some of the major intellectual and behavioral characteristics of students with FAS and provide some strategies that we can use in the classroom to help as best we can.
Poor short- and long-term memory: The best advice for this? Repetition is the mother of learning.
Inability to engage in abstract thinking: It is important to provide them with concrete examples related to the abstract concept. Teachers often try to find different methods for this. While differentiated instruction is important to meet several different learning styles, students with FAS need to be provided with something concrete and familiar to follow. Switching teaching strategies from day to day is not beneficial, because they can’t make the connection from one day to the next. You can still use different teaching methods in the class, but provide the student with a handout so they have something to follow along with during the lesson or to come back to after the lesson is over (Kauffman & Hallahan, 2011).
Has difficulty applying knowledge of skills to new tasks or new situations: Students with FAS cannot imagine something they have not experienced (Pierson, 2002). Emphasizing or reinforcing generalizations and providing several examples of the different contexts in which a skill or concept could be applied can accomplish this.
Academic-Related Behavioral Issues: Because of the difficulties/deficiencies mentioned in the previous section, students may become overwhelmed by an overflow of information and become frustrated when they cannot connect one concept to another or remember something that was done just the day before. They can become anxious, act out, or break down emotionally. You can have the student change activities, decrease the demands placed on the student, or allow the student some quiet, personal time in a different area—where they can regain composure in a safe place or with a person they feel comfortable around. This person could be you, another adult, or another responsible student (Pierson, 2002).
Social-Related Behavioral Issues: Students with FAS often recognize that they are physically and intellectually different and do not fit in with their peers. They lack the social skills to interact with their peers. They also lack the ability to know right from wrong and may fall into the wrong group. You can help develop social skills through direct instruction, and through involving all the students in structured group work.
You can also reinforce appropriate behavior and teach self-management and self-control. When a student does engage in inappropriate behavior, don’t just punish the student and hope he learns from it; he probably can’t on his own! Use the opportunity to discuss with the student what was wrong about that behavior and what other behavior would be more appropriate (Kauffman & Hallahan, 2011).
Each student with FAS will be unique (as is any other student). They need your patience, need to know you care, and—most important—need to be reminded of your love and God’s love for them. For more characteristics of students with FAS, check out the following link: https://sites.duke.edu/fasd/chapter-6-the-fasd-student-and-behavioral-issues/
Nicole Lehman ’10 serves as an instructor at Minnesota Valley Lutheran High School – New Ulm MN. Nicole is also enrolled in MLC’s Master of Science in Education program with an emphasis in special education.
Resources
Fetal Alcohol Spectrum Disorders (FASDs). (2018, June 04). Retrieved from https://www.cdc.gov/ncbddd/fasd/data.html#ref
Kauffman, J. M., & Hallahan, D. P. (Eds.). (2011). Handbook of special education. New York: Routledge, Taylor et Francis Group.
Pierson, J. O. (2002). Exceptional teaching: A comprehensive guide for including students with disabilities. Cincinnati, OH: Standard Pub.
Understanding Fetal Alcohol Spectrum Disorders (FASD). (2016). Retrieved from https://sites.duke.edu/fasd/chapter-6-the-fasd-student-and-behavioral-issues/