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This has implications for the inclusion of students with FASD in the classroom across the range of ages, curricula and educational settings.
In the UK, too little is known about FASD and the approaches that may be helpful in educating children affected. There is currently no UK government guidance on this. National FASD’s research led by Dr Carolyn Blackburn in 2010 remains among the most in-depth available (see resources below). We are seeking funding to take this project further.
Educators need more FASD-informed training.
Characteristics of FASD will change over time and children’s developmental age will differ from their chronological age, as students with FASD will follow an asynchronous developmental pathway. Generally, however, the following characteristics may be observed:
Indicators and characteristics often seen in newborns or Infants
Indicators and characteristics often seen in preschool aged children
Characteristics often seen in primary school aged children
Indicators and characteristics often seen in adolescents and young adults
Sources: Carolyn Blackburn, Primary Framework and Secondary Framework (see below)
by Dr Carolyn Blackburn
by Dr Carolyn Blackburn
Ayrshire and Arran NHS
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