Most educators will not have had any training in FASD, including those who are responsible for those with additional needs. Students with FASD present with a pronounced and complex set of needs that can make it difficult for teachers to know how best to support them. In the UK, little is known about FASD and the approaches that may be helpful in educating children affected, and there is currently no UK government guidance on this.
Most educators will not have had any training in FASD, including those who are responsible for those with additional needs. Students with FASD present with a pronounced and complex set of needs that can make it difficult for teachers to know how best to support them. In the UK, little is known about FASD and the approaches that may be helpful in educating children affected, and there is currently no UK government guidance on this.
Bring information to the teachers – a one page summary can often help.
– a one page summary can often help.
Children with special educational needs and disabilities have a right to ‘reasonable adjustments’ – even without an Education, Health and Care plan in place.
Meet with the school’s SENCO – special educational needs coordinator.
If your child is looked after or previously looked after child, also involve the designated teacher.
In England, google for your area’s “local offer” – this is will list local services available to support your child with SEND, including specialist schools, respite, after school programmes, and more. In other parts of the UK, the process is slightly different but you can ask the school about what support is available for those with additional needs. Here are some links to official websites:
Request an Education, Health and Care Plan needs assessment (this process will be different in other parts of the UK). Even if school says no, you can apply for this directly through the LA. According to IPSEA, the bar is set very low on purpose for assessment on purpose – the intent of the process is to identify those additional needs in the educational system.
Appeal if they deny the assessment, a very large proportion of appeals to assess are granted (i.e. >90%). That’s because, according to IPSEA, “If a local authority (“LA”) is requested to carry out an EHC needs assessment by a parent, young person, school or college, they must consider: whether the child or young person has or may have special educational needs (“SEN”); and whether they may need special educational provision to be made through an EHC plan. If the answer to both of these questions is yes, they must carry out an EHC needs assessment. This test is set out in the law (section 36(8) of the Children and Families Act 2014). This means these are the only questions the LA should be asking when considering whether or not to carry out an EHC needs assessment.”
You can ask for a neurodevelopmental assessment (looking at adaptive planning/executive function), a sensory integration assessments from a trained occupational therapist, a full speech and language assessment (including receptive language), and more. See the assessment section for more information. Some of these may have been done for the diagnosis or can help inform an FASD diagnosis.
Some with FASD will be able to cope in mainstream education with support. Some need specialist provision from the start. Others are home-schooled or have flexi-school arrangments. Some find that specialized residential settings are a good fit. Others may need to transition to specialist provision as the demands become more challenging and the gaps widen between them and their peers.
Preparing for secondary school is all-important. Even if a student s getting by in mainstream in primary, it doesn’t mean that will be possible throughout later school years.
Preparing for college also becomes another key point of transition.
The National Organisation for FASD, The Priory, High Street
Ware, Hertfordshire. SG12 9AL
England
Helpline: 0208 458 5951