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School years

Sending a loved one off to school can be really challenging.

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.

Educate the educators

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.

Bring information to the teachers

– a one page summary can often help.

How to advocate for your child in the educational system

Children with special educational needs and disabilities have a right to ‘reasonable adjustments’ – even without an Education, Health and Care plan in place.

Build the team around your child

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.

Explore available local services - sooner rather than later

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:

 

EHCPs are essential

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.

Be open to different types of educational settings

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.

When things are challenging

  • Try to stay calm but firm in your interactions with the school.
  • School/home communication is critical – agree a strategy, whether a school-home diary, regular chats, email or other methods.
  • If you need to lodge a complaint, do so in writing.
  • You can ask for the name of the school governor responsible for special educational needs and contact them if you feel the need to escalate the concerns. 

Resources

FASD in Focus - Education

Teaching a Student with FASD

Primary Framework

Secondary Framework

Understanding FASD: What Educators Need to Know

National FASD favicon

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