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Foetal alcohol spectrum disorder: focus on strategies: building bridges with understanding project
- Editors:
- BLACKBURN Carolyn, (comp.)
- Publisher:
- Worcestershire County Council. Early Years and Childcare Service
- Publication year:
- 2009
- Pagination:
- 28p.
- Place of publication:
- Worcester
A number of different strategies are presented that may help overcome learning difficulties in children caused by foetal alcohol spectrum disorder (FASD) and improve children's outcomes. The strategies are drawn from the international literature are presented in short easy to understand bullet points. Areas covered include social skills, hyperactivity, sleep patterns, complying with routines and boundaries, expressive and repetative language, concentration, short term memory, disruptive and aggressive behaviour, common misinterpretation of behavioural responses in children FASD, and problem solving. The areas covered are linked to Every Child Matters outcomes. The document is one of the resources to come from the Building Bridges with Understanding project.
Building bridges with understanding: foetal alcohol spectrum disorders (FASD) project
- Author:
- BLACKBURN Carolyn
- Publisher:
- Sunfield
- Publication year:
- 2009
- Pagination:
- 49p., bibliog.
- Place of publication:
- Clent
Foetal Alcohol Spectrum Disorders (FASD) is a general umbrella term describing the range of birth defects that can occur in an individual whose mother drinks alcohol during pregnancy. Foetal alcohol exposure is the leading known cause of intellectual disability in the Western world. More than 6000 children are born each year in the United Kingdom with FASD which means 1 in 100 children born are affected. The aim of this project was to enhance practitioner knowledge and understanding of the issues pertaining to FASD and its implications for the child as a lifelong learner. This report does not aim to equip practitioners diagnostically, but rather to give them a repertoire of early interventions to use when working with children they think may be affected by FASD. The report concludes that best practice in supporting children with FASD in their early years would seem to rest on the basic principles of consistency, simplicity, structure, repetition, routine, constant supervision and valuing the child for their achievements and strengths.