“Day 36 of 99 day, the myth about plateau of learning. While research has suggested that skill levels for people with FASD vary, I believe Grade 4 (through my own experience with the maiden) is definitely when things began to “fall apart” at school for her.
After the shift from the primary grades of 1, 2 and 3, with FASD not recognized, and the teaching style not adapted sufficiently for her, it was a disaster in the making. The sad part is, despite all the challenges she had at school, she was always an eager learner. She always wanted to bring homework home – even if there was no homework assigned!
For more information check out: Disrupted School Placements and FASD
I have said it before, and I will say it again, as more is known about FASD, I sure hope the school systems get onboard and start providing the type of education our children deserve. Our communities are missing out on many of the gifts our children have to offer.
CANFASD PUT OUT A POSITION PAPER IN 2018:
Despite educational supports being available in most school systems, current educational strategies are often outdated, too generalized, and lack the accessible information teachers need to prepare ideal IPPs for students with FASD.
Moreover, Millar and colleagues observed that children with FASD who received insufficient supports were at risk for a number of secondary adverse outcomes, including dropping out of school, involvement with the criminal justice system, mental health issues, and substance use problems.
Additionally, community support is generally very poor for individuals with FASD and their caregivers, with many parents lacking the knowledge, understanding, and resources to handle the developmental disabilities associated with FASD.
Despite these inadequate resources, most diagnoses, supports, and interventions come from within school systems, strengthening the importance of improving and revising educational supports to enhance learning outcomes for students with FASD.”