Individualized Education Programs (IEP) are designed to be adaptable to every unique
learner. Yet many families struggle with accessing appropriate educational services for
their child with FASD.
Why is this?
While there are many complicit factors, one of the primary challenges is IEP team
members not understanding the brain-based – physical disability – nature of FASD.
Understanding the neurobiological nature of FASD can help shed light on the hidden
aspect of this disability and the need for brain-based (neurobehavioral) approaches and
interventions.
How can families contribute to FASD-informed IEPs?
One way families can contribute to increasing the IEP team’s knowledge is by creating a
detailed report based on the student’s educational history, assessment data, and
fastidious observations. Pulling this information together while infusing FASD-
knowledge that is specific to their child – such as pointing out specific traits and
characteristics their child experiences and how those are aligned with the variations in
brain function caused by FASD – can provide a valuable supplement to the other
assessments and reports being considered by the IEP team. Including
recommendations for FASD-informed interventions can also be extremely helpful.
By providing this information in the form of a report, it ensures the IEP team has specific
and detailed documentation that is relevant to the unique needs of the student and
simultaneously serves to educate the team on FASD as a disability. It provides the IEP
team with either the information needed to create an effective IEP for the student, or
enough information to realize they need to learn more!
IEP teams can also recommend training for school professionals, as well as for families.
When areas of student need are identified and school professionals do not have
experience with the student’s specific area of need, training can be included as one of
the supports for school personnel listed in the IEP document.
By providing thorough documentation of the student’s needs, a parent report that
incorporates school documents and infuses FASD-knowledge into the
recommendations, and requesting school personnel be provided training on FASD,
families and educators can create an IEP that is truly FASD-informed.
Kelly Rain Collin, Ed.M.
Founder of Healthy Minds Consulting
Educational Consultant and Child Mental Health Specialist
Learn More:
To further explore the importance of an FASD-informed IEP, including the challenges
and benefits of creating one, please see my full article on FASD-informed IEPs: Are they