Students with FAS/E are as different from each
other as any group of children. They come from all
socioeconomic backgrounds. Each child presents a
complex individual portrait of competencies and
delays. Students with FAS/E must be recognized as
individuals rather than as members of a homogeneous
group.
FAS/E can affect individuals in varying degrees,
from mild to severe in the following areas:
Cognitive Functioning.
The intellectual abilities of students with FAS/E
can vary greatly. Many students with FAS/E have
graduated from high school with minimal extra support
and adaptations. To date, a wide range of IQ has been
documented: 29 to 120 for FAS and 42 to 142 for FAE.
Other conditions commonly observed in children
with FAS/E include:
- Learning Disabilities (LD),
- Attention Deficit/Hyperactivity Disorder
(AD/HD),
- difficulty with sequencing,
- difficulty with memory,
- difficulty understanding cause/effect
relationships, and/or
- weak generalizing skills.
