Jane was diagnosed as a child with fetal alcohol syndrome (FAS) when she was nine years old. She is now 16 and in Grade 10 at a junior secondary school. Jane has been receiving special education services since Grade 3. She has consistently had difficulty completing the academic outcomes for her age and grade and meeting the behaviour expectations of school. Her teachers of last year describe Jane as a generally curious learner. She is unable to independently decode and understand grade level print resources. She has good recall of mathematics facts, but has difficulty applying them to practical situations.

Jane is frequently confused by the sequential nature of events, the managing of elapsed time, and the difference between reality and fantasy. She has a tendency to fixate on issues and often needs help to focus on positive outcomes. Adults who work with her and her classmates have described Jane as functioning like a much younger person. She has been fully integrated in regular classes with significant adaptations and modifications since kindergarten.

Jane is easily distracted and has a short attention span. Jane’s social skills are not well developed, particularly with peers. She has a pattern of seeking power through aggressive behaviour. She can, however, behave in a very socially appropriate way with adults, particularly if the setting is informal.

Jane's behaviour is unpredictable. She feels a strong sense of pride in a job well done and her sense of humor is a gift to the classroom and is usually appropriate. Yet, Jane has difficulty with changes in routines. She has a strong desire to be in control of her own decisions, but needs to develop decision-making skills and the self confidence to use them. For academic tasks she operates best in a structured, predictable environment.

Jane’s parents, and people who have worked with Jane both in the community and school, say she can be very creative and imaginative. She is able to voice her concerns and share her feelings with adults, but has difficulty with her peers. She expresses herself well in role play and loves to take part in drama where she has demonstrated insight with ideas and people.

Teachers have adapted materials and substituted easier to read resources to assist her in class activities. She has used enlarged texts and taped materials. Although she is reluctant to read silently, she will read aloud to others. Music is a strong preference and is both soothing and therapeutic for Jane. Teachers have worked collaboratively with the special education support teacher to modify learning outcomes and adapt materials in order for Jane to be as successful as possible.