If you have a student with FAS/E in your class, or have been informed that one may be joining your class soon, we hope your concerns are addressed in this resource and that you will be directed to other people who can be of assistance. No one expects you to do it all alone.

Consider the following process in preparing for and working with your student. Your principal or special education administrator can assist you to access specialized personnel in your district.

Step 1: Collect Information

Ask the question: “What are the student’s learning strengths and needs?”

Check the Student’s History.

The student’s permanent record may include vital information indicating previously identified strengths and needs of the student. Sources of information could include:

• report cards from previous years,
• a summary of topics discussed at home/school conferences,
• summaries of recommendations from psychological, speech/language and/or medical reports,
• family and medical background information, and
• a recent Individual Education Plan (IEP).

Talk to the Student Informally

Some students with FAS/E can provide useful insights into their own strengths and needs and their input can assist teachers to determine which strategies have worked successfully in the past. Students can also provide helpful information about the level of support previously provided, their interests, friendships and concerns, that can help in planning successful learning experiences.