Eight Keys to Remember in the Classroom
by Vicky McKinney

I remember thinking, "What a beautiful child," when three-year-old Abby
was placed in our home as a foster child. The caseworker explained that
she had some behavior problems and a few learning disabilities, but that
was to be expected because of the six foster placements prior to us. We
did not consider her to be much of a challenge. After all, we had done a
pretty good job with our three birth sons. The caseworker went on to
explain all she needed was love, security and stability. "No problem," I
thought to myself, "we can provide that."

After truly believing that for four exhausting years, I finally had to
admit there was something different about this child. Her memory only
lasted as long as the object was in front of her. She was an emotional
time bomb waiting to go in any direction with no rational reason
attached to her behavior. She did not seem to learn through experience
and logical thinking escaped her. Yet, she was so loving and she could
not be separated from me for any length of time.

By 1990, the frustration level in our home had reached an all time high.
It was about this time I tuned into  a TBS channel and saw a program on
Fetal Alcohol Syndrome. I could not believe what I was hearing. They
were describing my daughter! This was to be the key to our future.

I made an appointment at Children's Hospital, where Abby was diagnosed
as having FAS. Try, if you can, to imagine experiencing grief and joy in
the same moment. There was a reason  for her behavior and learning
disability! But there is no fix and the potential for a "normal" life
was not to be expected for her.

Determined to make a difference for Abby, I started calling agencies to
find out about what programs Abby could qualify for. After all, I had
just been told that FAS/E was the number one cause of mental retardation
in the U.S. But I was to learn there was NO HELP available. NOTHING!
Even our state's own, very large health department transferred my call
eight times and on the last one, a voice asked, "F-A-  What?" I was
stunned by the lack of awareness among not only the general public, but
by the professionals as well.

In my search for answers, I finally met some wonderful parents with
information which would make our world livable again. Working together,
the Fetal Alcohol Syndrome Family Resource Institute was formed.
Through this nonprofit organization, we endeavor to educate the public
and professionals regarding the reality of FAS/E. Understanding and
working with these children on a daily basis, without any knowledge of
FAS/E, can be a very frustrating and exhausting task. To understand a
child prenatally exposed to alcohol, you must understand that each
child's specific type of damage is different, depending on many factors.

Over fifty percent of the children and adults with Fetal Alcohol
Syndrome have an IQ above 70. They do not qualify for special education
programs and, if FAS/E has not been recognized, they are often
misdiagnosed or labeled as ADD, ADHD, or just plain lazy and stubborn.
So what can educators do?

Find out all you can about FAS/E. Hold a workshop in your school.
Children with this disability can learn. They just learn in a different
manner. The major keys we have found to unlocking educational doors for
Abby and others with her disability, include the following:

   * We have found that our children benefit from early specific motor
     and mental stimulation. Programs for early intervention, with
     realistic  expectations adjusted to their specific strengths and
     weaknesses, work well.
   * Structure! Structure! Structure!
   * Classrooms should have as little stimuli as possible. Our children
     have trouble filtering out unnecessary stimuli, which we find very
     easy to do everyday.
   * Use concrete learning methods. Abstract thinking is very difficult.
     Most children with FAS/E will learn from something they can see,
     feel or touch.
   * Only one command or task should be given at a time. Talk over any
     change in the schedule ahead of time, as transitions are very
     difficult. Our children find security in knowing what to expect
     next. They do not adjust easily to change.
   * Don't be disappointed if what you teach them today is not with them
     tomorrow. It is not a reflection of your ability, but it is a
     reflection of their disability.
   * Be practical. Help them learn vocational and life skills. Teach
     math with a calculator and time with a digital watch. Use a timer
     to help set the boundaries for activities.
   * The reward system works wonders, but the rewards need to be
     immediate. A sticker or positive recognition means more to our
     children than the promise of $500 at the end of a good semester.

 Each day we emphasize the successes Abby achieves. We find failure to
be only a starting point towards success.

Reprinted from FAS Times, Fall 97.