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Infusing FASD Knowledge into IEPs

Updated: Jul 16



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



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