Fetal Alcohol Spectrum Disorder – Community Education Non-Credit Course

This module is 1 of 8 modules about Fetal Alcohol Spectrum Disorder (FASD). In this module you will be introduced to key concepts and definitions relating to FASD.

Objectives

By the end of this module, you will be able to:

• Examine the basics of FASD including: terminology, diagnosis, assessment and basic facts.
• Further your understanding of the role of brain development and FASD.

This module is 2 of 8 modules about Fetal Alcohol Spectrum Disorder (FASD). This module provides an introduction and overview of the primary and secondary disabilities commonly associated with FASD. Secondary disabilities are sometimes referred to as life complications. Primary and secondary disabilities can also be thought of as another way to refer to the signs and symptoms of FASD.

Objectives

The module begins with an overview of basic facts about FASD and an explanation of the scope of the condition. You will examine the role of prenatal alcohol exposure in fetal development and finally, you will be presented with an overview of primary and secondary disabilities.

By the end of this module, you will be able to:

• Explain the differences between primary and secondary disabilities.
• Discuss preventions and protective factors for both.

This module is 3 of 8 modules about Fetal Alcohol Spectrum Disorder (FASD). In this module you will be introduced to the basics of sensory processing and how sensory differences influence the lived experience of children, youth and adults with FASD. Understanding and learning how to work with sensory differences can help individuals with FASD and those that support them be successful and avoid adverse experience along their life journey.

Objectives

By the end of this module, you will be able to:

• Understand the various components of the sensory processing system.
• Recognize that individuals with FASD may experience the world differently because their sensory processing system is different.
• Understand the challenges that individuals with FASD face dealing with a world which they experience very differently.
• Understand some of the adaptations that can be effective for specific sensory processing issues.
• Learn about resources and resource people who can be helpful in dealing with sensory processing issues i.e., developing circles of support.
• Develop some strategies for advocating for the necessary accommodation for individuals with sensory processing issues.
• Begin to discuss how to build resiliency and facilitate interdependence through the development of self-advocacy skills.
• Understand that we may not be able to change the sensory processing system of the individual, but we can change the environment, making life less challenging.

This module is 4 of 8 modules about Fetal Alcohol Spectrum Disorder (FASD). The purpose of this unit on strategies is to encourage you to see behaviour from a brain-based disability which requires you to experience a paradigm shift. Throughout this module you will be presented with strategies which will be delivered from a place of empathy, compassion, understanding and firm but gentle coaching.

Objectives

By the end of this module, you will be able to:

• Identify effective strategies and support plans that focus on a strengths-based, cross sectorial, multi-disciplinary approach.
• Understand how to apply practical, skills-based support strategies to address the brain-based disability aspects of FASD.

This module is 5 of 8 modules about Fetal Alcohol Spectrum Disorder (FASD). This module has been designed for parents and caregivers of individuals with Fetal Alcohol Spectrum Disorder (FASD). The ideas and materials presented here, may also be helpful for those living with a spouse or parent with FASD.

Objectives

The module begins with an overview of basic facts about FASD and an explanation of the scope of the condition. You will examine the role of prenatal alcohol exposure in fetal development and finally, you will be presented with an overview of primary and secondary disabilities.

By the end of this module, you will be able to:

• Examine some of the features that make FASD a unique disability and the implications that arise in caregiving.
• Learn about coping strategies so that one is equipped to parent individuals with FASD over the long term: "Running the marathon and doing whatever it takes" — Consider common issues regarding grief and loss.
• Consider common issues regarding grief and loss.
• Learn about the importance of finding ways to get care for the caregiver.

This module is 6 of 8 modules about Fetal Alcohol Spectrum Disorder (FASD). This module will provide an introduction to the variety of support systems individuals with a diagnosis of FASD can benefit from throughout their lifespan.

Objectives

By the end of this module, you will be able to:

• Gain an understanding of the importance of developing a circle of support around an individual with FASD throughout his/her lifespan.
• Be able to identify key areas in which support may be required.
• Be able to identify principles underlying the provision of support to strengthen positive interdependence of the individual with FASD.
• Be able to identify the steps in developing a support system.

This module is 7 of 8 modules about Fetal Alcohol Spectrum Disorder (FASD). It has been designed especially for those people who think they may have Fetal Alcohol Spectrum Disorder or have had a diagnosis of FASD. It has been written by Marsha Wilson, a college instructor and mother of an adult son with FASD and Myles Himmelreich, an international motivational speaker and author. Myles himself has FASD and is indeed an expert.

We wanted to write this module to give information to a wide audience, including those living or suspected of living with FASD. We also want to help those who learn differently or have been diagnosed with FASD understand a bit more about what it may be like for you to live and learn with FASD. We thought it would be best if one of the writers actually has FASD and could talk about his experiences in a way that could be helpful. We have also included examples from other people too. Both of us have tried to write this module in plain language so that it is easy to understand.

You may find it helpful to read and work through this module with someone you know very well and trust. You may call this individual a support person or support worker. We often call this person a go-to person; they are someone that you can go to if you need help and they understand and care about you. Myles came up with the title! ‘First hand’ is an expression that relates to have having a real-life experience with something.

We hope you like this module that has been written by people (Myles and Marsha) who have real-life experiences, as mother, as teachers and friends of many who also have first hand experience with FASD.

Objectives

By the end of this module, you will be able to:

• Understand the effects of FASD relating to physical, mental health and behaviour.
• Examine the role of Interdependence and relationships as supports.
• Further your understanding FASD in adulthood and its bearing on volunteering, paid work and positive uses of time.

This module is 8 of 8 modules about Fetal Alcohol Spectrum Disorder (FASD). This module has been designed with a focus on developing helping relationships and provide some tools you can use to assist you in helping your clients or loved ones with FASD.

Objectives

By the end of this module, you will be able to:

• Describe the complexity of FASD and difference between FASD and other disabilities.
• Describe the applications of the principles of family centered care to one’s professional practice.
• Identify key components of effective collaboration Identify key strategies that identify and address challenging or complex situations that may arise when providing support to families.
• Explain the importance of developing a collaborative helping relationship with families of individuals with FASD.
• Develop a self-care plan.

Thoughts to Ponder Through this Module

In this module we will explore some of the possible stories from individuals with FASD and their family members, and then ask to hear your story.

The key to working with others in a helping capacity is developing a relationship with the person or people you are working with. That relationship develops with understanding and knowledge of the other person. When working with individuals with FASD and their families, it is important to listen to their story. Each person has their own unique story or truth. If you want to work effectively with them, it is helpful to hear their story and to recognize your own story. How did you get here?