The intellectual abilities of students with FASD can vary greatly. Many have graduated from high school with minimal extra supports and adaptations. Approximately half the children with FASD score in the low-average range on intelligence measures, while the rest function in the low-average to average, and occasionally in the high-average range (Clarren, 2004). However, IQ scores in the "normal" range are unreliable and misleading indicators of ability since many with FASD are unable to perform at levels indicated by their scores (Streissguth et al, 1996). An understanding of FASD as a brain-based disability, interaction with the student/family/community supports, school-based assessment, file review, and a psychological report, if available, will help with planning and implementing an appropriate educational program.

We want your input. Our list of topics for this section includes:

• understanding the strengths and needs
• primary disabilities and accommodations (i.e. slow processing pace)
• planning inclusive lessons
• pull-out vs full inclusion
• adaptations/modifications
• sensory processing
• behavioural regulations
• social skills
• life skills
• functional skills: money and time
• attention
• memory
• language and communication
• academic skills
• transition

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