Our Profession

Service provider professional such as teachers, law enforcement, social workers, etc are reactive by profession. We react to behaviors, whether by a child or adult, with a practiced behavior technique designed to work for the normal brain. The normal brain can respond in a manner that meets the anticipated result of the technique. We are a long way from diagnosing the root cause of the behavior rather than reacting to a secondary observable behavior and assigning some prescriptive antidote for the behavior. With the FASD brain, the diagnostic methods need to be focused on the root cause of the behavior. We, as educators, are not trained to do that. Even when the root cause is explained, a typical educator will react with disbelief to the point of the detriment of the FASD child. "Yes, she has FASD, but she is acting willfully." or "Any child can learn that, even if he is FASD." Or, as I heard today from a principal, "What is FAS?"

Today I met with a mother who learned last week during our conversation her child was most likely FASD. We had talked about her child's behaviors and as a result of asking the question, she became aware the behaviors her child displayed were a result of her drinking before she knew she was pregnant. In the IEP meeting, the typical special education jargon was being used to describe the child's behaviors and what the school was going to do to assist this child. This was my first IEP meeting in this new school, so I was being careful with my input. After about 30 minutes, I asked the mother if I could speak about what we had discussed the previous week. She, in a relieved voice, said yes. I then broached the subject of FASD and what that meant for this child. This mother, who was the biological mother, became very animated and seemed so relieved that she finally had a reason for her child's behaviors. She had read all the material I had sent home with her the prior week. She asked for more and wanted to know where she could take her child for a proper diagnosis. She asked for more specific assessment to see her child had specific deficits. She wanted to know as much as she could about her child's needs. Contrary to what we may think, the mothers of FASD children, from my experience, are thankful to find out and are wanting to do what is right for their child, even if they were the ones who drank during the pregnancy. This mother will have a better chance of doing what is going to work for her child, now she knows. This mother will have a better chance of getting assistance from FASD organizations when it comes to meeting with service providers. This child will have a better chance now her mother knows and is willing to work with the school to meet the needs of her child.

I can't tell you the times other educators have told me not to ask the question of a mother. I can tell you I have never had a mother tell me she didn't drink during the pregnancy after I have asked the question. I can tell you every mother who has told me yes has asked for as much information I could get her regarding FASD. As educators we can not be wimps. We can not assume the mother will collapse with grief at finding out she was the cause of the brain damage. Maybe she will, but a child's life is at stake. When you know the devastating effects of FASD, we are remiss as educators, social workers, etc if we do not ask the question and deal with the answer.