Teachers can raise concerns and work with health professionals to inform a diagnosis. Along with parents and carers, teachers play an important role describing what they see, identifying triggers that may stimulate a response and other factors that provide challenges. It is critically important that teachers understand the strengths and difficulties of a child or young person with FASD and work in partnership with the family.
During the assessment process a teacher may be asked to complete some information about the child. Following a diagnosis, the health professionals will prepare a management plan. Parents are encouraged to share some of this report with the school to assist in coordinated strategies being implemented.
Children and young people with FASD benefit from targeted learning strategies. They may require explicit instruction to acquire skills that typically developing children would learn through observation or generalisation, often related to working memory and attention issues.