Reach to Teach

The Substance Abuse and Mental Health Services Administration (SAMHSA) FASD Center for Excellence created the Reach to Teach guide. Reach to Teach is a resource for teachers and parents of elementary and middle school children with FASDs. It provides basic FASD information, ways to enhance communication and understanding, and ideas for providing a consistent classroom environment. The digital guide is available for download through the SAMHSA website at: Reach to Teach


National Organization of Fetal Alcohol Spectrum Disorders (NOFAS)

NOFAS provides several FASD resources specifically designed for teachers, educators, and schools. These resources have information on realistic expectations, teaching techniques, helpful examples, and communication strategies for working with children who have FASDs.


Center on Disability and Community Inclusion

The Center on Disability and Community Inclusion provides several free articles that are available for download. The articles discuss experiences of students and teachers, differences and similarities between child with FASD and other disorders, as well as the limitation of available services.

Inclusion for Students With Fetal Alcohol Syndrome: Classroom Teachers Talk About Practice (PDF): This article investigates the perceptions and experiences of teachers who had at least one student diagnosed with fetal alcohol spectrum disorder (FASD). The study took place over a three year period in three different school districts in the Pacific Northwest, where the authors studied inclusion, academic performance, behavioral patterns, and strategies that the teachers used for FASD students. The study highlighted problems associated with FASD inclusion, in hopes that an increased understanding of these issues could result in the improvement of educational experiences for students with FASDs.

The Person Behind the Face of Fetal Alcohol Spectrum Disorder: Student Experiences and Family and Professionals' Perspectives on FASD (PDF): This article describes the individual experiences of five students with fetal alcohol spectrum disorders (FASD) living in Alaska. The article is based on the results of a three year qualitative study where interviews and observations were conducted with students and their family members, as well as their educational and medical professionals. Findings of the study revealed several major themes including the person behind the face of FASD, the experiences of students in terms of competence and vulnerability, the social and cultural stigma of FASD and the anticipated trajectories that lead students toward experiences of isolation. The article concludes with recommendations about what can be done to improve the education and community life of students who have FASDs.

On the Spectrum: Similarities and Differences Between Students with Fetal Alcohol Spectrum Disorders and Autism Spectrum Disorders in Ireland (PDF): This articles examines a qualitative study, done in Ireland, that was conducted with four students who have fetal alcohol spectrum disorders (FASD) and two students with autism spectrum disorders (ASD). Data were obtained from open ended conversations with families, educators, and other professionals. The study looked at how the process of diagnosis and eduction differed between students with FASD and ASD, the dreams and experiences of the families, and the experiences of practitioners who worked with the students in the hopes of gaining insight into educational and family support services that could benefit both students with FASD and ASD.

On, Yet Under, the Radar: Students with Fetal Alcohol Spectrum Disorder (PDF): This three year qualitative study investigated the diagnostic process and the experiences of the families and professionals who worked with five Alaskan students with fetal alcohol spectrum disorders (FASD). The study found that although there was an increased public awareness about FASD, there were limited services for students with FASD and their families. Additionally, the pervasive impact of challenging behavior impacted experienced teachers and beginner teachers differently. The results suggest implications of coordinated educational services and family supports.