Fetal Alcohol Syndrome\'s Cognitive Affects

Fetal Alcohol Syndrome's Cognitive Affects And How They Impact Educational Institutions

When once alcohol was seen as a morally wrong thing to indulge in while pregnant, modern research clearly shows its drastic impacts on physical, neurological, and behavioral characteristics of children who were conceived during heavy alcohol use. Research in the early 1970s began to expose just how dangerous drinking alcohol was during pregnancy (Johnson et al. 1996). Now, Fetal Alcohol Syndrome (FAS) is a well-known and troublesome condition that affects children around the world. It is very hard to diagnose, based on the nature of the damage taking place throughout the length of the pregnancy.

In fact, there is a wide variety of symptoms that tend to characterize its diverse effects on children. The syndrome is often characterized with "intellectual and behavioral disabilities" (Johnson et al. 1996 p 3). This includes behavioral issues caused by neurological deformities (Mattson & Riley 1998). Research has also listed many cognitive and behavioral impacts of fetal alcohol syndrome, including learning disabilities (LD) and Attention Deficit Hyperactivity disorder (ADD/ADHD). Here, the research states that "attention deficits are hallmark features of prenatal alcohol exposure," (Mattson & Riley 1998 p 287). Still, there are extremely varied symptoms, many which also include such characteristics as difficulty with sequencing, memory, and understanding cause / effect relationships (Johnson et al. 1996).

This has a huge impact on later learning. FAS impacts the way these individuals learn and relate to one another. According to the research, "no two children with FAS/E will learn and function in exactly the same way." (Johnson et al. 1996 p 2). Unfortunately, this then has the negative impact on schools trying to appropriately handle students with FAS. The individualized nature of how the condition impacts each individual makes it hard for educational facilities to handle practices associated with teaching children who suffer from common symptoms of the condition. This creates a situation where many teachers and administrators are unsure how to handle the children most appropriately (Johnson et al. 1996). Yet, teacher specializations and training cost schools money. Still, many students with FAS have found success within traditional educational institutions. There is research which posits that many students dealing with the condition are impacted only in the slightest degree in terms of their cognitive abilities; "Many students with FAS/E have graduated high school with minimal extra support and adaptations," (Johnson et al. 1996 p 5). This begins to raise questions on just how much FAS is impacting modern schools.

Theoretical Foundation

In order to understand how societies deal with new behavioral and cognitive conditions, this research will use the theoretical foundation posited in the A3 model. According to the research, this is "a theoretical framework that seeks to describe a developmental process associated with efforts to provide access for individuals with disabilities to facilities, programs, and information," (Edyburn 2001 p 24). This theoretical foundation focuses on the need to increase advocacy through academic research and the exposure of common findings to advocacy groups. Then, phase 2 focuses on making much needed resources and environments for those who were previously denied based on their special education status through environmental accommodation. Finally, there is the accessibility phase, where equal access to similar resources, like education, is the norm.

Research Questions

There are a number of research questions this study aims to explore. They include the following:

Just how much of cognitive functioning is impacted by FAS?

How much does FAS cost schools in terms of special training and care?

Is FAS manageable conditions within the current system, or do new measures need to be adapted to better provide for students suffering from the condition?

What research methods do you propose to answer your research questions?

Method

In order to explore these questions, the research will implement a survey of schools in order to gauge what teachers and administrators are dealing with in terms umber of students with fetal alcohol syndrome compared to additional costs associated with more specialized education regiments. Surveys will include questionnaires with rated responses so that answers can be statistically understood.

Purpose of Research