Class+12+Friday,+February+15+(Amanda+Kimpinski+&+Anders+Opochinsky)

The class started out with a presentation by Gavin, Melissa C., and Sarah on //Fetal Alcohol Spectrum Disorders// (FASD). Here is a link to their project wiki: http://edua2800-a14.wikispaces.com/Fetal+Alcohol+Spectrum+Disorder Adding to their presentation, the group cracked two eggs into separate bowls and added alcohol to them. The damage to the eggs was considerably visible (“tearing” away of cellular material from the yellow yolk, large strands pulling away and so on). The group emphasized that while teaching these children it is important to have patience, provide a calm environment, create routines, and help them with memory and organization. When discussing the strengths of these children, the group mentioned that a common trait is that these children tend be “explorative, positive, and have a sense of wonder about the world”. After the presentation, they were asked if there was a possible effect due to alcohol drinking //before// or //during// conception. The answer provided was that alcohol during pregnancy crosses over to the placenta, thus damage is likely due to ingestion of alcohol //after// conception. A discussion followed on generational differences regarding attitudes toward drinking during pregnancy. For example it was discussed that in the past, doctors often //encouraged// women to drink (moderately) during pregnancy. Further to this, several cultural differences also exist regarding drinking during pregnancy. Professor Updike and other students also pointed out that research regarding Fetal Alcohol Spectrum Disorders is difficult, due to the __severely unethical__ nature of controlled experimentation and also with the understandable reluctance of women to provide accurate data regarding alcohol ingestion during pregnancy. It was also pointed out that there have been cases of twins, where one twin may have a Fetal Alcohol Spectrum Disorder and the other does not. Some of the supports available to children with a Fetal Alcohol Spectrum Disorder may include speech pathologists, school psychologists as well as other paraprofessionals such as teacher aids. Funding is available from MECY (along with funding from student services grants) to help these children, though it is dependent upon the severity of the disorder (such as if there is significant cognitive difficulty). Funding often goes directly to the school. Following the discussion, Professor Updike pointed out that FASDs are 100% preventable, but there are considerably difficult issues surrounding alcohol, such as dependence, cultural and so on. It was also mentioned that the brain damage can be considerable and often results in children with FASDs having considerably difficulty grasping cause and effect relationships.
 * __ Class Notes for February 15, 2008 __**
 * 1. Group Presentation: **