Using the findings from this study, suggestions are given to faculty developers for activities to increase physician identity as teacher.
Key words: Fetal alcohol spectrum disorder, fetal alcohol syndrome, special education, inclusive classroom, developmental delay, learning disability, brain-based physical disability. IntroductionFetal alcohol spectrum disorder (FASD) is the leading cause of developmental disabilities in Canada and is a leading cause worldwide (Carpenter, 2011;O'Leary, 2004;Spohr, Willms and Steinhausen, 1993;Stade, Ali and Bennett et al., 2008). It was first described in France by Lemoine and is caused by prenatal exposure to alcohol resulting in physical, mental and learning disabilities that are permanent (Lemoine, Harousseau and Borteryu et al., 1968). FASD has also been described as 'The Hidden Disability', in part, because there may be no physical characteristics to show an individual has FASD. Health Canada estimates that 1% of the Canadian population is affected by FASD; however, many of those affected with FASD have not been assessed and diagnosed.Schools may be the first environment where children with complex learning difficulties and disabilities (CLDD) are identified. CLDD describes children with coexisting conditions that can include but are not limited to attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD) and FASD. Evidence indicates that the population of children with CLDD has been increasing. suggest that meeting this need requires 'informed and reflective practitioners who are equipped with a range of observation and intervention tools to support their learning and development'. This is particularly germane to complex disabilities such as FASD and the associated diverse array of neurobehavioural and developmental issues.In 1995, the Winnipeg School Division (WSD) established one of the first classrooms for students with FASD in Canada. This was in response to provincial surveillance data that identified 118 alcohol exposed infants born between 1993 and 1995 and the anticipation of increased identification and enrolment of children with FASD in schools. Based on early experiences in meeting the complex needs of these children within a regular classroom, the decision was made to develop a specialised programme that recognised and addressed the unique needs of children with FASD. What occurred at that time has been referred to as a paradigm shift in the understanding of the needs of individuals with FASD (Malbin, 2004). This has been further described by Malbin who said: This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made. 'If FASD includes changes in the structure and function of the brain, then it follows that it is by definition a brain-based physical disability. In most cases, however, it is invisible, and behaviours are typically the only symptoms. Understanding FASD as a primary physical disability with behavioural symptoms redefines problems and solut...
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