From Clinic to Classroom: Investigating the Alignment of IEPs with Diagnostic Clinical Evaluation Reports for Students with a Fetal Alcohol Spectrum Disorder Diagnosis

• In Event: AERA Research in Progress Roundtable Session Three
  In Invited Roundtable: Research-in-Progress RT048 (Friday)

Abstract

Fetal Alcohol Spectrum Disorders (FASD) comprise conditions resulting from prenatal alcohol exposure, often leading to developmental, cognitive, and behavioral challenges that necessitate specialized school supports (Subramoney et al., 2018; Kodituwakku & Kodituwakku, 2014). Individualized Education Programs (IEPs) are designed to meet such needs, yet little is known about the prevalence of IEPs among students evaluated in FASD diagnostic clinics or the degree of overlap between clinical recommendations and school-based services. This study examines alignment between recommendations from FASD diagnostic evaluations and existing IEPs, identifying matches or mismatches in targeted supports. Findings will contribute to understanding how well schools address the unique educational needs of students with FASD and inform strategies to strengthen service delivery for this population.

Author

• Emalise Luzzo Mitchell, University of Washington