FASD: Inclusive, Integrated, Segregated Scenario Analysis Assignment

This assignment delves into the analysis of various scenarios concerning students with Fetal Alcohol Spectrum Disorder (FASD) within educational contexts. It meticulously examines the distinctions between inclusive, integrated, and segregated educational environments, providing clear definitions and practical examples of each. The assignment explores the roles and responsibilities of school personnel in implementing effective programs for FASD students, including the principal's decision-making role. It then presents and analyzes specific scenarios, such as the use of fidget toys, anxiety in changing rooms, and group assignments, offering detailed inclusive solutions and strategies to support students' needs. Furthermore, the document outlines crucial 'rules of thumb' for fostering inclusivity, emphasizing the importance of student participation, respectful communication, and recognition of individual strengths. The assignment also provides case studies illustrating effective teaching and learning strategies tailored to students with FASD, including positive reinforcement and visual aids. The work draws upon a range of academic references to support its analysis and recommendations, providing a comprehensive understanding of inclusive practices for students with FASD.

Running head: SCENARIO ANALYSIS- INCLUSIVE, INTEGRATED OR SEGREGATED
Scenario Analysis- Inclusive, Integrated or Segregated
Name of the Student:
Name of the University:
Author Note:

1SCENARIO ANALYSIS- INCLUSIVE, INTEGRATED OR SEGREGATED
Table of Contents
Difference between Inclusive, Integrated and Segregated:........................................................2
Responsible for FASD program implementation in Schools:....................................................2
Toys and Inclusive Strategy Scenario:.......................................................................................2
Inclusive Solution for the Scenario:...........................................................................................3
FASD junior high student Anxiety Scenario:............................................................................3
An Inclusive Solution for the Scenario:.....................................................................................4
FASD Class Assignment Scenario:............................................................................................4
An Inclusive Suggestion for the Scenario:.................................................................................4
Rules of Thumb in inclusiveness:..............................................................................................5
Teaching and Learning Strategies:.............................................................................................5
Case Study 1:..........................................................................................................................5
Case Study 2:..........................................................................................................................6
References:.................................................................................................................................7

2SCENARIO ANALYSIS- INCLUSIVE, INTEGRATED OR SEGREGATED
Difference between Inclusive, Integrated and Segregated:
The provision of meaningful and learning opportunities in a regular school system for
all students, without the discrimination on the basis of physical and mental abilities is known
as inclusive education. Integration is the system of education that involves pacing of students
who are disabled, in a regular class which falls under the existing mainstream education;
however, these disabled students are placed in such a class that does not provide any type of
individualised support via a teacher (Koren et al., 2014). Many a times, this type of education
is mistakenly taken as a type of inclusive education. Finally, Segregated education is the most
discriminating form of education where the disabled students are blatantly forced to attain
schools for special children and are felt excluded.
Responsible for FASD program implementation in Schools:
It was in Canada that the first classroom favourable for the FASD students was
established. This classroom was polished with policies, school collaborations and special
programmes in order to make the FASD children inclusive. As the FASD curriculum became
more prominent and necessary across the world, a committee known as the FASD Advisory
Committee was formed (Millar et al., 2017). This committee also is responsible to identify
issues in the classes of FASD and bring together similar schools to invoke a sense of
inclusion within the affected students. The principal of a school is also held responsible for
the decision-making task of implementing such and such policies to an individual who has
FASD.
Toys and Inclusive Strategy Scenario:
Each child with FASD should be treated as an individual and not as a homogenous
group of students, otherwise the teacher would not be able to understand the way each of the

3SCENARIO ANALYSIS- INCLUSIVE, INTEGRATED OR SEGREGATED
affected students come up with tension, or relieve stress or even get over obstacles (Williams
& Smith, 2015). These students always tend to attract the attention of the teacher in the class.
Therefore, the teacher must have this concept in mind that treating any student with even a
little bit of partiality may result in opposite reaction from others (Millians, 2015). In order to
make every one in the class feel inclusive, he/she should have one fidget toy available for
everyone and not just one young girl.
Inclusive Solution for the Scenario:
Having a fidget toy for a single FASD girl in third grade in not a good solution for the
whole class full of FASD affected children. Even though the children would demand
individual attention, yet it does not explain that individual attention would mean exclusion of
others (O’Hanlon, 2017). Buying fidget toys for every child would be a better solution rather
than preserving for a single one. Implementing strategies like group activities and
encouraging to participate in them will prove much more effective than providing them with
toys for sole pleasure.
FASD junior high student Anxiety Scenario:
It is no surprise when it is known that a junior high student with FASD is having
anxiety when being told to change in the busy change room. Being aloof from the regular
people, FASD affected people also have trouble in being open physically as well as verbally
in front of others (Sanders, 2013). It is said that the girl was allowed to change previously in
the staff changing room by the previous teacher. This method might not be the most inclusive
method of all, but the reason is justified. Changing clothes in front of other girls is a big
change for a FASD girl and a sensitive issue too. Therefore, a little flexibility should be
provided when it comes to avoiding the implementation of inclusive techniques to FASD
individuals.

4SCENARIO ANALYSIS- INCLUSIVE, INTEGRATED OR SEGREGATED
An Inclusive Solution for the Scenario:
If the inclusive strategies are a necessary element to be implemented, then the schools
which have inclusive education system and accepts students with disabilities like FASD,
should have changing rooms that would allow individuals to change by themselves (Popova
et al., 2016). Every girl should have a different covered space to change and thus, when the
FASD girl would see everyone doing the same as she likes to do, she would feel involved.
Keeping in mind the constraints that these children face in their daily lives, inclusive schools
should develop and renovate their existing methods in order to get compatible with disabled
students.
FASD Class Assignment Scenario:
When in an inclusive method of education, group assignments are mandatory.
Therefore, the participation of a FASD student in a group of three other normal students is an
inclusive method. However, the allocation of work that was distributed among these four
participants were uneven; the FASD student got only 10% of the workload, whereas the other
three got 30% (Astley, 2013). This process was not entirely exclusive of the school yet
somewhat inclusive. The FASD student is not entirely thrown out of the activity, nor is he
completely taken in. He is just made to realize that he can participate but is not responsible
enough to take equal responsibilities like the other three normal students.
An Inclusive Suggestion for the Scenario:
When it is mandatory to participate in group activities, make sure that the student gets
equal workload in order to make him feel valued and important. Inclusion strategies should
be such that it empowers the disabled individual’s dignity and not as result of sympathy
(Rodriguez & Garro-Gil, 2015). Although there stands the question of getting the task done
with responsibility by these disabled students; in case of this, an educational assistant can be

5SCENARIO ANALYSIS- INCLUSIVE, INTEGRATED OR SEGREGATED
assigned to those groups which have students with disabilities like FASD (Masotti et al.,
2015). Consultants or even support teachers can also help in the process of the problem-
solving task of this group thus harming no one in the scenario.
Rules of Thumb in inclusiveness:
In order to be inclusive, there are certain rules that needs to be followed if such an
inclusive environment is the goal of the institution. Firstly, the learners with FASD should be
encouraged to speak up and contribute as much as possible by them. Second rule is to let
them speak without interruption; this act affects their self-confidence. Thirdly, while
introducing a FASD learner, highlight on their strengths and let the other person know what
value this learner has in the school in spite of the FASD (Bossaert et al., 2013). Fourthly,
when the learner with FASD speaks, it is of utmost importance to listen to their opinions and
understand their perspective. Finally, by inviting questions and a different perspective of
opinion one can let them know that the normal student has come to a FASD learner to
understand things.
Teaching and Learning Strategies:
Case Study 1:
When a class 10 grade learner with FASD interrupts the class with various activities
that seems inappropriate, it is important that the teacher maintains his patience with him. In
order to catch his focus and stop him from doing these things in the class, the teacher should
positive communication with his name in the beginning of each instruction (Pei et al., 2017).
This tends to catch the attention of the learner and in most of the cases, it is effective. The
educational assistant can be asked to remove any distraction from the environment and ask
the learner to repeat the instruction given to him in a positive manner.

6SCENARIO ANALYSIS- INCLUSIVE, INTEGRATED OR SEGREGATED
Case Study 2:
Michael should never be instructed in negative sentences; for example, “don’t run”
would never work on Michael and the staff members should be made aware of that fact. As
for the fact of the paintbrush, Michael can be made aware of the positive attributes of sharing
and caring through visual aids of education and the same medium of education can also show
Michael the negative impacts of having a bad temper. Michael needs the realization of having
friends and the behaviour that makes friends go away. Being in grade 2, implementation of
education through visual aids will prove to be the most effective method.

7SCENARIO ANALYSIS- INCLUSIVE, INTEGRATED OR SEGREGATED
References:
Astley, S. J. (2013). Validation of the fetal alcohol spectrum disorder (FASD) 4-Digit
Diagnostic Code. Journal of Population Therapeutics and Clinical
Pharmacology, 20(3).
Bossaert, G., Colpin, H., Pijl, S. J., & Petry, K. (2013). Truly included? A literature study
focusing on the social dimension of inclusion in education. International Journal of
Inclusive Education, 17(1), 60-79.
Koren, G., Chudley, A., Loock, C., MacLeod, S. M., Rosales, T., Rosenbaum, C., & Sarkar,
M. (2014). Screening and referral to identify children at risk for FASD: Search for
new methods 2006-2013. Journal of Population Therapeutics and Clinical
Pharmacology, 21(2).
Masotti, P., Longstaffe, S., Gammon, H., Isbister, J., Maxwell, B., & Hanlon-Dearman, A.
(2015). Integrating care for individuals with FASD: results from a multi-stakeholder
symposium. BMC health services research, 15(1), 457.
Millar, J. A., Thompson, J., Schwab, D., Hanlon‐Dearman, A., Goodman, D., Koren, G., &
Masotti, P. (2017). Educating students with FASD: linking policy, research and
practice. Journal of Research in Special Educational Needs, 17(1), 3-17.
Millians, M. N. (2015). Educational needs and care of children with FASD. Current
Developmental Disorders Reports, 2(3), 210-218.
O'Hanlon, C. (2017). Inclusive education in Europe. Routledge.
Pei, J., Tremblay, M., McNeil, A., Poole, N., & McFarlane, A. (2017). Neuropsychological
aspects of prevention and intervention for FASD in Canada. Journal of Pediatric
Neuropsychology, 3(1), 25-37.

8SCENARIO ANALYSIS- INCLUSIVE, INTEGRATED OR SEGREGATED
Popova, S., Lange, S., Shield, K., Mihic, A., Chudley, A. E., Mukherjee, R. A., ... & Rehm, J.
(2016). Comorbidity of fetal alcohol spectrum disorder: a systematic review and
meta-analysis. The Lancet, 387(10022), 978-987.
Rodriguez, C. C., & Garro-Gil, N. (2015). Inclusion and integration on special
education. Procedia-Social and Behavioral Sciences, 191, 1323-1327.
Sanders, J. (2013). " A Window of Opportunity": The Proposed Inclusion of Fetal Alcohol
Spectrum Disorder in the DSM-5. Journal on Developmental Disabilities, 19(3), 7.
Williams, J. F., Smith, V. C., & Committee on Substance Abuse. (2015). Fetal alcohol
spectrum disorders. Pediatrics, 136(5), e1395-e1406.