Curriculum for Addiction Professionals > Competency 3: Treatment Strategies for Working with Clients with an FASD > 6e. Educational Support (IDEA and FAPE)

Please Select One 1. Competency Description 2. Pretest 3. Learning Objectives 4. Introduction 5. Adults 5a. Assessment and Treatment Plan Development 5b. Chronological Age Compared to Developmental Age 5c. Ways To Modify Facility Treatment Plans and Staff Expectations 5d. Counseling Strategies 5e. Counseling Strategies: Boundaries 5f. Counseling Strategies: Strengths 5g. Counseling Strategies: History of Abuse 5h. Counseling Strategies: Loss and Grieving 5i. Counseling Strategies: Stigma 5j. Counseling Strategies: Self-Esteem and Personal Issues 5k. Counseling Strategies: Resistance, Denial, and Acceptance 5l. Motivational Coaching 5m. Education, Direction, and Support for Families 5n. Appropriate Birth Control and Referral for Pharmaceutical Assessment 5o. Ongoing Assessment for Comprehension of Information 5p. Transitional Planning and Case Management 6. Adolescents 6a. Treatment Plan Development 6b. Treatment Plan Development: Points to Consider 6c. Medical and Mental Health Assessments 6d. Ongoing Assessment for Comprehension of Information 6e. Educational Support (IDEA and FAPE) 6f. Transitional Planning and Case Management 7. Children 7a. Medical and Mental Health Assessments 7b. Educational Support 7c. Case Management 8. Issues Related to Professional Values and Ethics 9. Matching Activity 10. Posttest 11. References

< Previous Next >

Competency 3: Treatment Strategies for Working with Clients with an FASD

Adolescents

Educational Support (IDEA and FAPE)

The Individuals With Disabilities Education Act (IDEA) entitles every child to a free and appropriate public education (FAPE) in the least restrictive environment. Counselors in treatment centers need to consult with the client’s school regarding any provisions in his or her individualized education plan (IEP). These provisions need to be followed during treatment to ensure that the client’s educational needs are met.

In the outpatient setting and during aftercare, it is a good idea for the counselor to consult with the school counselor or case manager regarding educational needs. Areas such as social skills may be addressed in the IEP and would be important to address during treatment and as part of aftercare. It also helps to be aware of any academic issues that may affect the client’s treatment, such as stress about academic performance or difficulties with classmates.

< Previous Next >