I was recently involved in a research project that surveyed 89 undergraduate students at the University of Alberta enrolled in the Faculty of Education pre-service teacher training program. The goal was to investigate the knowledge, attitudes, and efficacy of pre-service teachers in addressing the needs of students with Fetal Alcohol Spectrum Disorders (FASD) in order to consider how to optimally prepare pre-service teachers for classroom work with the FASD population. Results indicated that as a group the respondents had a very basic knowledge of FASD and its challenges with little or no knowledge of specific classroom strategies or community supports. Student respondents identified a desire to learn more about the specific cognitive and behavioural effects of FASD as well as ways to become familiar with strategies, interventions, and resources to meet student needs prior to entering a classroom setting.

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