This 3-year qualitative study investigated the diagnostic process and the experiences of professionals and families associated with 5 Alaskan students with Fetal Alcohol Spectrum Disorder (FASD). The data revealed (a) an increase in public awareness, but limited provision of services for children with FASD and their families; (b) the use of differentiated instruction by experienced teachers, but beginning teachers who experienced frustration and were less likely to adapt instruction; and (c) the pervasive impact of challenging behaviors, but the limited support provided to families. The results offer insights into FASD and suggest implications for coordinated educational services and family supports.
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