Abstract
Purpose and methodology. A case study design was used to determine what strategies, skills, and techniques identified by experts for use with children prenatally exposed to drugs were being implemented in regular classrooms. The sample consisted of teachers, counselors, and administrators trained in teaching strategies for children prenatally exposed to drugs in Washington, D.C., Tampa, Florida, and San Diego, California. Purposive nonprobability sampling was used. The instruments used were three observation checklists developed by Hillsborough County Public Schools, five researcher-developed observation checklists, and researcher developed interview questions. The data were presented in narrative, tabular, and graphic format. Findings. Children prenatally exposed to drugs had been successfully integrated into regular classroom/school settings. Four special needs in classrooms were: (1) consistency of procedures, routines, schedules, rules, people, and programs; (2) definition of space; (3) transition time plans and procedures; and (4) the teaching of rules, procedures, and social skills. With respect to skills and techniques, the participants stated that no matter what technique or skill was used, success needed to be built into the activity; patience and a good sense of humor were vital. These needed to be encompassed within a consistent schedule and structure. Since communication was found to be difficult for many of these children, emphasis was placed on discussing feelings and appropriate ways of expressing them. Recommended changes from participants included smaller class sizes, regular classroom placements, multi-age groupings, and developmentally appropriate classrooms and techniques. Change was an issue; change of traditional educational assumptions, change of self, change from exclusionary points of view to inclusionary ones. Along with change, one needed a commitment to educate oneself in appropriate techniques and strategies. Children prenatally exposed to drugs are children first and not to be feared. Implications. Professionals in the fields of education, medicine, psychology, and social work with expertise regarding children prenatally exposed to drugs need to continue their research and share the information with other professionals and the media in order to dispel myths and anxiety that exist with regard to these children. Teachers should insist on training in teaching strategies for these children. These interventions are critical for children with deficiencies, but are also helpful for typically developing youngsters; therefore, the idea of "universal precautions" should be considered.