Formerly known as MOFAS: Minnesota Organization on Fetal Alcohol Syndrome

Exciting News
from MOFAS

If you're looking for the Minnesota Organization on Fetal Alcohol Syndrome (MOFAS) you have come to the right place. We have some exciting news about our organization. We have a new name! MOFAS has officially been renamed Proof Alliance. Our mission remains the same: to prevent prenatal alcohol exposure and to improve the quality of life for people living with fetal alcohol spectrum disorders (FASD).

Why PR%F

We now have the proof that prenatal alcohol exposure is a leading cause of brain injury in children. We have the proof that FASD is 100% preventable and people living with an FASD can reach 100% of their potential.

Why Alliance?

We seek to build powerful alliances with people with an FASD, their families, legislators, experts in the field, new partners, and community members to bring awareness, research, and services to this field.

What's Next?

Proof Alliance is rebranding, expanding, and we're moving! We have a new logo, website, and prevention campaign to help change the norms around drinking during pregnancy. And in May 2019 we will be moving to a stand-alone building. Proof Alliance commits to the people of Minnesota and we will continue to develop transformative programs to help Minnesotans impacted by FASD.

Planning Post-Secondary Accommodations

What?

When a student receiving special education services graduates from high school and moves on to a post secondary education setting such as college or trade school, the Individual Education Program (IEP) that they were receiving services under at school does not follow with them. While higher education opportunities are required by law to provide accommodations under Section 504 those standards are much different than those required under special education for post secondary accommodations.

Who?

Prior planning to ensure a smooth transition for a student with special education supports to a higher learning opportunity under a 504 Plan is crucial. Whenever possible, the disability coordinator should be invited to attend the IEP team meetings in the junior and senior year of high school. It is that coordinator who will support your student in that transition. The student with a disability will need to have a good understanding of their disability and how it affects their ability to learn. The IEP team should be addressing the accommodation’s the student receives to identify those that would be allowed under the 504 Plan in college and so that the student has time to adjust to the decrease in support and learning opportunities to advocate for themselves.

How?

College services for an individual with a disability are different than what is offered at school. Some examples of that include;

  • Students have a right to privacy
  • Instructors will not know about the disability unless the student shares it with them
  • College will provide reasonable accommodations according to federal guidelines rather than individualized accommodations
  • Teachers do not keep track of assignments, remind students to turn them in and in most cases do not allow late work

For more information on what colleges provide: http://bit.ly/1e4QGEf

Where?

For more information on post secondary accommodations:
Wrights Law: http://bit.ly/1b1xu7q
PACER Helping Your Child : http://www.pacer.org/parent/php/php-c165.pdf
MN College Disability Services and Coordinators: http://bit.ly/LkNOH6

Strategies for a successful Post Secondary Experiences:

  • Invite the disability coordinator from the post secondary school that your child will be attending to the IEP team meetings
  • Identify what assistive technology is available post high school and provide opportunities for your child to learn how to use the device prior to entering post secondary setting
  • Start exposing your child to the types of classes they will be taking post secondary while in middle and high school
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