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).
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.
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.
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.
Post secondary options include higher education opportunities such as a two year or four year degree program. It also includes other learning opportunities such as Job Corps, short term training programs for job specific areas such as construction and welding; adult education through Community Education and Occupational Training schools. Post secondary options provides an individual with an opportunity to gain a new skill or strengthen existing skills that will further their ability to work in their chosen field.
Students of transition age (14-21) and receiving special education services or those transition age students who are being assessed for special education services are required to have post secondary goals and objectives included in the Individual Education Plan. Whenever possible, the disability coordinator for the higher education option the student has selected should attend the IEP team meeting in the youth’s junior and senior high school years.
The IEP should address the development of good study strategies and skills, address skill development in the areas of organization and time management; and self advocacy skills. A student with an FASD needs to have a good understanding of their disability including their strengths and needs. College life is different than high school when it comes to providing accommodations and so for that reason, the IEP accommodations and modifications page is a critical piece in addressing what assistance the student can receive in a higher education setting.
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