Background Adults with foetal alcohol spectrum disorder (FASD) require support to be part of the community; however, most have few supports other than family and friends. The purpose of this study was to assess caregiver perceptions of community integration of adults with FASD living in British Columbia. Method The Assimilation, Integration, Marginalization and Segregation (AIMS) Interview and Functional Assessment were used to assess community integration and the level of support needed respectively. Results Scores on the AIMS indicated that most of the adults with FASD were integrated (i.e. disability related needs were identified and supported) in the following domains: medical, dental and housing; however, a large percentage were marginalized in other domains. Living with a caregiver had the greatest positive impact on integration while a history of incarceration or confinement had a negative impact. Conclusion Although most of the adults with FASD had achieved community integration in some areas; this was, to some extent, because of the support of family and friends.

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Aim: Exploratory assessment of a professional development program for teachers supporting students with Fetal Alcohol Spectrum Disorder (FASD).Design: A mixed-method research design, using qualitative descriptive and quasi-experimental methods, was employed. Setting:The study occurred in selected public elementary schools in a British Columbia school district. Participants:Elementary school teachers and students with FASD.

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