The information needs of regular elementary teachers concerning the special needs of students who have Fetal Alcohol Syndrome (FAS) and Fetal Alcohol Effects (FAE) were assessed. A literature review covers means of identification of these disorders, intervention, effective instructional strategies, and issues involved with FAS and FAE. Observations were undertaken with a first grade teacher and a child who is alcohol-affected but not yet identified as having FAS/FAE. An informal interview was also conducted with a special education teacher who was helping the first grade teacher in having the child tested to receive special services. Additionally, a questionnaire was completed by nine teachers in the same elementary school regarding the extent of teacher knowledge concerning FAS/FAE as well as information needs. It was concluded that alcohol-affected children have learning disabilities, poor social skills, and disruptive behavior. Forty-four percent of the teachers had a student suspected of having either FAS or FAE, and 11 percent had a student who had been identified. Appendices include an observation form, a questionnaire, interview questions, and a handout for educators on FAS and FAE. (Contains 22 references.) (SW)