This paper provides a discussion of definitions, historical precursors, and prevalence figures for children with fetal alcohol syndrome (FAS) and highlights relevant medical and behavioral characteristics. It also addresses the educational implications of working with children with FAS in terms of instruction and curriculum. Educators are urged to: (1) provide an appropriate program designed to meet the needs of these unique individuals; (2) provide early interventions for children with FAS and fetal alcohol effects (FAE); (3) teach students the skills that will help them survive and function in the real world, including daily living skills and vocational training; (4) teach communication skills to enable students with FAS or FAE to experience success with peer relations and job skills; (5) teach social skills to children with FAS or FAE; (6) manage inappropriate behavior by considering the classroom environment, conducting a functional behavioral assessment, determining what response the student is receiving from his or her behavior, and teaching the child self-management skills; and (7) collaborate with parents to more effectively provide the support that children with FAS or FAE need. (Contains 25 references.) (CR)