School Experiences of Students with Fetal Alcohol Spectrum Disorder

Autor/inn/en	Duquette, Cheryll; Stodel, Emma J.
Titel	School Experiences of Students with Fetal Alcohol Spectrum Disorder
Quelle	In: Exceptionality Education Canada, 15 (2005) 2, S.51-75 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1183-322X
Schlagwörter	Educational Experience; Fetal Alcohol Syndrome; Interpersonal Relationship; Student Experience; Questionnaires; Interviews; Teacher Student Relationship; Teacher Attitudes; Student Needs; Clinical Diagnosis; Incidence; Special Needs Students; Adoption; Parent Role; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Bildungserfahrung; Fetal alcohol spectrum disorders; Alkoholembryopathie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Studienerfahrung; Fragebogen; Interviewing; Interviewtechnik; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Vorkommen; Sonderpädagogischer Förderbedarf; Parental role; Elternrolle; Ausland; Kanada
Abstract	The purpose of this research was to examine the educational experiences of individuals with Fetal Alcohol Spectrum Disorder (FASD) and the elements of a successful school experience. Eleven parents and seven children participated in this qualitative study. Data was collected using questionnaires and in-depth semi-structured interviews. Participants stated that the elements contributing to a successful school experience were caring teachers and appropriate programs and services. Three other elements also emerged from the data: obtaining a medical diagnosis, support from parents, and the transition to adult life. (Contains 1 table.) (Author).
Anmerkungen	Exceptionality Education Canada. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://www.uofaweb.ualberta.ca/eec/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10