Postsecondary Educational Experiences of Adults with Fetal Alcohol Spectrum Disorder

Autor/inn/en	Duquette, Cheryll; Orders, Shari
Titel	Postsecondary Educational Experiences of Adults with Fetal Alcohol Spectrum Disorder
Quelle	In: International Journal of Special Education, 28 (2013) 3, S.68-81 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Postsecondary Education; Educational Experience; Adult Education; Pervasive Developmental Disorders; Fetal Alcohol Syndrome; Interviews; Online Surveys; Parent Attitudes; Student Attitudes; Background; Social Integration; Academic Achievement; Academic Persistence; Student Characteristics; Achievement Need; Barriers; Phenomenology; Educational Diagnosis; Academic Accommodations (Disabilities); Academic Aspiration; Foreign Countries; Qualitative Research; Canada; United States + Suchen Sie Ihr Suchwort? Post-secondary education; Tertiäre Bildung; Bildungserfahrung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Fetal alcohol spectrum disorders; Alkoholembryopathie; Interviewing; Interviewtechnik; Elternverhalten; Schülerverhalten; Hintergrundinformation; Soziale Integration; Schulleistung; Phenomenological psychology; Phänomenologie; Psychologie; Pedagogical diagnostics; Pädagogische Diagnostik; Ausland; Qualitative Forschung; Kanada; USA
Abstract	The postsecondary experiences of adults diagnosed with Fetal Alcohol Spectrum Disorder (FASD) were examined in this qualitative research. Tinto's Student Integration Model (SIM) (1975, 1997) provided the theoretical framework that guided the study. Tinto posits that the interplay of background characteristics, academic integration, and social integration affect persistence in postsecondary education. The participants included four adults with FASD (3 males and 1 female) and their parents. In-depth interviews were conducted with the adults with FASD and their parents responded to open-ended questions in an online survey. Only one of the adults completed a postsecondary program. It was found that the background characteristic factor, and specifically having FASD, affected academic and social integration. Suggestions for revisions to the SIM are proposed, recommendations for postsecondary course instructors and academic counselors are made, and factors to consider when selecting a postsecondary program for an individual with FASD are described. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10