Evidence-Based Practice Guidelines for Fetal Alcohol Spectrum Disorder and Literacy and Learning

Autor/in	Mitten, H. Rae
Titel	Evidence-Based Practice Guidelines for Fetal Alcohol Spectrum Disorder and Literacy and Learning
Quelle	In: International Journal of Special Education, 28 (2013) 3, S.44-57 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Evidence; Best Practices; Guidelines; Fetal Alcohol Syndrome; Indigenous Populations; Interviews; Parents; Children; Focus Groups; Qualitative Research; Foreign Countries; Teachers; Stakeholders; Canada Natives; Urban Schools; Observation; Learning Modalities; Learning Processes; Holistic Approach; Language Skills; Story Telling; Writing (Composition); Reading Instruction; Sensory Integration; Attention; Communication Problems; Student Motivation; Learner Engagement; Academic Persistence; Adolescents; Australia; New Zealand; South Africa; United States + Suchen Sie Ihr Suchwort? Evidenz; Richtlinien; Fetal alcohol spectrum disorders; Alkoholembryopathie; Sinti und Roma; Interviewing; Interviewtechnik; Eltern; Child; Kind; Kinder; Qualitative Forschung; Ausland; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Beobachtung; Lernumgebung; Learning process; Lernprozess; Holistischer Ansatz; Language skill; Sprachkompetenz; Schreibübung; Leseunterricht; Sensorische Integration; Aufmerksamkeit; Kommunikationsbarriere; Schulische Motivation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Australien; Neuseeland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; USA
Abstract	Evidence-based Practice Guidelines for Fetal Alcohol Spectrum Disorder (FASD) and Literacy and Learning are derived from an inductive analysis of qualitative data collected in field research. FASD is the umbrella term for a spectrum of neurocognitive and physical disabilities caused by prenatal exposure to alcohol. Data from a sample of N=150 was collected using sharing circles with Aboriginal elders and community members; conversational interviews with parents and their children with FASD; and interviews and focus groups with professionals who support children with FASD and their families. Special protocols were followed in collaboratively planning and participating in research involving Aboriginal communities. Aboriginal research methodologies utilized are situated among emerging, multi-disciplinary, qualitative research methodologies suitable for understanding the complexity of natural phenomena such as FASD. The goal of dissemination is to further translation of research findings regarding evidence-based guidelines for FASD to the clinical or practice levels, across disciplines and sectors, as well as across the life cycle, in order to prevent adverse life outcomes. (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