A School Curriculum for Fetal Alcohol Spectrum Disorder: Advice from a Young Adult with FASD

Autor/inn/en	Brenna, Beverley; Burles, Meridith; Holtslander, Lorraine; Bocking, Sarah
Titel	A School Curriculum for Fetal Alcohol Spectrum Disorder: Advice from a Young Adult with FASD
Quelle	In: International Journal of Inclusive Education, 21 (2017) 2, S.218-229 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2016.1193565
Schlagwörter	Foreign Countries; Secondary School Curriculum; Fetal Alcohol Syndrome; Young Adults; Case Studies; Photography; Social Action; Research Methodology; Resilience (Psychology); Self Concept; Adjustment (to Environment); High School Graduates; Semi Structured Interviews; Cognitive Ability; Behavior Problems; Teacher Student Relationship; Barriers; Social Attitudes; Educational Environment; Occupational Aspiration; Motivation; Social Support Groups; Canada + Suchen Sie Ihr Suchwort? Ausland; Fetal alcohol spectrum disorders; Alkoholembryopathie; Young adult; Junger Erwachsener; Case study; Fallstudie; Case Study; Fotografie; Soziales Handeln; Research method; Forschungsmethode; Selbstkonzept; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Denkfähigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Social attidude; Soziale Einstellung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Berufsneigung; Berufsziel; psychologische; Motivation (psychologisch); Social support; Soziale Unterstützung; Kanada
Abstract	While a significant number of individuals in Canada and globally are affected by prenatal fetal alcohol exposure, scant research exists that focuses specifically on the subjective experiences of this population. Based on a single case study exploring through Photovoice methodology the life experiences of a young adult with Fetal Alcohol Spectrum Disorder (FASD), this research paper utilises Schwab's curriculum commonplaces as a framework to present results pertinent to the field of Education. Four themes emerged that illuminate the participants' resilience and self-awareness of issues related to independence versus support, strengths and challenges, attitude and adaptation strategies, and advice for others. Curriculum suggestions based on the findings are offered for educators working with young people with FASD in general education settings. Further implications for Education and suggestions for additional research are included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01