Understanding Adverse Experiences and Providing School-Based Supports for Youth Who Are High Risk with and without FASD

Autor/inn/en	Flannigan, Katherine; Rebus, Michaela; Mitchell, Neda; Gear, Amber; Basisty, Brandy; Couling, Katelynn; Whitford, Cliff; Moore, Michael; Meunier, Scott; Smale, Ken; Pei, Jacqueline; Rasmussen, Carmen
Titel	Understanding Adverse Experiences and Providing School-Based Supports for Youth Who Are High Risk with and without FASD
Quelle	In: International Journal of Special Education, 32 (2017) 4, S.842-857 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Fetal Alcohol Syndrome; Student Needs; At Risk Students; Foreign Countries; Evidence Based Practice; Best Practices; Charter Schools; Adolescents; Special Schools; Student Personnel Services; School Community Programs; Indigenous Populations; Student Characteristics; Comparative Analysis; Statistical Analysis; School Health Services; Mental Disorders; Student Records; Canada (Edmonton) + Suchen Sie Ihr Suchwort? Fetal alcohol spectrum disorders; Alkoholembryopathie; Ausland; Charter school; Charter-Schule; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Special school; Sonderschule; Sinti und Roma; Statistische Analyse; Schuleingangsuntersuchung; Mental illness; Geisteskrankheit; Schülerakte
Abstract	Youth who are high risk (YHR) face numerous adversities, and those with Fetal Alcohol Spectrum Disorder (FASD) may experience even more complex challenges due to the compounding impact of brain dysfunction. However, very little research has been conducted to understand or characterize this vulnerable group, or explore potential strategies for supporting their specific needs. In the current study, we sought to characterize some of the adverse experiences of YHR with and without FASD (N = 90) who were attending an innovative school that supports students who have struggled in other educational settings. We also examined services offered at this school and explored whether service access and several social and educational factors differ between youth with and without FASD. Findings indicate that YHR with FASD have more complex needs and a different pattern of service use than YHR without FASD. These findings are discussed in the context of how we might better support YHR and foster successful outcomes. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01