Inclusive Education as Exclusive Practice: One Parent's Experience Advocating for Children with Fetal Alcohol Spectrum Disorders Within the School System

Autor/in	Opini, Bathseba
Titel	Inclusive Education as Exclusive Practice: One Parent's Experience Advocating for Children with Fetal Alcohol Spectrum Disorders Within the School System
Quelle	In: Exceptionality Education International, 29 (2019) 2, S.72-90 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5227
Schlagwörter	Inclusion; Fetal Alcohol Syndrome; Special Needs Students; Students with Disabilities; Foreign Countries; Parent School Relationship; Advocacy; Parent Role; Knowledge Level; Parent Participation; Teacher Competencies; Training; Teacher Role; Administrator Role; Parent Teacher Cooperation; School Choice; Canada + Suchen Sie Ihr Suchwort? Inklusion; Fetal alcohol spectrum disorders; Alkoholembryopathie; Sonderpädagogischer Förderbedarf; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ausland; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Sozialanwaltschaft; Parental role; Elternrolle; Wissensbasis; Elternmitwirkung; Lehrkunst; Ausbildung; Lehrerrolle; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Choice of school; Schulwahl; Kanada
Abstract	Fetal alcohol spectrum disorder (FASD) is a significant cause of cognitive and developmental disability among children in Canada, with accompanying lifelong risks to independent living. Previous studies have called for improved home-school collaboration to support children with FASD, but barriers remain for parents seeking collaborative involvement. Using a narrative approach, this article presents one parent's experiences advocating for children with FASD within a school system in central Canada. Emerging narrative themes were schools' lack of knowledge and awareness of FASD, the difficulty of choosing a school or program, and the importance of listening to parents and families. Within the context of previous findings, this parent's narrative confirms and makes urgent key areas of need for improved support of children with FASD. These include improved training for teachers and administrators, flexible accommodations including specialized environments when needed, and above all an active commitment to trusting collaborations and encouragement of parental involvement. (As Provided).
Anmerkungen	Exceptionality Education International. 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://ir.lib.uwo.ca/eei/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01