Secondary School Experiences of Individuals with Foetal Alcohol Spectrum Disorder: Perspectives of Parents and Their Children

Autor/inn/en	Duquette, Cheryll; Stodel, Emma; Fullarton, Stephanie; Hagglund, Karras
Titel	Secondary School Experiences of Individuals with Foetal Alcohol Spectrum Disorder: Perspectives of Parents and Their Children
Quelle	In: International Journal of Inclusive Education, 11 (2007) 5-6, S.571-591 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
Schlagwörter	Social Integration; Academic Persistence; Alcoholism; Fetal Alcohol Syndrome; Student Behavior; Student Characteristics; Goal Orientation; Social Influences; Educational Environment; Graduation; Social Theories; Advocacy; Parent Role; Parent Student Relationship; Adolescents; Foreign Countries; Student Experience; Memory; Cognitive Processes; Attention Deficit Hyperactivity Disorder; Student Needs; Barriers; Canada; United States + Suchen Sie Ihr Suchwort? Soziale Integration; Alkoholismus; Fetal alcohol spectrum disorders; Alkoholembryopathie; Student behaviour; Schülerverhalten; Zielorientierung; Zielvorstellung; Sozialer Einfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Abschluss; Graduierung; Gesellschaftstheorie; Sozialanwaltschaft; Parental role; Elternrolle; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Ausland; Studienerfahrung; Gedächtnis; Cognitive process; Kognitiver Prozess; Kanada; USA
Abstract	The purpose of this study was to examine persistence in school among students with Foetal Alcohol Spectrum Disorder (FASD) from the perspectives of the students themselves and their parents. Tinto's (1975, 1997) Student Integration Model (SIM) provided the theoretical framework for this research. This model involves an interplay between (1) background characteristics and attributes affecting the level of goal commitment, (2) level of academic integration, and (3) level of social integration into the institution that determine whether or not a student will graduate. The findings showed limited support for Tinto's SIM and that parental advocacy is strongly linked with persistence among adolescents with FASD. A new model showing the parents' role in encouraging persistence through their actions at home and advocacy at the schools is presented. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10