Foetal Alcohol Spectrum Disorders (FASD): Raising Awareness in Early Years Settings

Autor/inn/en	Blackburn, Carolyn; Whitehurst, Teresa
Titel	Foetal Alcohol Spectrum Disorders (FASD): Raising Awareness in Early Years Settings
Quelle	In: British Journal of Special Education, 37 (2010) 3, S.122-129 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
Schlagwörter	Learning Problems; Alcoholism; Physical Disabilities; Hyperactivity; Pregnancy; Expressive Language; Emotional Development; Teaching Methods; Prenatal Influences; Mental Retardation; Foreign Countries; Alcohol Abuse; Fetal Alcohol Syndrome; Early Intervention; Consciousness Raising; United Kingdom + Suchen Sie Ihr Suchwort? Lernproblem; Alkoholismus; Physical handicap; Körperbehinderung; Hyperaktivität; Schwangerschaft; Gefühlsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Pränataler Einfluss; Geistige Behinderung; Ausland; Fetal alcohol spectrum disorders; Alkoholembryopathie; Bewusstseinsbildung; Großbritannien
Abstract	In this article Carolyn Blackburn who is currently project officer for the Training and Development Agency for Schools and Teresa Whitehurst who is a research and development officer at Sunfield School in Worcestershire discuss how educationalists are being required to support an increasing number of children with new and emerging disabilities including Foetal Alcohol Spectrum Disorders (FASD) for which they may be ill equipped if knowledge and resources are not available. FASD is an umbrella term used to describe a range of intellectual and physical disabilities that may occur when alcohol is consumed by the mother during pregnancy. This may lead to learning difficulties in the areas of gross and fine motor control, social and emotional development, hyperactivity and attention disorders, understanding rules and cause and effect, receptive and expressive language, and problem solving and numeracy. Educating and caring for these children needs a unique approach that relies on reflective practice and adaptive teaching techniques. This article focuses on a collaborative project with Worcestershire Early Years entitled Building Bridges with Understanding. The project focused on raising awareness and increasing knowledge of FASD in early years practitioners to support children with a range of difficulties and provides access to a free downloadable resource pack. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10