Pedagogically Bereft! Improving Learning Outcomes for Children with Foetal Alcohol Spectrum Disorders

Autor/in	Carpenter, Barry
Titel	Pedagogically Bereft! Improving Learning Outcomes for Children with Foetal Alcohol Spectrum Disorders
Quelle	In: British Journal of Special Education, 38 (2011) 1, S.37-43 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/j.1467-8578.2011.00495.x
Schlagwörter	Educational Strategies; Learning Problems; Neurological Impairments; Learning Disabilities; Drug Addiction; Foreign Countries; Adolescents; Fetal Alcohol Syndrome; Teaching Methods; Elementary Secondary Education; United Kingdom + Suchen Sie Ihr Suchwort? Lehrstrategie; Lernproblem; Neurodegenerative Erkrankung; Learning handicap; Lernbehinderung; Drug dependence; Drug consomption; Drogenabhängigkeit; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Fetal alcohol spectrum disorders; Alkoholembryopathie; Teaching method; Lehrmethode; Unterrichtsmethode; Großbritannien
Abstract	Foetal alcohol spectrum disorder (FASD) is the most common non-genetic cause of learning disability, affecting around 1% of live births in Europe, and costing an estimated $2.9 million per individual across their lifespan. In adulthood, non-reversible brain damage is often compounded by secondary disabilities in adulthood, such as mental health problems and drug addiction. The challenge for today's educators is: "How do we teach children with FASD?" Their unusual style of learning and their extreme challenging behaviour is out of the experience of many teachers. This article, written by Professor Barry Carpenter, OBE, National Director of the Specialist Schools & Academies Trust Complex Learning Difficulties and Disabilities Research Project, considers the status of FASD in the UK, and provides an overview of the author's recent research into effective educational strategies within the framework of "Every Child Matters". Only government-led approaches can lead to improvements in the quality of teaching and learning for children with FASD and their future life chances. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10