Toward Better Collaboration in the Education of Students with Fetal Alcohol Spectrum Disorders: Integrating the Voices of Teachers, Administrators, Caregivers, and Allied Professionals

• Autores: Jenelle Marie Job, Cheryl Anne Poth, Jacqueline Pei, Belina Caissie, Deborah Brandell, John Macnab
• Localización: Qualitative Research in Education, ISSN-e 2014-6418, Vol. 2, Nº. 1, 2013, págs. 38-64
• Idioma: inglés
• DOI: 10.4471/qre.2013.15
• Títulos paralelos:
  • Hacia una mejor colaboración en la educación de estudiantes con desordenes por síndrome alcohólico fetal: integrando las voces de profesores, administradores, cuidadores y otros profesionales
• Enlaces
  • Texto completo (pdf)
• Resumen

  • This exploratory study addresses the call for an increased presence of key stakeholders� perspectives in educational research involving students with Fetal Alcohol Spectrum Disorders (FASDs) (Duquette, Stodel, Fullarton, & Hagglund, 2006a). Specifically, greater understandings are necessary to support the educational success of students with FASDs. The analysis of 11 focus groups and 3 interviews with teachers, administrators, caregivers, and allied professionals (total n = 60) revealed three themes: fostering relationships, reframing practices, and accessing supports. These findings have important implications for the use of a qualitaitve approach in generating evidenced-based educational practices for stakeholders reflective of enhanced communication and collaboration that better meet the needs of students with FASDs.

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