Understanding of executive functioning challenges and support for learners with FASD within a classroom

[摘要] ENGLISH ABSTRACT : This study was undertaken to explore educators' knowledge of and attitude towardsunderstanding of executive functioning challenges and support for learners with fetalalcohol spectrum disorders (FASDs) within a classroom.This study posed three research questions, namely about the nature of the executivefunctioning difficulties that learners living with FASDs may experience in theclassroom, teachers' knowledge and attitudes towards FASD learners who experienceexecutive functioning difficulties in the classroom, and then thirdly about the supportivestrategies that teachers use to support these challenges.Working from an interpretive paradigm, a single instrumental case study design,utilising a qualitative methodology, was employed. It was attempted to gain in-depthunderstanding and meaning of the purposefully selected case and participants.Four main themes emanated from the data gathered. Information about the way aFASD learner presents in the classroom, about teachers' and classroom assistants'teaching experiences, strategies of working with FASD learners, and teaching andsupport strategies for EF difficulties, was identified after a thematic analysis of thedata.The findings of the study suggest that although every learner living with FASD isdifferent, most FASD learners do experience some executive functioning difficulties. Ifteachers understand these difficulties and use appropriate supportive strategies toaddress these challenges, it may be possible for learners with FASDs to also reachtheir full potential.

[发布机构] Stellenbosch University