Educators' knowledge of and attitudes toward fetal alcohol spectrum disorder

[摘要] ENGLISH ABSTRACT: Fetal Alcohol Spectrum Disorder, which is the most common cause of mental and learningdisabilities in the world, is totally preventable. Fetal Alcohol Spectrum Disorder is not agenetic or inherited condition; however, it is permanent and reduces human potential.There is no cure or treatment. Fetal Alcohol Spectrum Disorder does not distinguishbetween race, class or culture and can affect children from all socio-economic groups. Itis however more prevalent amongst poor, uneducated, uninformed and marginalised(minority groups) or aboriginal communities due to a variety of historical, sociopoliticaland economic reasons. Fetal Alcohol Spectrum Disorder has become a publichealth problem in South Africa in provinces like the Western and Northern Cape (winegrowingareas), where substantial research has been conducted and where alcoholabuse can be traced back to the 'dop' system. The highest documented prevalence ofFetal Alcohol Spectrum Disorder in the world has been identified in these provincesamongst a marginalised group of people classified in South Africa as 'coloured'.A substantial amount of research has been conducted on the characteristics,manifestation and prevalence of Fetal Alcohol Spectrum Disorder in South Africa, butno research has yet been done to ascertain educators' knowledge of and attitude tolearners with Fetal Alcohol Spectrum Disorder. In view of the high prevalence of FetalAlcohol Spectrum Disorder in South Africa, and the possibility that many of thelearners with learning and behavioural problems in our schools could be victims ofFetal Alcohol Spectrum Disorder (also known as a 'hidden disability') I concentratedmy research on schools situated in low socio-economic areas on the Cape Flats wherepoverty and unemployment are high and shebeens are plentiful.Through this research I firstly wished to establish how much knowledge educators haveof Fetal Alcohol Spectrum Disorder and what their attitudes are toward learnersmanifesting the disorder. Secondly, my aim was to ascertain to what extent educatorsare able to support and identify these learners. Qualitative research methods and aninterpretive constructivist paradigm were used to conduct the study. Data wasprimarily collected through the use of interviews, focus group discussions, observationsand a research journal. Nine participants, from three different low socio-economicschools (one from each educational phase) on the Cape Flats, were involved. Themesthat emerged from the data were analysed and recorded through the constantcomparative method. They are discussed together with the research findings.This study revealed important issues pertaining to educators' knowledge of FetalAlcohol Spectrum Disorder and whether they are able to assist learners presenting withthis disorder in mainstream education in South Africa. A number of recommendationsare made for further research in this field.

[发布机构] Stellenbosch University