Show simple item record Cascegna, Antonietta en_US 2007-05-18T12:17:28Z 2007-05-18T12:17:28Z 1999-04-01T00:00:00Z en_US
dc.description.abstract Appropriate educational placement, and the combined supportive efforts of parents and teachers for children with Fetal Alcohol Syndrome (FAS), may make all the difference in their success. FAS is a permanent birth defect condition due to th effects of alcohol consumed prenatally and many of the children as a result, require special educational services due to significant learning disabilities, emotional, and behavioural difficulties. The current qualitative study consisted of four in depth interviews; one foster parent and one adoptive parent who both have children with Fetid Alcohol Syndrome/Fetal Alcohol Effects, and the two respective educators who teach their children. Findings suggest that parents and teachers report similar behavioural, cognitive, and socio-emotional characteristics for these children as described in the literature (e.g., impulsiveness, and inability to understand of teaching these children practical skills and social skills rather than academics at school. Three parents and I teacher also felt that current educational funding guidelines in Manitoba were not specific enough for children with FAS and as a result, makes it difficult to obtain appropriate supports needed to assist these children at school (e.g., paraprofessional assistance). In addition, very strong themes of advocacy and "goodness of fit" between the home and school were also found. en_US
dc.format.extent 3770478 bytes
dc.format.extent 184 bytes
dc.format.mimetype application/pdf
dc.format.mimetype text/plain
dc.language en en_US
dc.language.iso en_US
dc.rights info:eu-repo/semantics/openAccess
dc.title Parents' and teachers' perceptions concerning education for children with fetal alcohol syndrome en_US
dc.type info:eu-repo/semantics/masterThesis
dc.type master thesis en_US Educational Administration, Foundations and Psychology en_US Master of Education (M.Ed.) en_US

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