In this paper, we describe strategies for education children with FASD. Children with this diagnosis show great behavioral and learning difficulties. Traditional methods of education are the least successful. Children with FASD do not respond as well as typical children because they have organic changes in their brains due to PAE, and for some children, trauma is also a cause. They can learn, but they learn differently. They can behave in a regulated way, but they need external adult support to do so. If appropriate individual strategies are not used in the education of children with FASD, they fail. Therefore, we do not focus on the outward manifestations of behavior, but on understanding the inner needs of these children -the causes of the problematic behavior in question. Therefore, emotional support from adults is necessary, which helps the development of regulatory mechanisms in children with FASD. In particular, children with FASD need structure, emotional anchoring, and secure relational bonds.
The aim of this study is to investigate which supportive factors positively influence inclusive mathematics education so that it is accessible to all pupils in mainstream primary and secondary school settings from the mathematics teachers’ perspectives. The study is designed as a qualitative descriptive study. It was conducted by collecting 16 narratives about selected pupils/students provided by mathematics teachers. In them, they described their experiences with inclusive mathematics education. Teachers provided information about their pupils with any form of disability (health, social, or other) or an increased need for support and about their situations in mathematics education and inclusion. The stories were structured by the researchers into units of meaning, numerically coded, content-analyzed, and categorized. Participants in the study were 16 mathematics teachers who were working in mainstream schools. From the stories, we identified 583 meaning units that were assigned a numerical code. Using continuous qualitative analysis procedures, we abstracted five main final categories that describe the support factors in inclusive mathematics education from the mathematics teachers’ perspective in terms of including every pupil without distinction, including those who require some level of additional support. The final categories include: 1. Identifying the pupil’s/student’s internal resources in mathematics education 2. The mathematics teacher’s responsive approach toward the pupil/student 3. Modifying conditions in mathematics instruction and implementing accommodations for pupils/students 4. School-family collaboration 5. Support mechanisms for the school as an institution in the context of inclusive mathematics education.
The text theoretically defines fetal alcohol spectrum disorders (FASD) and their causes, describing FASD as a spectrum including specific diagnoses with typical symptomatology and impacts on the individual's school functioning and eco-system. This study investigates inclusive conditions in school environments for children with FASD. Based on qualitative research through the research method of "thematic analysis", it provides an in-depth analytical probe into the situation of children with fetal alcohol syndrome (FASD) and their families in the process of compulsory school attendance in Slovakia. The qualitative research aimed to find out where guardians/parents of children with FASD see positive sources of support and opportunities for their children's inclusive acceptance in the school environment and, on the other hand, where they identify barriers and obstacles). Positive sources of school inclusion for the child with FASD in according to caregivers/parents of these children included: The importance of knowing the FASD diagnosis; The use of alternative teaching approaches for the child with FASD in the school setting; Finding positive reserves in the child with FASD; and A welcoming attitude from educators in the school setting. These factors significantly helped the children function in the school environment and participate in school life. On the contrary, we from interviews identified the following as barriers to school inclusion of the child with FASD: Developmental difficulties in the child with FASD; Unproportional academic performance in the child with FASD; Eco-systemic barriers to the child with FASD; Institutional exclusion of the child with FASD. This paper is a partial output of the Kega project 002UK-4/2020 Supporting a child with sensory processing disorder through a multisensory environment.
The present article defines fetal alcohol spectrum disorders (FASD), describes the aetiology, prevalence, manifestations, and consequences of FASD impacting the quality of life of individuals and their families, diagnostic, intervention approaches, and emphasises prevention. Fetal Alcohol Spectrum Disorders (FASD) is an umbrella term covering a group of congenital neurodevelopmental defects and brain damage resulting from prenatal alcohol exposure (PAE). It is a continuum of bio-psycho-social impacts associated with PAE. There are multiple approaches to diagnosing and treating disorders associated with prenatal alcohol exposure during pregnancy worldwide. All persons with FASD have lifelong cognitive, social, and behavioural difficulties. Individuals with FASD present multidimensional challenges in childhood for parents and caregivers, with an impact on other family members. For this reason, families also need support from society. Evidence-based interventions need to be implemented to support individuals with FASD and their families. Addressing this issue requires a multidisciplinary professional approach. FASD is a costly issue for society, so it is reasonable to invest in significant prevention. Our qualitative research mapped the positive and negative influences on the quality of life of child with FASD and his/her caregivers/parents. We found that the negative aspects affecting the quality of life of the child with FASD and his/her caregivers/parents include: Significant manifestations of behavioural problems of the child with FASD in the school and home environment; Early traumatisation and re-traumatisation of the child with FASD; Disrupted relational bond between the caregiver/parent and the child with FASD and Negative impact of parenting a child with FASD on the mental and physical health of the caregiver/parent. We identified the following positive resources supporting the quality of life of the child with FASD and his/her caregivers/parents: Professional support as one aspect of enhancing the quality of life of the child with FASD and his/her caregivers/parents; Compensating for the learning difficulties of the child with FASD in the home environment; Consciously establishing a secure relational bond between the caregiver/parent and the child with FASD; Alternative teaching approaches to the child with FASD in school as a positive influencing factor. The topic of the quality of life of a child with FASD and his/her caregivers/parents is not sufficiently explored in the Slovak and international context. It is about the interconnected links between the child's situation with FASD himself/herself and the impact on his/her whole ecosystem (home environment, parents, siblings, school and broader community). This study presents pilot data on the quality of life of children diagnosed with FASD and their caregivers/parents in Slovakia. The research was supported by a grant Kega No. 002UK-4/2020 Supporting the child with sensory processing disorder through a multisensory environment.
Príspevok popisuje vplyv prenatálnej expozície alkoholu (PAE) v kontexte vzniku kraniofaciálnych a ostatných typických deficitov u detí s fetálnym alkoholovým syndrómom -FAS. FAS je najzávažnejšou diagnózou porúch fetálneho alkoholového spektra -FASD. FASD je nediagnostický súhrnný termín pre možné následky PAE. Ide o súbor anatomických malformácií a neurovývinových abnormalít vzniknutých počas vnútromaternicového vývinu jednotlivca konzumáciou alkoholu matkou počas tehotenstva. V rámci diagnostiky FASD, vrátane FAS, existuje celosvetovo viacero diagnostických manuálov. Na Slovensku sa zatiaľ používa The 4-Digit Code podľa Astley (2004). Daný manuál má veľmi dobre prepracovanú časť diagnostiky kraniofaciálnych deficitov. Pri FAS sú typickými znakmi na tvári tzv. sentinelové črty tváre. Patria sem krátka viečková štrbina, úzka horná pera a vyhladená ryha medzi nosom a hornou perou. Z hľadiska logopédie je dôležité vedieť aj o anomáliách vývinu zubov, pier, podnebia, nosa, uší a očí. V rámci etiogenézy kraniofaciálnych a ostatných typických deficitov sa vo všeobecnosti uvádzajú molekulárne, biochemické, bunkové a embryonálne mechanizmy.
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