Enhancing Learning Environments for Students Affected by Fetal Alcohol Spectrum Disorders: an Exploratory Study of Canadian Pre-service Teacher Knowledge and Conceptions

There is a pressing need for enhancing the learning environment for students affected by Fetal Alcohol Spectrum Disorders (FASDs). To develop relevant professional learning opportunities for teachers, a logical initial step is to explore the extent to which pre-service teachers accurately understand the unique neuropsychological functioning associated with FASDs and can apply their knowledge of how learning and development influence functions in the affected child. This research builds upon a theoretical framework operationalizing understanding as a composite of factual knowledge of the strengths and weaknesses of students with FASD and conceptions of how this underlying impairment impacts daily functions and the consequent potential for intervention by a classroom teacher (Job et al., 2013). The analysis of questionnaire data from 77 pre-service teachers revealed a limited knowledge of FASD and its associated deficits and a lack of ability for applying knowledge to classroom practice. The article concludes with a discussion of the implications for teacher education. In pre-service teacher education, knowledge about the causes and impairments associated with FASD can be taught, yet these are not useful in the absence conceptions that facilitate purposeful targeting of root issues for the individual in practice. Finally, we discuss the need for enhanced individualizing of programs for students with disabilities within an inclusive learning environment

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

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.Este estudio exploratorio aborda la necesidad de una mayor presencia de las partes interesadas en la investigación educativa que implica a estudiantes con Desordenes por Síndrome Alcohólico Fetal (DSAF) (Duquette, Stodel, Fullarton, & Hagglund, 2006a). En concretoe, para un mayor entendimiento es necesario apoyar el éxito esolar de estudiantes con DSAF. En el análisis de 11grupos de discusión y 3 entrevistas con profesores, administradores, cuidadores y otros profesionales (total n = 60) se revelaron tres temas: relaciones de acogida, nuevas prácticas de referencia y acceso a ayudas. Estos resultados tienen importantes implicaciones para el uso de un enfoque cualitativo en la generación basada en evidencias sobre las prácticas educativas que reflejan una mayor comunicación y colaboración que mejor satisfagan las necesidades de los estudiantes con DSAF

Capturing the experiences of FASD prevention workers through quilting

Visual data collection methods are gaining momentum in the field of qualitative research because of their ability to document the social world and experiences of participants (Banks, 2001; Rose, 2001. This study employed quilting as a data collection method to capture the experiences of 47 Fetal Alcohol Spectrum Disorder (FASD) prevention workers in the Parent Child Assistance Program (PCAP) across Alberta. Specifically, this article focuses on the process of creating the quilt, the impact that this data collection method has had on participants and researchers, as well as a discussion of our next steps and suggestions for future opportunities to use quilting methods in community-based research

Capturing the experiences of FASD prevention workers through quilting

Visual data collection methods are gaining momentum in the field of qualitative research because of their ability to document the social world and experiences of participants (Banks, 2001; Rose, 2001. This study employed quilting as a data collection method to capture the experiences of 47 Fetal Alcohol Spectrum Disorder (FASD) prevention workers in the Parent Child Assistance Program (PCAP) across Alberta. Specifically, this article focuses on the process of creating the quilt, the impact that this data collection method has had on participants and researchers, as well as a discussion of our next steps and suggestions for future opportunities to use quilting methods in community-based research

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

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.Este estudio exploratorio aborda la necesidad de una mayor presencia de las partes interesadas en la investigación educativa que implica a estudiantes con Desordenes por Síndrome Alcohólico Fetal (DSAF) (Duquette, Stodel, Fullarton, & Hagglund, 2006a). En concretoe, para un mayor entendimiento es necesario apoyar el éxito esolar de estudiantes con DSAF. En el análisis de 11grupos de discusión y 3 entrevistas con profesores, administradores, cuidadores y otros profesionales (total n = 60) se revelaron tres temas: relaciones de acogida, nuevas prácticas de referencia y acceso a ayudas. Estos resultados tienen importantes implicaciones para el uso de un enfoque cualitativo en la generación basada en evidencias sobre las prácticas educativas que reflejan una mayor comunicación y colaboración que mejor satisfagan las necesidades de los estudiantes con DSAF

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

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.Este estudio exploratorio aborda la necesidad de una mayor presencia de las partes interesadas en la investigación educativa que implica a estudiantes con Desordenes por Síndrome Alcohólico Fetal (DSAF) (Duquette, Stodel, Fullarton, & Hagglund, 2006a). En concretoe, para un mayor entendimiento es necesario apoyar el éxito esolar de estudiantes con DSAF. En el análisis de 11grupos de discusión y 3 entrevistas con profesores, administradores, cuidadores y otros profesionales (total n = 60) se revelaron tres temas: relaciones de acogida, nuevas prácticas de referencia y acceso a ayudas. Estos resultados tienen importantes implicaciones para el uso de un enfoque cualitativo en la generación basada en evidencias sobre las prácticas educativas que reflejan una mayor comunicación y colaboración que mejor satisfagan las necesidades de los estudiantes con DSAF

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

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

Reproducibility Project: Psychology

Reproducibility is a defining feature of science, but the extent to which it characterizes current research is unknown. We conducted replications of 100 experimental and correlational studies published in three psychology journals using high-powered designs and original materials when available