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Yıl 2022, Cilt 8, Sayı 22, 60 - 69, 04.05.2022
https://doi.org/10.18768/ijaedu.1070684

Öz

Kaynakça

  • REFERENCE LIST Astley, S. J. (2004). Diagnostic Guide for Fetal Alcohol Spectrum Disorders: The 4-Digit Diagnostic Code Third Edition. Center on Human Development and Disability School of Public Health and Community Medicine University of Washington Seattle.
  • Bower, C. et al. (2020). Australian Guide to the diagnosis of Fetal Alcohol Spectrum Disorder (FASD). Australian Gowernment. Department of Health. https://www.fasdhub.org.au/contentassets/32961d4a5cf94de48ebcf985c34d5456/australian-guide-to-the-diagnosis-of-fasd_all-appendices_feb2020_isbn.docx.pdf
  • Brown, J., Mather, M. (2020). Ako byť rodičom dieťaťa s FASD. Bratislava : Fascinujúce deti, oz. Návrat, oz. Center for Substance Abuse Prevention – US. (2014). Addressing Fetal Alcohol Spectrum Disorders (FASD). Rockville (MD): Substance Abuse and Mental Health Services Administration (US); (Treatment Improvement Protocol (TIP) Series, No. 58.) Executive Summary. https://www.ncbi.nlm.nih.gov/books/NBK344248/
  • Capakova, L. et al. (2021). Inklúzia – pestré activity pre deti. Bratislava Raabe. p. 203
  • Danz, S. (2019). Inklusive Bildung: Solidarität und Teilhabe am eigenen Lernen lernen. Heilpaedagogik.de, 34(4), 13–20. FASD: assessment and diagnosis. In: Canada´s mental health & addiction network https://www.porticonetwork.ca/treatments/disorders-qr/fasd/fetal-alcohol-syndrome-disorder-assessment-and-diagnosis
  • Florian, L. (2007): Reimagining special education, In: The Sage handbook of special education. London Sage, London, 7–20.
  • Gavora, P. (2006). Sprievodca metodológiou kvalitatívneho výskumu. Bratislava: Regent.
  • Horňáková, M. (2017). Inkluzívne posolstvá v komunikácii školy. In Janoško, P., Kušnírová, V. Inkluzívna škola a rodina. Bratislava : UK v Bratislave, 9-23.
  • Chandler-Mather, N. et al. (2021). An investigation of the link between prenatal alcohol exposure and sleep problems across childhood. Drug and Alcohol Dependence. 218 (1). https://doi: 10.1016/j.drugalcdep.2020.108412
  • Chudley, A. E., Conry, J., Cook, J. L., Loock, Ch., Rosales, T., LeBlanc, N. (2005). Fetal alcohol spectrum disorder: Canadian guidelines for diagnosis. CMAJ March 172 (5 suppl) S1-S21; https://doi.org/10.1503/cmaj.1040302
  • ICD-10-CM CODE Q86.0. (2021). Fetal alcohol syndrome (dysmorfic). https://icdlist.com/icd-10/Q86.0
  • Janoško, P. (2020). Inkluzívne školské prostredie. In Janoško, P. a kol. (2020). Učiace sa spoločenstvo – výzva pre inkluzívne vzdelávanie. Bratislava: Univerzita Komenského. S. 33-52.
  • Kodituwakku P., W. (2009). Neurocognitive profile in children with fetal alcohol spectrum disorders. Dev Disabil Res Rev. 15(3):218-24. https://doi: 10.1002/ddrr.73
  • Lange, S., Probst, C., Gme,l G., Rehm, J., Burd L., Popova, S. (2017). Global Prevalence of Fetal Alcohol Spectrum Disorder Among Children and Youth: A Systematic Review and Meta-analysis. JAMA Pediatr. 171(10):948-956. https://doi: 10.1001/jamapediatrics.2017.1919.
  • May, P. T. et al. (2014). Prevalence and Characteristics of Fetal Alcohol Spectrum Disorders. Pediatrics.134(5):855–866.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4210790/
  • Riley, E. P., Infante M. A., Warren K. R. (2011). Fetal alcohol spectrum disorders: an overview. Neuropsychol Rev. 21(2),73-80. https://doi: 10.1007/s11065-011-9166-x
  • Rouse, M. (2008). Developing Inclusive Practise : A Role for Teachers and Teacher Education. https://www.abdn.ac.uk/education/research/eitn/journal/46/
  • Stade, B.C., Stevens, B., Ungar, W.J. et al. (2006). Health-related quality of life of Canadian children and youth prenatally exposed to alcohol. Health Qual Life Outcomes 4, 81. https://doi.org/10.1186/1477-7525-4-81
  • Silverman, D. (2005). Ako robiť kvalitatívny výskum, Bratislava: Ikar.
  • UN General Assembly (2006). Convention on the Rights of Persons with Disabilities: resolution /adopted by the General Assembly, 24 January 2007, A/RES/61/106, available at: https://www.refworld.org/docid/45f973632.html
  • Vorgias, D., Bernstein, B. (2021). Fetal Alcohol Syndrome In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK448178/
  • Wilson, S. E., & Cudd, T. A. (2011). Focus on: the use of animal models for the study of fetal alcohol spectrum disorders. Alcohol research & health : the journal of the National Institute on Alcohol Abuse and Alcoholism, 34(1), 92–98. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3625987/
  • Zieff, C. D., Schwartz-Bloom, R. D., Williams, M. (2016). Understanding Fetal Alcohol Spectrum Disorders (FASD) A Comprehensive Guide for Pre-K-8 Educators. 2016 Understanding FASD-RISE @ Duke. https://sites.duke.edu/fasd/

CONDITIONS AND BARRIERS TO SCHOOL INCLUSION FOR CHILDREN WITH FETAL ALCOHOL SPECTRUM DISORDERS - FASD

Yıl 2022, Cilt 8, Sayı 22, 60 - 69, 04.05.2022
https://doi.org/10.18768/ijaedu.1070684

Öz

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.

Kaynakça

  • REFERENCE LIST Astley, S. J. (2004). Diagnostic Guide for Fetal Alcohol Spectrum Disorders: The 4-Digit Diagnostic Code Third Edition. Center on Human Development and Disability School of Public Health and Community Medicine University of Washington Seattle.
  • Bower, C. et al. (2020). Australian Guide to the diagnosis of Fetal Alcohol Spectrum Disorder (FASD). Australian Gowernment. Department of Health. https://www.fasdhub.org.au/contentassets/32961d4a5cf94de48ebcf985c34d5456/australian-guide-to-the-diagnosis-of-fasd_all-appendices_feb2020_isbn.docx.pdf
  • Brown, J., Mather, M. (2020). Ako byť rodičom dieťaťa s FASD. Bratislava : Fascinujúce deti, oz. Návrat, oz. Center for Substance Abuse Prevention – US. (2014). Addressing Fetal Alcohol Spectrum Disorders (FASD). Rockville (MD): Substance Abuse and Mental Health Services Administration (US); (Treatment Improvement Protocol (TIP) Series, No. 58.) Executive Summary. https://www.ncbi.nlm.nih.gov/books/NBK344248/
  • Capakova, L. et al. (2021). Inklúzia – pestré activity pre deti. Bratislava Raabe. p. 203
  • Danz, S. (2019). Inklusive Bildung: Solidarität und Teilhabe am eigenen Lernen lernen. Heilpaedagogik.de, 34(4), 13–20. FASD: assessment and diagnosis. In: Canada´s mental health & addiction network https://www.porticonetwork.ca/treatments/disorders-qr/fasd/fetal-alcohol-syndrome-disorder-assessment-and-diagnosis
  • Florian, L. (2007): Reimagining special education, In: The Sage handbook of special education. London Sage, London, 7–20.
  • Gavora, P. (2006). Sprievodca metodológiou kvalitatívneho výskumu. Bratislava: Regent.
  • Horňáková, M. (2017). Inkluzívne posolstvá v komunikácii školy. In Janoško, P., Kušnírová, V. Inkluzívna škola a rodina. Bratislava : UK v Bratislave, 9-23.
  • Chandler-Mather, N. et al. (2021). An investigation of the link between prenatal alcohol exposure and sleep problems across childhood. Drug and Alcohol Dependence. 218 (1). https://doi: 10.1016/j.drugalcdep.2020.108412
  • Chudley, A. E., Conry, J., Cook, J. L., Loock, Ch., Rosales, T., LeBlanc, N. (2005). Fetal alcohol spectrum disorder: Canadian guidelines for diagnosis. CMAJ March 172 (5 suppl) S1-S21; https://doi.org/10.1503/cmaj.1040302
  • ICD-10-CM CODE Q86.0. (2021). Fetal alcohol syndrome (dysmorfic). https://icdlist.com/icd-10/Q86.0
  • Janoško, P. (2020). Inkluzívne školské prostredie. In Janoško, P. a kol. (2020). Učiace sa spoločenstvo – výzva pre inkluzívne vzdelávanie. Bratislava: Univerzita Komenského. S. 33-52.
  • Kodituwakku P., W. (2009). Neurocognitive profile in children with fetal alcohol spectrum disorders. Dev Disabil Res Rev. 15(3):218-24. https://doi: 10.1002/ddrr.73
  • Lange, S., Probst, C., Gme,l G., Rehm, J., Burd L., Popova, S. (2017). Global Prevalence of Fetal Alcohol Spectrum Disorder Among Children and Youth: A Systematic Review and Meta-analysis. JAMA Pediatr. 171(10):948-956. https://doi: 10.1001/jamapediatrics.2017.1919.
  • May, P. T. et al. (2014). Prevalence and Characteristics of Fetal Alcohol Spectrum Disorders. Pediatrics.134(5):855–866.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4210790/
  • Riley, E. P., Infante M. A., Warren K. R. (2011). Fetal alcohol spectrum disorders: an overview. Neuropsychol Rev. 21(2),73-80. https://doi: 10.1007/s11065-011-9166-x
  • Rouse, M. (2008). Developing Inclusive Practise : A Role for Teachers and Teacher Education. https://www.abdn.ac.uk/education/research/eitn/journal/46/
  • Stade, B.C., Stevens, B., Ungar, W.J. et al. (2006). Health-related quality of life of Canadian children and youth prenatally exposed to alcohol. Health Qual Life Outcomes 4, 81. https://doi.org/10.1186/1477-7525-4-81
  • Silverman, D. (2005). Ako robiť kvalitatívny výskum, Bratislava: Ikar.
  • UN General Assembly (2006). Convention on the Rights of Persons with Disabilities: resolution /adopted by the General Assembly, 24 January 2007, A/RES/61/106, available at: https://www.refworld.org/docid/45f973632.html
  • Vorgias, D., Bernstein, B. (2021). Fetal Alcohol Syndrome In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK448178/
  • Wilson, S. E., & Cudd, T. A. (2011). Focus on: the use of animal models for the study of fetal alcohol spectrum disorders. Alcohol research & health : the journal of the National Institute on Alcohol Abuse and Alcoholism, 34(1), 92–98. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3625987/
  • Zieff, C. D., Schwartz-Bloom, R. D., Williams, M. (2016). Understanding Fetal Alcohol Spectrum Disorders (FASD) A Comprehensive Guide for Pre-K-8 Educators. 2016 Understanding FASD-RISE @ Duke. https://sites.duke.edu/fasd/

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Özel
Bölüm Makaleler
Yazarlar

Petra MİTAŠÍKOVÁ> (Sorumlu Yazar)
Comenius University Bratislava
0000-0002-6864-0595
Slovakia


Barbora VODİČKOVA Bu kişi benim
Comenius University
0000-0002-2193-0405
Slovakia

Destekleyen Kurum Comenius University Bratislava
Proje Numarası The research was supported by a grant Kega No. 002UK-4/2020 Supporting the child with sensory processing disorder through a multisensory environment.
Erken Görünüm Tarihi 4 Mayıs 2022
Yayımlanma Tarihi 4 Mayıs 2022
Başvuru Tarihi 9 Şubat 2022
Kabul Tarihi 6 Mart 2022
Yayınlandığı Sayı Yıl 2022, Cilt 8, Sayı 22

Kaynak Göster

EndNote %0 International E-Journal of Advances in Education CONDITIONS AND BARRIERS TO SCHOOL INCLUSION FOR CHILDREN WITH FETAL ALCOHOL SPECTRUM DISORDERS - FASD %A Petra Mitašíková , Barbora Vodičkova %T CONDITIONS AND BARRIERS TO SCHOOL INCLUSION FOR CHILDREN WITH FETAL ALCOHOL SPECTRUM DISORDERS - FASD %D 2022 %J IJAEDU- International E-Journal of Advances in Education %P 2411-1821-2411-1821 %V 8 %N 22 %R doi: 10.18768/ijaedu.1070684 %U 10.18768/ijaedu.1070684

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