Toward Intentional, Reflective, and Assimilative Classroom Practices with Students with FASD

Abstract

The value of research-informed classroom practices is well recognized and thus this qualitative study was designed to explore, from multiple perspectives, the experiences and influences of classroom practices for students with Fetal Alcohol Spectrum Disorders (FASD). The inductive analysis of 11 focus groups and three interviews involving 60 individuals working closely with this student population—31 teachers, seven administrators, 16 allied professionals, and six caregivers—generated three themes: understanding the whole student, responding within dynamic environments, and optimizing student-centered programming. This study provides an essential step toward better-prepared educators for meeting the learning and developmental needs of students with FASD as well as other complex populations. The implications for developing professional learning opportunities reflective of intentional, reflective, and assimilative classroom practices are discussed.

Acknowledgement

The authors thank Erin Sulla for helpful comments during the review of a draft of this article.

Funding

This work was supported by a grant awarded to Drs. Poth and Pei from the Alberta Centre for Child, Family and Community Research.