Browsing by Author "Jackson, Gikmah"
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- ItemUnderstanding of executive functioning challenges and support for learners with FASD within a classroom(Stellenbosch : Stellenbosch University, 2018-12) Jackson, Gikmah; Perold, M. D.; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.ENGLISH ABSTRACT : This study was undertaken to explore educators’ knowledge of and attitude towards understanding of executive functioning challenges and support for learners with fetal alcohol spectrum disorders (FASDs) within a classroom. This study posed three research questions, namely about the nature of the executive functioning difficulties that learners living with FASDs may experience in the classroom, teachers’ knowledge and attitudes towards FASD learners who experience executive functioning difficulties in the classroom, and then thirdly about the supportive strategies that teachers use to support these challenges. Working from an interpretive paradigm, a single instrumental case study design, utilising a qualitative methodology, was employed. It was attempted to gain in-depth understanding and meaning of the purposefully selected case and participants. Four main themes emanated from the data gathered. Information about the way a FASD learner presents in the classroom, about teachers’ and classroom assistants’ teaching experiences, strategies of working with FASD learners, and teaching and support strategies for EF difficulties, was identified after a thematic analysis of the data. The findings of the study suggest that although every learner living with FASD is different, most FASD learners do experience some executive functioning difficulties. If teachers understand these difficulties and use appropriate supportive strategies to address these challenges, it may be possible for learners with FASDs to also reach their full potential.