Understanding of executive functioning challenges and support for learners with FASD within a classroom

Jackson, Gikmah (2018-12)

Thesis (MEd)--Stellenbosch University, 2018.

Thesis

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.

AFRIKAANSE OPSOMMING : Hierdie studie is onderneem om opvoeders se kennis van en houding teenoor die uitdagings ten opsigte van uitvoerende funksionering sowel as die ondersteuning van sodanige uitdagings wat leerders met fetale alkohol spektrum versteurings (FASDs) binne 'n klaskamer ervaar, te ondersoek. Hierdie studie het drie navorsingsvrae gestel, naamlik omtrent die aard van die uitvoerende funksionele probleme wat leerders met FASDs in die klaskamer mag ervaar, tweedens hoe onderwysers uitvoerende funksionering verstaan, hul kennis en houdings teenoor FASD-leerders en die uitdagings ten opsigte van uitvoerende funksionele probleme wat in die klaskamer mag voorkom, en dan derdens watter ondersteunende strategieë die onderwysers en hul assistente gebruik om hierdie uitdagings te ondersteun. ‘n Enkel instrumentele gevallestudie is as navorsingsontwerp gebruik. Vanuit ‘n interpretatiewe navorsingsparadigma het dit sin gemaak om ‘n kwalitatiewe metodologie in te span ten einde ‘n in-diepte verstaan en betekenis van die doelgerigte geselekteerde geval en deelnemers te verkry. Vier verskillende temas is vanuit die data geïdentifiseer. Inligting oor hoe die FASD leerder in die klaskamer funksioneer, oor onderwysers en klaskamer assistente se onderrigervarings, strategieë om met leerders wat uitvoerende funksionering uitdagings te werk en hul onderrig- en ondersteuningsstrategieë om sodanige keerders te ondersteun, het as hooftemas uitgestaan na ‘n tematiese analise proses.. Die bevindinge van die studie dui daarop dat elke leerder wat met ‘n FASD leef verskil, maar dat die meeste FASD leerders van die uitvoerende funksioneringsprobleme ervaar. As onderwysers hierdie probleme verstaan en ondersteunende strategieë gebruik om hierdie uitdagings mee aan te spreek, kan leerders wat met FASD leef ook hul volle potensiaal bereik.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/104900
This item appears in the following collections: