Date of Submission
8-13-2024
Document Type
DiP
Degree
Doctor of Education
Department
Education
Keywords
Fetal Alcohol Spectrum Disorder (FASD), Special Education Resource Teacher (SERT), middle leadership, stigmatization
Abstract
Fetal Alcohol Spectrum Disorder (FASD) is recognized as one of the leading causes of developmental disability in the Western world (Flannigan et al., 2018). Its prevalence is estimated at 4% of the population. This implies that approximately 4% of students have FASD, which in turn means that they may face elevated risks of encountering learning and behavioural challenges. These difficulties may manifest as developmental disabilities and speech-language deficits, often necessitating specialized educational interventions. (Flannigan et al., 2018; Chudley et al., 2005; Popova et al., 2016). As such, this Dissertation-in-Practice presents educators in the Silver Maple District School Board (a pseudonym) with a framework to facilitate the development of strategies and skills required for the improved educational experience for students with FASD. The adoption of the strategies and solutions outlined in this Dissertation-in-Practice and the suggested professional development will result in an overall improvement in the educational experiences of students with FASD. Improving educational experiences has the potential to improve all areas of a student's life, which is the ultimate goal of education.
Recommended Citation
Bates, S. E. (2024). Improving the Educational Experience of Students with Fetal Alcohol Spectrum Disorder (FASD). The Organizational Improvement Plan at Western University, 404. Retrieved from https://ir.lib.uwo.ca/oip/404