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首页> 外文期刊>The Canadian journal of clinical pharmacology =: Journal canadien de pharmacologie clinique >Managing fetal alcohol spectrum disorder in the public school system: A needs assessment pilot
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Managing fetal alcohol spectrum disorder in the public school system: A needs assessment pilot

机译：在公立学校系统中管理胎儿酒精谱异常：需求评估试点

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Background: Published data and Canadian population reports suggest that approximately 1% of students in Toronto may have learning problems related to Fetal Alcohol Spectrum Disorders (FASDs). It is therefore imperative to understand how the needs of affected students are being met by various practitioners in their school environment. To date no comprehensive follow-up studies on FASD-affected children, families and educators in Toronto public schools are available. Documentation of school experiences associated with FASDs is needed to aid in developing appropriate and efficient intervention models for FASDs. Objectives: Identify and document needs as related to school capacities and education practitioner capabilities with respect to their abilities to support children diagnosed with FASDs. Methods: A qualitative approach using semi-structured interviews was utilized for this exploratory pilot study. Twelve practitioners from various disciplines, all of whom work for Toronto public schools participated. Results: Participants represented approximately 3500 students enrolled amongst their schools and classrooms. Only one respondent reported having worked with a child diagnosed with an FASD during their career. Education practitioners commonly report a lack of knowledge of FASDs and how to appropriately plan for affected children. Conclusions: Practitioners need additional supports in order to address FASDs in their schools. As this is the first pilot study on FASDs in the Ontario school system, further study is warranted.
机译：背景：已公布的数据和加拿大人口报告表明，多伦多大约1％的学生可能存在与胎儿酒精性光谱障碍（FASD）相关的学习问题。因此，有必要了解学校环境中各种从业人员如何满足受影响学生的需求。迄今为止，多伦多公立学校尚无关于受FASD影响的儿童，家庭和教育工作者的全面随访研究。需要记录与FASD相关的学校经历，以帮助为FASD建立适当而有效的干预模型。目标：确定和记录与学校能力和教育从业人员能力有关的需求，以支持被诊断为FASD的儿童的能力。方法：本探索性试点研究采用定性方法，采用半结构化访谈。来自各个学科的十二位从业者都参加了多伦多公立学校的工作。结果：参与者代表了大约3500名学生在其学校和教室中就读。只有一名受访者报告在其职业生涯中曾与一名被诊断患有FASD的孩子一起工作。教育从业人员普遍报告缺乏对FASD的知识，以及如何为受影响的儿童进行适当计划的知识。结论：从业人员需要额外的支持，以解决他们学校中的FASD。由于这是安大略省学校系统中有关FASD的首次试点研究，因此有必要进行进一步研究。

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