(en anglais) Toward intentional, reflective, and assimilative classroom practices with students with FASD

For children with FASD, who experience deficits in behavioral and cognitive functioning, school can be a challenging environment. The social and emotional deficits seen in children with FASD also affect their ability to create positive relationships with teachers and peers. This study by Poth et al., 2014 looks at the experiences and impact of classroom practices for students with FASD, from the perspectives of teachers, allied professionals, and caregivers. The goal is to better understand how to adapt programming and teaching strategies to support the unique learning and developmental needs of students with FASD. (Plus d’infos…)