Educators’ relational experiences with learners identified with fetal alcohol spectrum disorder
Abstract
The focus of this research is
educators’ relational experiences with learners
presumed
to have
Fetal Alcohol Spectrum
Disorder (FASD) in a
South African school community. A
lthough relational interaction
(usually seen as trusting and caring)
is an integral aspect of the learning environment, relational functioning within this context is seriously challenged when
educators are working with FASD learners.
A qualitative approach
was used and 14 educators were selected as participants
from a rural school community in the Western Cape Province. Data were collected via semi
-
structured individual interviews
and two focus groups. Thematic analysis of the data revealed that the relatio
nal quality of educators’
experiences i
s
determined by their practical knowledge of the limited intellectual abilities
,
and impaired social functioning within the
learning environment of learners with FASD
; the negative impact
of these experiences
on
educa
tors’
personal resources
and
job
satisfaction
;
and, edu
c
ators’ relational experiences with learners
identified
with FASD entail a unique blend of
challenges and competencies. Recommendations include specialised training for all South African educators to d
eal with the
particular educational requirements of learners with FASD
,
and the
requisite
relational competencies
, so as
to actualise the
se
learners’
full potential
URI
http://hdl.handle.net/10394/27583https://doi.org/10.15700/saje.v37n3a1278
http://www.sajournalofeducation.co.za/index.php/saje/article/view/1278/713
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