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