Exploring the Knowledge, Understanding, and Preparedness to Teach Students with Fetal Alcohol Spectrum Disorder (FASD) by Preservice Teachers in Ontario
Notice bibliographique
Résumé
Fetal Alcohol Spectrum Disorder (FASD) is one of the most prevalent exceptionalities in Canadian classrooms, and one of the most challenging for teachers to support. Children affected by FASD exhibit a range of symptoms and various degrees of impairment, requiring multi-faceted supports. In teacher education programs, preservice teachers receive training through a combination of coursework and placements. Although courses offered to preservice teachers reflecting special education may be compulsory, explicit instruction on specific exceptionalities is limited. As studies have been completed in the past on teacher knowledge to support students with exceptionalities, there is a lack of research completed in Ontario reflecting how teachers are prepared to support students with FASD. If teachers are not prepared to teach students with FASD within the classroom, children with FASD may not receive the support they require. The objective of this study was to examine preservice teachers’ knowledge and understanding of FASD and their preparedness to teach these students. Both quantitative and qualitative data was collected through a 52-item online questionnaire to examine experiences supporting exceptionalities and FASD, knowledge of the condition, Teacher Sense of Efficacy (TSES), and preparedness to support students with FASD. Participants of this study (N = 80) were preservice teachers at a teacher education program accredited by the Ontario College of Teachers (OCT). It was observed that preservice teachers felt that they were not adequately trained to support students with FASD, and they did not discuss FASD as a topic of interest within their preservice teacher education programs. Experiences with exceptionalities was variable, and specific knowledge of needs of students with FASD was limited. Correlational analyses indicated that preservice teachers had low confidence of knowledge which was attributed to lack of awareness of the condition, lack of experiences supporting students with FASD, and lack of discussion of FASD and challenges faced by students with the condition. These findings suggest that FASD is a topic that should be further emphasized in preservice teacher education programs and challenges faced by students with the condition and strategies to support them must be discussed.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,006 | 0,002 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».