Meeting the educational needs of children with Fetal Alcohol Spectrum Disorders (FASDs)

Abstract

Children with Fetal Alcohol Spectrum Disorders (FASDs) are a vulnerable population who can present with a wide range of complex educational needs. Whilst an accurate picture of the prevalence of FASDs globally, and in the UK, is somewhat unclear, incidence is currently estimated at approximately 1%. There is a need to develop an evidence-based understanding of how to meet the educational needs of children with FASD and this is a pertinent issue for those working in and around educational settings. A group of professionals who are likely to be key in meeting the educational needs of children with FASD are educational psychologists (EPs); however, very little is known regarding their practice in supporting children with FASDs or how the role might be developed. A systematic literature review (SLR) sought to draw together evidence from studies that have evaluated the effectiveness of interventions and considered factors related to the effective implementation of intervention over the last five years. 11 papers published between 2013 – 2018 were included in a broadly configurative synthesis. An empirical investigation sought to examine EPs’ practice and discuss ways in which the EP role could be developed with regards to FASD. 31 EPs and trainee EPs (TEPs) were surveyed via an online questionnaire gathering quantitative data that were treated descriptively and qualitative data that were subject to content analysis using a deductive framework. SLR findings highlighted some promising intervention programmes and key processes centred on a theme of ‘active collaboration’ for effective implementation of intervention for children with FASD. SLR findings also indicated that the evidence base for effective FASD intervention is somewhat fragmented in its current state and future research directions are considered. The empirical investigation indicated that EPs are a professional group who are able to contribute to meeting the needs of children with FASD using a child-centred and holistic interactionist approach. Some possible barriers to EPs’ effective and confident practice were highlighted including lack of FASD-related knowledge; the potential impact of role specialisation is discussed. Links to theory, practice and future research are considered and issues relating to the effective dissemination of research are discussed including the proposition of a dissemination strategy for the current research findings.

Date of Award	31 Dec 2019
Original language	English
Awarding Institution	The University of Manchester
Supervisor	Kevin Woods (Supervisor) & Caroline Bond (Supervisor)