NotesFAQContact Us
Search Tips
ERIC Number: ED393574
Record Type: Non-Journal
Publication Date: 1995-Nov-29
Pages: 32
Abstractor: N/A
Reference Count: N/A
Preschool Teacher Attitude and Knowledge Regarding Fetal Alcohol Syndrome and Fetal Alcohol Effects.
Mack, Faite R-P.
The Centers for Disease Control estimate that each year more than 8,000 Fetal Alcohol Syndrome (FAS) babies are born, and that many more babies go undiagnosed with Fetal Alcohol Effects (FAE), a less severe condition. FAS and FAE have been identified as major contributors to poor memory, shorter attention spans, lower IQs, diminished achievement levels, and other learning disabilities and behavior problems in young children. A survey was conducted to ascertain teachers' knowledge of the syndrome, characteristics that typify alcohol-related birth defects, and prevention measures that may be shared with parents in a counseling session. Subjects were 285 Michigan teachers in preschool regular education, preschool special education, kindergarten, and Head Start. Results of the survey indicated that: (1) the teachers had a moderate awareness of FAS and FAE; (2) the syndrome was a problem of growing significance in their classroom; (3) teachers felt they lacked the ability to identify a student with FAS in their classroom; and (4) only a little over half the teachers' schools obtained a child's developmental history. Recommendations based on the results include the following: (1) schools should include questions concerning prenatal alcohol and drug exposure in health screening surveys; (2) teacher education programs should offer training to familiarize teacher candidates with the characteristics, strategies, and methods concerning the education of children with FAS/FAE; and (3) updated resources and information packages should be made available for parent education efforts and community dissemination. (Contains 29 references.) (TJQ)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A