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South African Journal of Occupational Therapy

versión On-line ISSN 2310-3833
versión impresa ISSN 0038-2337


ASSINK, Evelien M.S.; ROUWELER, Bianca J.; MINIS, Marie-Antoinette H.  y  HESS-APRIL, Lucia. How teachers can manage attention span and activity level difficulties due to Foetal Alcohol Syndrome in the classroom: An occupational therapy approach. S. Afr. j. occup. ther. [online]. 2009, vol.39, n.3, pp.10-16. ISSN 2310-3833.

Foetal Alcohol Syndrome (FAS) is a disorder that can occur in a child whose mother consumed excessive amounts of alcohol during pregnancy. Children with FAS experience physical, cognitive and/ or behavioural problems, with possible life long implications1. Principles of Evidence Based Practice (EBP) were used to identify methods that teachers could use to stimulate the development of learners with FAS in the classroom. The project took place at a school in Genadendal, South Africa where teachers experienced difficulties with learners who presented with developmental delay due to FAS. Through observations, interviews and assessments of the learners, multiple problems were determined of which activity level and attention span problems were prioritised. A literature search was carried out to identify intervention strategies which could be applied in a classroom setting. Compensatory strategies were chosen and divided into adaptations of person, environment and occupation. Teachers were trained in these strategies through a workshop which was supplemented with a sourcebook.

Palabras clave : Foetal Alcohol Syndrome; developmental delay; occupational therapy; compensatory strategies; teachers.

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