Abstract:
This study was undertaken to investigate and gain an in-depth understanding of the lived experience of teachers who educate young learners with foetal alcohol spectrum disorder (FASD). The aim of this study was to determine whether teachers are hopeful about FASD learners’ learning prospects and their future after school, and what they require to identify, teach, and support these learners successfully. The lived experience of teachers who educate young learners with FASD is a research phenomenon that is underinvestigated in the South African context. A phenomenological research design within a qualitative research approach was utilised. I purposefully selected 10 Foundation Phase and/or Learning Support teachers who educate young learners with FASD in the Western Cape province. Semi-structured individual interviews together with field notes served as data collection methods to answer the research questions.
The study's main findings suggest that teachers experience challenges and have related needs within and outside of the classroom setting when working with FASD learners. However, despite the challenges that FASD learners and teachers face, teachers remain hopeful about FASD learners’ learning prospects and their future after school because they believe these learners can live meaningful lives when they are provided with specialised support. It is therefore recommended that teachers working with FASD learners receive cooperation and support from FASD learners’ parents, the District Based Support Teams, and the Western Cape Education Department to teach and support FASD learners successfully and to remain hopeful in the pursuit.
