Duquette, Cheryll; Stodel, Emma; Fullarton, Stephanie; & Hagglund, Karras. (2006). Persistence in high school: Experiences of adolescents and young adults with Fetal Alcohol Spectrum Disorder. Journal of Intellectual & Developmental Disability,31(4), 219–2312006. (Mentions the homeschooling that some of their subjects experienced. Homeschooling is referenced in a factual/neutral to positive way. Homeschooling is not a significant focus of this study. “Abstract Background This study examined persistence in high school among students with Fetal Alcohol Spectrum Disorder (FASD) from the perspective of the adolescents themselves. Tinto’s (1975, 1997) Student Integration Model (SIM) provided the theoretical framework for the research. This model consists of three factors: background characteristics, academic integration, and social integration. Method A collective case study method involving 8 adolescents with FASD from Canada and the United States was used. Results Although the students did not meet the usual academic standards and had acquaintances rather than friends, they perceived themselves as academically and socially successful. It was shown that persistence occurred largely because of the strong support of, and advocacy by, the adoptive parents. Conclusions Parental advocacy is an environmental factor that may protect adolescents with FASD from dropping out of high school” (p. 219).) (Keywords: Fetal Alcohol Spectrum Disorder, adolescents, educational experiences, homeschooling)
Persistence in high school: Experiences of adolescents and young adults with Fetal Alcohol Spectrum Disorder
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