Fetal Alcohol Syndrome

Perspectives of a Group of Educators in Northwest Florida

Abstract

Educators in two school districts were surveyed on their knowledge, attitudes, and perceived competence in educating students with fetal alcohol syndrome (FAS). Data from 114 surveys were analyzed using quantitative and qualitative methods. Spearman rank order correlation coefficients revealed statistically significant positive correlations between attitude and knowledge, perceived competence and knowledge, and perceived competence and attitude. Friedman's ANOVA indicated differences between teaching experience and attitude, a relationship between knowledge and type of teacher training, and differences in perceived competence by teacher location and grade level of teaching. Qualitative results revealed themes of knowledge and empathy in response to questions regarding support and strengths in educating students with FAS. Recommendations for educators in northwest Florida were discussed as well as implications of the research for education.