School difficulties of a visually impaired child with Foetal Alcohol Syndrome (FAS). Case study

Abstract

Visual impairment very often causes difficulties in the learning process. If it is accompanied by other disorders, learning problems become more severe. The purpose of the study was to assess the functioning of a visually impaired child with Foetal Alcohol Syndrome (FAS) in the school environment and describe the learning difficulties that the child experiences, as well as to indicate, on their basis, proposals for actions (tailored to the needs and capabilities of the pupil) that can be taken to eliminate or reduce them. The leading method in the research was the individual case method. In addition, the dialogue method and document analysis were used. The technique of direct, participant, individual observation was used, which was carried out three times and was aimed at gathering information about the child's educational difficulties and the behaviours the child exhibits in uncomfortable situations. The technique of content analysis of written documents was also used. The results of the study revealed many school difficulties faced by a visually impaired child with FAS. Based on the results of the study, suggestions for working with a child exhibiting these disorders, which facilitate learning and improve the course of the learning and teaching process, were indicated.