Teachers’ perceptions of physical education for children with Fetal Alcohol Spectrum Disorder at a special needs primary school within the Cape Winelands District

Abstract

South Africa has a high rate of Fetal Alcohol Spectrum Disorder, which is influenced by historical and socioeconomic factors. Children with Fetal Alcohol Spectrum Disorder face many developmental challenges, including poor motor skills, low concentration, weak memory and poor academic performance. These difficulties affect their learning and overall well-being, highlighting the importance of exploring physical education as a potential intervention to support their development. The social model of disability provides a valuable framework for understanding the experiences of teachers and their work with children living with Fetal Alcohol Spectrum Disorder. A qualitative approach was used to explore teachers’ experiences and perceptions of physical education for learners with Fetal Alcohol Spectrum Disorder at a special school in the Cape Winelands area. Fourteen teachers involved in the physical education programme were purposively selected, and data was gathered through a semi-structured interview process. Findings show that teachers view physical education as vital for child development, contributing to academics, social skills, discipline, motor ability, overall health and reducing negative behaviour. The findings also revealed concerns about the Differentiated Curriculum and Policy Standard, specifically the curriculum’s limited time allocation for physical education and its ongoing pilot status. Teachers expressed the need for continuous professional development and better curriculum integration of physical education to support holistic learner development. It is recommended that teacher training regarding Fetal Alcohol Spectrum Disorder and physical education practices be strengthened to enhance implementation in LSEN schools. A stronger emphasis on parental and community engagement should be encouraged through workshops and awareness programmes. Collaboration with stakeholders should be prioritised to expand support network systems. Finally, the allocation of curriculum time for physical education should be reviewed to maximise its developmental benefits.