Supporting children with genetic syndromes in the classroom: the example of 22q deletion syndrome.

• Autores: Colin Reilly, Lindsey Stedman
• Localización: Support for learning, ISSN 0268-2141, Vol. 28, Nº. 3, 2013, págs. 115-121
• Idioma: inglés
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• Resumen

  • An increasing number of children are likely to have a known genetic cause for their special educational needs. One such genetic condition is 22q11.2 deletion syndrome (22q DS), a genetic syndrome associated with early speech and language difficulties, global and specific cognitive impairments, difficulties with attention and difficulties with social-emotional functioning. In this article the learning and behavioural strengths and needs of this genetic syndrome are described along with recommendations for classroom-based interventions. Suggested recommendations in the learning and emotional-behavioural domains for the syndrome draw on a number of approaches that have been found to be useful for children with a range of conditions including ADHD, ASD and dyscalculia. While teachers cannot be expected to know about all potential genetic causes for special educational needs, knowing that a genetic condition is likely to be associated with a pattern of relative cognitive and behavioural strengths and needs is important. [ABSTRACT FROM AUTHOR]