Supporting children with genetic syndromes in the classroom: the example of 22q deletion syndrome. Issue 3 (4th September 2013)

• Record Type: Journal Article
• Authors: Reilly, Colin; Stedman, Lindsey
• Is Part Of: Support for learning. Volume 28:Issue 3(2013)
• Page Start: 115
• Page End: 121
• Publication Date: 2013-09-04
• Subjects: genetic syndrome -- behaviour -- cognition; Remedial teaching -- Periodicals; 371.9
• DOI: 10.1111/1467-9604.12029
• Languages: English
• ISSNs: 0268-2141

Abstract

Abstract : 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 (22qDS), 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.