If your topic is mental retardation genetically based such as Williams Syndrome, PKU or Down Syndrome), please post the answers to your four questions here
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1. How is your disability defined by federal/state laws? According to federal law cerebral palsy is defined as a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly, impairments caused by disease, and impairments from other causes. The state defines cerebral palsy as a condition caused by injury to the parts of the brain that control our ability to use our muscles and bodies.
2. What are the developmental characteristics of persons with this disability? Cerebral palsy can be classified in terms of how individual’s movements are affected. The three classifications are spastic cerebral palsy, athetoid cerebral palsy, and ataxia cerebral palsy. Spastic Cerebral Palsy is when the movements are very stiff. Athetoid Cerebral Palsy is when involuntary movements are purposeless or uncontrolled, and purposeful movements are contorted. Ataxia Cerebral Palsy is when movements such as walking are disrupted by impairments of balance and depth perception. Many individuals with cerebral palsy have impaired mobility and poor muscle development. Even if they are able to walk, their attempts may require such exertion and be so ineffective that they need canes, crutches, or a wheelchair to get around. There are four parts of the body that become affected when a person has cerebral palsy. The three areas are the Diplegia, hemiplegia, and quadriplegia. Quadriplegia means that the legs and arms are affected and also sometimes the facial muscle and torso. Hemiplegia means that half of the body is affected. Diplegia means only the legs are affected. Individuals with cerebral palsy whose motor functioning is affected show these following characteristcs alone or in combination: jerky movements, spasms, involuntary movements, and lack of muscle tone.
3. If you are a teacher in a general education classroom, what information and strategies would help you best support a child with this disability? Creating accommodations for the student is key in creating a successful and positive learning atmosphere. Some examples of this would be: allowing students extra time to complete written assignments, let students use computers for their written work so they can increase their speed and produce pleasing documents, ask a classmate of a student who cannot write to make that student an extra copy of his or her notes, tape students work papers to their desks, provide extra thick pencils, have students tape record instead of write their assignments. By allowing these adjustments and strategies inside your classroom you are sending the message that you are willing to give these students a chance, you are letting the student know they are important to you, and you that you also have high expectations for the student to produce acceptable schoolwork.
4. What resources would help you as a teacher to serve this child? When teaching a student with cerebral palsy, many resources would come into play. First, the community based instruction. This is the teaching of functional skills in the environments in which they are needed. This resource is useful because it prevents generalization. A person that would be of great to an individual with cerebral palsy would be a physical therapist.
1)How is your disability defined by the federal and state laws?
a. By IDEA, Down syndrome is defined as significantly sub average general intellectual functioning existing concurrently with deficits in adaptive behavior. And manifested during the developmental period that adversely affects a child's educational performance. b. The State defines Down syndrome as the most common and readily identifiable chromosomal condition associated with mental retardation. It is caused by a chromosomal abnormality: for some unexplained reason, an accident in cell development results in 47 instead of the usual 46 chromosomes. This extra chromosome changes the orderly development of the body and brain. In most cases, the diagnosis of Down syndrome is made according to results from a chromosome test administered shortly after birth.
2)What are the developmental characteristics of persons with this disability?
Some cognitive characteristics of a person with Down syndrome are an increased frequency of middle ear infection, which often causes language gain to be delayed. Frequent middle ear infection can result in hearing loss, which is always associated with language learning problems. Some physical characteristics include a fold of skin on the inner side of the eye, the eye slit is narrow and short, the face has a flat appearance, the head is smaller than average, the ears are smaller and lower-set, the legs and arms are short in relation to the body and there is poor muscle tone (hypotonia) and loose-jointedness (hyperflexibility). About half of the people with Down syndrome have congenital heart problems and have a 15 to 20 times greater risk of developing leukemia. Even though they tend to consume fewer calories, it is actually more common for them to develop obesity. Their reduced food consumption explains why individuals with Down syndrome are less active than other children.
3)If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability? (Academic/social support)
If I was a teacher in a general education classroom some information I would provide would be to talk about the different types of disabilities there are but mainly focus on Down syndrome. I would help the students to understand that no matter how someone may look or act, you should treat everyone fairly. I would adapt my teaching techniques and adjust the curriculum to some extent to accommodate certain students learning needs. If necessary for students with more complex learning needs, I would provide a different curriculum. For example it might include daily living skills so that their long term goal of independent living could be met. Socially, I would help increase these students opportunities for recreation and social outlets by creating exciting reasons to make them want to be more active and play with friends. Like I said in my answer to question two, many children with Down syndrome are less active because of the way they eat and how their bodies develop. So by helping to make them more involved, it will expand their social lives and make them feel more accepted. Also, I would give them extended time on completing assignments if needed.
4)What resources would help you as a teacher to serve this child?
Some resources I would use include: a. Community based instruction (CBI) - this is used to teach functional skills, self-determination and adaptive behaviors. It will help the students learn to apply skills in all appropriate settings. b. e-Buddies- this Best Buddies program has helped students with mental retardation connect with each other across the nation. It also facilitates the development of friendships between people with and people without disabilities. c. Websites- by using websites to help post homework assignments and other emails to families, it will ensure that families can help their children complete assignments and provide guidelines for evaluating the progress their students are making in developing independence.
1) How is your disability defined by the federal and state laws?
Phenylketonuria (PKU) is a rare condition in which the body does not properly break down (metabolize) an amino acid called phenylalanine. It is an inherited metabolic defect in protein metabolism. In PKU, the liver is unable to convert phenylalanine to tyrosine. When untreated, this results in a buildup of phenylalanine in the blood, which eventually passes into the brain, causing mental retardation and other neurological problems.
2) What are the developmental characteristics of persons with this disability? (This would include cognitive, social, emotional, physical, as well as levels of functioning.)
Phenylketonuria (PKU) is inherited, which means it is passed down through families. Both parents must pass on the defective gene in order for a child to have PKU. This is called an autosomal recessive trait. PKU occurs when a person is missing an enzyme called phenylalanine hydroxylase, which is needed to break down phenylalanine. Phenylalanine is 1 of the 8 essential amino acids found in foods that contain protein. Without the enzyme, high levels of phenylalanine and two closely-related substances build up in the body. These substances are harmful to the central nervous system and cause brain damage. If the proteins containing phenylalanine are not avoided, PKU can lead to mental retardation by the end of the first year of life. Older children may develop movement disorders (such as athetosis) and hyperactivity. Phenylalanine plays a role in the body's production of melanin, the pigment responsible for skin and hair color. Children with phenylketonuria often have lighter complexions than brothers or sisters without the disease. If the condition is untreated or foods containing phenylalanine are not avoided, a "mousy" odor may be detected on the breath and skin and in urine. The unusual odor is due to a build up of phenylalanine substances in the body. Symptoms Skin rashes (eczema) Microcephaly Tremors Jerking movements of the arms or legs (spasticity) Unusual positioning of hands Seizures Hyperactivity Delayed mental and social skills Mental retardation A distinctive "mousy" odor to the urine, breath, and sweat Light complexion, hair, and eyes
3) If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability? This would include academic support as well as social support.
It is important that all teachers who work with individuals with PKU be aware of the dietary requirements and restrictions. The parent and/or nutritionist can suggest appropriate and allowable snack and mealtime foods outside the home. Supporting appropriate dietary habits, while minimizing attention to dietary differences is important. It is also important to be available to the individual should he or she wish to share concerns or feelings about being 'different' from peers. If persistent difficulty adhering to the dietary regimen is noted, the parent should be informed so that he/she and the medical team can address this issue further. Because blood phenylalanine levels are dependent on dietary control, insufficient phenylalanine intake may cause levels to be too low for growth and body functions. Low levels can cause mental and physical sluggishness, loss of appetite, anemia, rashes, and diarrhea. If these symptoms are suspected, the parent should be contacted and arrangements made for a physician evaluation. As a teacher, I would make sure I can make my student with PKU as comfortable as possible. I would make sure that he or she stuck with their dietary regiment and that if they had any arrangements that were needed for them to succeed academically or physically they would be provided with them.
4) What resources would help you as a teacher to serve this child? (This would include websites, agencies, people within the school; a two to three line description is required for each resource.) Resources that I would use to help serve this child would be: I would arrange to have meetings with both the child’s parents and the nutritionist so that I would be sure that I was doing everything correct in following this child’s dietary plan. I would also use this following website http://www.pku.com/index.aspx & http://www.ygyh.org/pku/whatisit.htm. These two websites explain what PKU is and how to treat it. The first website is a support website for people with PKU. This website has diet plans, information, and real life experiences from people with this disability. The second website explains; the disability, the treatments, causes, effects, and how to help children and adults with this disability.
Prader - Willi Syndrome 1)The federal law definition of Prader-Willi Syndrome, also known as PWS, is a genetic disorder within the seven genes on chromosome 15 that are missing or unexpressed on the paternal chromosome. PWS causes an alteration of the hypothalamus which results in short stature, incomplete sexual maturation, mental retardation, aggression, and skin-picking to the bone, low muscle tone, cognitive disabilities, problem behaviors, and a chronic feeling of hunger that can lead to excessive eating and life-threatening obesity. PWS is prevalent in 1 out if 12,000- 15,000 births and affects both sexes and all races.
2)There are many developmental characteristics a person with PWS has. One of the characteristics a person with PWS would have is a problem with motor skills. Motor milestones are typically delayed one to two years; although hypotonia improves, deficits in strength, coordination, balance, and motor planning may continue. Physical and occupational therapies help promote skills development and proper function. Growth hormone treatment, by increasing muscle mass, may improve motor skills. Exercise and sports activities should be encouraged and adaptations made, as needed. Proficiency with jigsaw puzzles is frequently reported, reflecting strong visual-perceptual skills. Another characteristic of PWS is the problem with the development of oral and speech skills that one would have. With hypotonia as a characteristic of PWS this may create feeding problems, poor oral-motor skills, and delayed speech. The need for speech therapy should be assessed in infancy. Sign language and picture communication boards can be used to reduce frustration and aid communication. Products to increase saliva may help articulation problems. Social skills training can improve pragmatic language use. Even with delays, verbal ability often becomes an area of strength for children with PWS. In rare cases, speech is severely affected. Some of the cogitative impairments of PWS are a child having an IQ range from 40 to 105, with an average of 70. Those with normal IQs typically have learning disabilities. Problem areas may include short attention span, short-term auditory memory, and abstract thinking. Common strengths include long-term memory, reading ability, and receptive language. Early infant stimulation should be encouraged and the need for special education services and supports assessed in preschool should be continued beyond these early years. There is also a problem with growth in a child with PWS. The failure to thrive in infancy may necessitate tube feeding. Infants should be closely monitored for adequate calorie intake and appropriate weight gain. Growth hormone is typically deficient, causing short stature, lack of pubertal growth spurt, and a high body fat ratio, even in those with normal weight. The need for GH therapy should be assessed in both children and adults. There are also some sexual developmental problems. Sex hormone levels (testosterone and estrogen) are typically low. Cryptorchidism in male infants may require surgery. Both sexes have good response to treatment for hormone deficiencies, although side effects have been reported. Early pubic hair is common, but puberty is usually late in onset and incomplete. Although it is often assumed that individuals with PWS are infertile, several pregnancies have been confirmed. Sexually active individuals should be counseled regarding risk of pregnancy and of genetic error in offspring (50%, except for those with PWS due to UPD). Basic sex education is important in all cases to promote good health and protect against abuse.
3) It would be very difficult for a general education teacher to have a child with Prader – Willi Syndrome in their mainstreamed class. Although children and adolescents with PWS can achieve many successes in school and community-related activities students will need accommodations and some modifications as well. When educators understand each child as an individual with special strengths and needs, they then can determine how the attributes of PWS can contribute to success and can assist families, school staff, and ultimately, the children themselves to cope with the challenges associated with the presence of this syndrome and maximize their functioning, independence, and happiness. Children with PWS are very gifted in perseverance and ingenuity. Teachers should grade students using creative activities such as problem solving or crafts, instead of tests or papers. As a teacher with a PWS student the need exists to become organized and plan ahead. Children with PWS like structure so having a structured schedule is a necessity. Students with PWS are as individual as any other students. With knowledge and understanding, students with PWS become productive members of their communities. Teachers have to also teach the other students in the class to have an open mind and to accept the student with PWS into their classroom. If the teacher treats the student with PWS like all other students then the other children in the class will accept PWS students as their peers.
4)Some resources as a teacher that would help serve a child with PWS would have to be some of the online resources I found. One of the most helpful websites would have to be the Prader – Willi Syndrome Association Website. (http://www.pwsausa.org/) It has information from the medical background of the disease to the worksheets that teachers can use in the classroom. This website also offers the most up to date medical research available for PWS. Another website that I would use if I had a student with PWS would have to be the Medical Plus website. (http://www.nlm.nih.gov/medlineplus/ency/article/001605.htm) Medical Plus is an online Medical Encolpia. This website offers easy to understand definitions of what PWS is and what can be done to help someone with PWS. One more website that I would use if I was a teacher would be the Genetics Home Reference website. (http://ghr.nlm.nih.gov/condition= praderwillisyndrome) Since PWS is a genetic disorder this website offers answers to what PWS is. It is written in a question and answer format allowing for easy access to the information. It clearly defines what PWS is and what can be done to help someone with Prader – Willi Syndrome. As a teacher I would also use the resources within the school such as the child study team, nurse, and administration.
1) According to the federal and state laws, the W.R. William Syndrome is defined as a rare genetic disorder characterized by mild to moderate mental retardation or learning difficulties, a distinctive facial appearance, and a unique personality that combines overfriendliness and high levels of empathy with anxiety. The most significant medical problem associated with WS is cardiovascular disease caused by narrowed arteries. WS is also associated with elevated blood calcium levels in infancy. A random genetic mutation (deletion of a small piece of chromosome 7), rather than inheritance, most often causes the disorder. Williams syndrome is a developmental disorder that affects many parts of the body. This condition is characterized by mild to moderate mental retardation or learning disabilities, unique personality characteristics, distinctive facial features, and heart and blood vessel (cardiovascular) problems.
2) What are the developmental characteristics of persons with this disability? Most young children with Williams syndrome are described as having similar facial features. These features which tend to be recognized by only a trained geneticist or birth defects specialist include a small upturned nose, long philtrum (upper lip length), wide mouth, full lips, small chin, and puffiness around the eyes. Facial features become more apparent with age. Physical traits include: • Hypercalcemia (high blood calcium levels, possibly producing colic-like symptoms) • Failure to thrive: slow or stunted growth • Delayed development • Widely spaced teeth • Long philtrum Neurologic and behavioral traits include: • Impaired visuospatial abilities with preserved facial processing • Impaired problem solving • Preserved language abilities • Love of music • AnxietyAttention deficit • Hyperacusis (hypersensitivity to loud noises) • Friendly and outgoing Certain personality characteristics are especially common in children with Williams syndrome. These characteristics include: an outgoing social nature, an exuberant enthusiasm, a sense of the dramatic, overfriendliness, a short attention span, extra sensitivity to sounds (hyperacusis), and anxiety - especially about upcoming events. Children with Williams syndrome are often particularly appealing. Many of the associated characteristics are rather desirable (bright eyes, very broad engaging smile, enthusiastic manner, socially engaging and conversational, strong sensitivity to the emotions of others, cute upturned nose, excellent memory for people met infrequently or long ago, very expressive of own emotions - especially happy excitement). It is important to keep in mind that these are indeed "real" characteristics of the child, and not just 'syndromal'. That is, it is important to capitalize on, and enjoy the very real charismatic appeal of many children with Williams syndrome, and not dismiss these behaviors as simply, "Williams-isms." Some behavioral characteristics associated with Williams syndrome can pose challenges in classrooms. There are effective strategies for minimizing the difficulties and helping the child cope. These characteristics and strategies are outlined below. 1a. Characteristic: o Short attention span and distractibility o Attention difficulties often lead to associated difficulties such as impulsivity which can result in the child not following directions well, getting out of their seat, etc. 1b. Strategies: In general, the same approaches that are helpful for all children with attention problems are also effective for children with Williams syndrome. o flexibility in requirements for time spent working o frequent 'breaks' in work time o a "high success," high motivation curriculum o minimal distractions; auditory as well as visual o rewards for attending behaviors and, when possible, redirection around 'off task' behaviors or ignoring same o allowing some degree of choice for the child in terms of activity o small groups o consultation with a behaviorist familiar with positive behavior management approaches
2a. Characteristic: o difficulty modulating emotions Examples: o extreme excitement when happy o tearfulness in response to apparently mild distress o terror in response to apparently mildly frightening events 2b. Strategies: o Decide when this is a problem. For example, expressing enthusiastic excitement, albeit impulsively or without raising a hand, may be beneficial to the motivation of the class as a whole, whereas frequent tears and a high degree of anxiety is problematic for the child with Williams syndrome as well as the other children. o Help the child to develop increasingly effective internal controls to modulate emotions while adapting the environment to minimize situations of extreme anxiety and frustration. Examples: o Anticipate beginning buildup of frustration. Help the child to remove himself from the frustrating situation and find a different activity before the frustration escalates o Minimize unexpected changes in schedule, plans, etc. o Use stories and role play/pretend play to act out various anxiety provoking situations with the child
3a. Characteristic: o Heightened sensitivity to sounds (hyperacusis) This characteristic in combination with a tendency toward anxiety sometimes causes behavior problems around noise related activities such as fire drills, vacuum cleaners, ceiling fans, heating or plumbing systems, and school bells. Some children may become distracted, overly excited or fearful at these events. 3b. Strategies: o Provide warning just before predictable noises when possible (fire drills, hourly bells etc.) o allow the child to view and possibly initiate the source of bothersome noises (e.g. turn the fan on and off, see where the fire alarm is turned on) o Make tape recordings of the sounds and encourage the child to experiment with the recording (playing it louder/softer etc.)
4a. Characteristic: o Perseverating on certain "favorite" conversational topics Some children with Williams syndrome have "favorite" topics that they want to talk about more often than is socially appropriate. Sometimes these favorite topics have to do with things that make them anxious such as fire trucks, trains or lawnmowers. Other children may show overwhelming fascination with, or interest in bones or other topics related to the body. Some fascination with things that are scary is quite normal in people generally (hence our interest in horror movies or 'thrillers') although this tendency can be particularly acute in children with Williams syndrome. Sometimes favorite topics are simply areas the child is confident discussing, and the child may be relying on that topic to ensure that he/she will be a competent participant in the conversation. 4b. Strategies: o Include social skills teaching as part of the IEP. Use role play, stories, discussion and small group experiences to teach alternative appropriate topics, and expand the child's repertoire o When the favorite topic involves repetitious asking of the same question (e.g. which day are we having a fire drill) first respond sufficiently to make sure the child has understood the requested information. (you can check this by asking the child the same question) Then ignore the subsequent repetitions, while offering other topics and activities. Avoid a discussion of whether or not the topic will continue to be discussed as this prolongs the perseveration o Provide some time for discussion of the child's favorite topic o Capitalize on the favorite interest as a curriculum topic. The child will approach curriculum based on favorite topics with a high level of motivation
5a. Characteristic: o Anxiety around unexpected changes in routine/schedule 5b. Strategies: o Provide a predictable schedule and routine with specific warnings (e.g. a specific song a few minutes before cleanup time) marking daily transitions o Minimize unexpected changes o For preschool aged children: use of picture schedules for daily routines, and wall calendars with big squares on which special events can be sketched are helpful. o For older children: use digital watches and date books o Evaluation of other issues which might be making a child susceptible to feeling anxiety or a loss of control around changes o Capitalize on the child's orientation to a predictable schedule to work in less desirable but necessary activities at predictable times
6a. Characteristic: o Rocking, nail biting or skin picking Usually these behaviors are fairly mild and may not pose a problem. It is important to realize that many of these behaviors may simply be outside the child's capacity to consistently control. Therefore, you should not dwell on them or continually remind the child not to do the behavior. 6b. Strategies: o Ignoring the behaviors when possible while trying to lower environmental stress is usually sufficient to reduce them o If the behavior bothers the child or other children, sometimes occasional reminders in conjunction with behavioral techniques can be helpful (e.g. a sticker for each hour without nail biting)
7a. Characteristic: o Difficulty building friendships. In spite of a tendency to have a very sociable nature, children with Williams syndrome often have difficulty building friendships. This is probably due to difficulties around sustaining attention, and impulsivity, as well as developmental and learning difficulties. Many of the children are, however, able to develop true friendships and this should be a goal included as part of the children's educational development. This may require extensive initial help from teachers. 7b. Strategies: o Include social skills development as a "Goal" in the child's IEP o Work as a team with the child's parents regarding promoting a friendship with another likely friend. Encourage mutual visiting at homes o Facilitate social interaction during teaching activities (e.g. have the child with Williams syndrome and a likely friend pair up in working on a project or reading a story together) o Consider a variety of relationships for friendship building, including older or younger children and children with or without special needs
3) If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability? Children with WS are individuals with a wide range of cognitive abilities and there is not a specific program that works best for everyone. One key to successful programming for your these children is in parent-professional collaboration. It is important to build a "team" of support for these children, parents should be an integral member of the team, creating a program that builds on and enhances the child’s strengths and abilities. Parents can provide vital information from personal knowledge of their child as well as the knowledge gained from the WS experts collaborating with and advising the WSA in order to make the right decisions for their child. In an effort to determine the different types of curriculum and school placement that are most beneficial to students with WS, the WSA conducted an informal survey. The results of over 150 respondents, along with the "typical" cognitive profile and professionally written pamphlets on classroom, testing and evaluation strategies are available from the national office. Children with Williams syndrome are overly social and outgoing and are inappropriately friendly to adults and unwary of strangers. Williams syndrome children are talkative, with intense enthusiasm bordering on obsession for topics that interest them. In order to control these children, maybe as I teacher I could have a 15 minute break for the children with William’s syndrome to talk amongst themselves and relax before going onto the next topic. Treatment includes early intervention programs, special education programs, and vocational training to address developmental disabilities, including speech/language, physical, occupational, and sensory integration therapies. Psychologic evaluation, polysomnography, and psychiatric evaluation should guide therapy for the individual.
4) Some resources that would help me as a teacher to serve this child would be the following websites: http://findarticles.com/p/articles/mi_g2602/is_0005/ai_2602000564 : - This website displays articles that relate to children with Williams syndrome. By reading these articles I might be able to relate them to my students in order to help them out and to teach to my best ability. http://www.geneclinics.org/profiles/williams/details.html - In this website I found characteristics that describe a child with Williams Syndrome, and management plans that can help these children. This website would help me research the disease and further my knowledge on these children so I can relate to them. http://www.williams-syndrome.org/ -this website “The Williams Syndrome Association,” is all about the association and what it does to help the children who suffer from this disease. By looking on this website I can ask questions and post things that I’m not sure about as
1. Mental retardation means significant sub average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.
2. According to the AAMR definition, the organization stresses that individuals with mental retardation have intellectual functioning “significantly below average,” or below levels attained by 97 percent of the general population. They have problems with cognition, problems with adaptive behavior, and need for supports to sustain independence. They also have impaired cognitive ability meaning that simple tasks are difficult for them to learn.
3. Being a teacher in a general education class and having a student with mental retardation, I would have to make accommodations for the student. I would help the student to more easily access difficult academic content. I could link the content to experiences or situations they all experience.
4. As a teacher, I could read books that would help me with understanding the student more. It can give me a clear overview of strategies that will help me better assist the child. The America Association on Intellectual and Developmental Disabilities (AAIDD) is the professional association run by and for professionals who support people with intellectual and developmental disabilities. Also, The Arc of the United States advocates for the rights and full participation of all children and adults with intellectual and developmental disabilities. In their network of members and affiliated chapters, they improve systems of supports and services; connect families; inspire communities and influence public policy. Fragile X is the most common inherited cause of mental impairment and the most common known cause of autism. FRAXA is an organization willing to help people with mental retardation and autism. FRAXA's mission is to find effective treatments and a cure for all children and adults with Fragile X. FRAXA has funded over $12 million in research at universities around the world. Lastly, TASH is an international membership association leading the way to inclusive communities through research, education, and advocacy. TASH members are people with disabilities, family members, fellow citizens, advocates, and professionals working together to create change and build capacity so that all people, no matter their perceived level of disability, are included in all aspects of society.
How is your disability defined by the federal and state laws? Williams Syndrome is a rare genetic disorder which occurs in 1 out of 20,000 births. It is closely related to autism, although the children with this syndrome are known for great social skills. This syndrome is caused by missing genetic material; specifically chromosome 7. According to state laws, WS is not usually inherited, but its occupants have a fifty percent chance in passing it to their offspring. The syndrome was first found in New Zealand in 1961.
What are the developmental characteristics of persons with this disability? The developmental characteristics are distinct facial appearances which are referred to as elfin, As well as having a low arching nasal bridge. They do suffer with mental and physical processes. They usually do not have a problem meeting new people/strangers. As well as having a projective personality they have sudden negative outbursts.
If you are a teacher in a general education classroom, what information and strategies would help you best support a child with this disability? If I was teacher I would use a different strategy to help the child cope with his mental illness. Although this strategy would not be known by the child, slight alterations would have to be taken so the child would not fall behind in the teachings. The child would undoubtedly experience a separation from the rest of the children, classroom activities and or social measures will have to be taken to make the classroom function as a whole.
What resources would help you as a teacher to serve this child? I would use resources that I knew would benefit the child, such as teachers who had experience with children of mental retardation before. I would research websites and inform myself of the disability, so I have a better understanding of the needs of the child. Speaking to agencies will also enlighten me of certain difficulties I should focus on. Agencies are a big help due to their informative nature, they have been helping teachers as well as other business’s cope with individuals with these mental retardations. Curriculum materials are a must with children of mental illness. Simple materials that will protect the child as well as benefit him/her in the classroom are necessary.
Williams Syndrome accomadations and modifications: For Williams Syndrome, I would have the following accommodations and modifications: I would have a special education aid be by the child throughout the day. (If the child is in a general education classroom.) This way the child will receive extra attention, which can stop a child from acting out. I would also have the child work in small groups so the child is able to interact with others and practice social skills. Breaks would be encouraged because if a child has ADD, this would help keep them concentrated. Also, if music can be incorporated into the lesson, I would do it. It is stated that children with Williams Syndrome learn better with music and have trouble with nonverbal information. Due to this, there should be read out loud testing. Instead of having to read everything on his or her own, an educator would read all the questions out loud. With more practice reading and writing, the child can take a test on his or her own later on to see how much progress has occurred.
Teachers who work with children with PKU have to understand the student’s dietary plan and understand all requirements and restrictions needed to keep this child healthy. They should talk to the parents and the nutritionist about appropriate dietary habits and allowed snacks and food outside of home. Teachers should know about the symptoms of PKU and know about the importance of too much or too little Phe. Teachers should help make the student feel comfortable with their disease and have peers understand the importance of this student sticking to there dietary plan. Teachers should make sure they can have regular meetings with both the child’s parents and the nutritionist so that the teacher can be sure that he or she was doing everything correct in following this child’s dietary plan.
As a teacher, I would have to make accomodations and modifications for students with mental retardation in my classroom. I would establish goals for these students based on their individual performance. As far as writing goes, a student with mental retardation might need a note-taker or a word processor to help them. I could also provide my student with books on tape for reading and a calculator for math. The student might need to sit near the front of the class and have extended time on tests. Additionally, on exams, I would need to decrease the number of multiple choice and true-or-false questions. Perhaps most imporantly, I must be aware that students with mental retardation will need more time to learn new topics. Also, they will have trouble with abstract ideas, so I will need to provide them with basic and concrete examples. Finally, I would need to find a balance between generously praising this student and being honest with them about their errors.
Teachers who teach students who have PWS have many accommodations and modifications that have to be made in regards to this student’s education. Children with PWS typically start their formal education in a mainstream setting with various forms of support. Some, however, may attend a special education program in schools that are equipped for children with moderate to severe learning disabilities. In the primary school years, teachers may have difficulty with several problems that children with PWS may have. For example, children with PWS tend to have difficulty with change and prefer to stick with a routine. Strategies for coping with change should be taught in the early years. Children with PWS may also have poor short-term memories, therefore, requiring the teacher to continually reiterate the topics until they are fully grasped. Also, children with PWS may have difficulty working in groups and may need extra support and guidance from the teacher. Many times, when the child is not receiving enough attention, the child can become frustrated, which can then lead to tantrums. Last, school parties become a concern for teachers in that cakes and candy can be very distressful to the child with PWS who is on a restricted diet.
12 comments:
1. How is your disability defined by federal/state laws?
According to federal law cerebral palsy is defined as a severe orthopedic impairment that adversely affects a child's educational performance. The term includes impairments caused by congenital anomaly, impairments caused by disease, and impairments from other causes. The state defines cerebral palsy as a condition caused by injury to the parts of the brain that control our ability to use our muscles and bodies.
2. What are the developmental characteristics of persons with this disability?
Cerebral palsy can be classified in terms of how individual’s movements are affected. The three classifications are spastic cerebral palsy, athetoid cerebral palsy, and ataxia cerebral palsy. Spastic Cerebral Palsy is when the movements are very stiff. Athetoid Cerebral Palsy is when involuntary movements are purposeless or uncontrolled, and purposeful movements are contorted. Ataxia Cerebral Palsy is when movements such as walking are disrupted by impairments of balance and depth perception. Many individuals with cerebral palsy have impaired mobility and poor muscle development. Even if they are able to walk, their attempts may require such exertion and be so ineffective that they need canes, crutches, or a wheelchair to get around. There are four parts of the body that become affected when a person has cerebral palsy. The three areas are the Diplegia, hemiplegia, and quadriplegia. Quadriplegia means that the legs and arms are affected and also sometimes the facial muscle and torso. Hemiplegia means that half of the body is affected. Diplegia means only the legs are affected. Individuals with cerebral palsy whose motor functioning is affected show these following characteristcs alone or in combination: jerky movements, spasms, involuntary movements, and lack of muscle tone.
3. If you are a teacher in a general education classroom, what information and strategies would help you best support a child with this disability?
Creating accommodations for the student is key in creating a successful and positive learning atmosphere. Some examples of this would be: allowing students extra time to complete written assignments, let students use computers for their written work so they can increase their speed and produce pleasing documents, ask a classmate of a student who cannot write to make that student an extra copy of his or her notes, tape students work papers to their desks, provide extra thick pencils, have students tape record instead of write their assignments. By allowing these adjustments and strategies inside your classroom you are sending the message that you are willing to give these students a chance, you are letting the student know they are important to you, and you that you also have high expectations for the student to produce acceptable schoolwork.
4. What resources would help you as a teacher to serve this child?
When teaching a student with cerebral palsy, many resources would come into play. First, the community based instruction. This is the teaching of functional skills in the environments in which they are needed. This resource is useful because it prevents generalization. A person that would be of great to an individual with cerebral palsy would be a physical therapist.
BLOG Questions: Down syndrome
1)How is your disability defined by the federal and state laws?
a. By IDEA, Down syndrome is defined as significantly sub average general intellectual functioning existing concurrently with deficits in adaptive behavior. And manifested during the developmental period that adversely affects a child's educational performance.
b. The State defines Down syndrome as the most common and readily identifiable chromosomal condition associated with mental retardation. It is caused by a chromosomal abnormality: for some unexplained reason, an accident in cell development results in 47 instead of the usual 46 chromosomes. This extra chromosome changes the orderly development of the body and brain. In most cases, the diagnosis of Down syndrome is made according to results from a chromosome test administered shortly after birth.
2)What are the developmental characteristics of persons with this disability?
Some cognitive characteristics of a person with Down syndrome are an increased frequency of middle ear infection, which often causes language gain to be delayed. Frequent middle ear infection can result in hearing loss, which is always associated with language learning problems. Some physical characteristics include a fold of skin on the inner side of the eye, the eye slit is narrow and short, the face has a flat appearance, the head is smaller than average, the ears are smaller and lower-set, the legs and arms are short in relation to the body and there is poor muscle tone (hypotonia) and loose-jointedness (hyperflexibility). About half of the people with Down syndrome have congenital heart problems and have a 15 to 20 times greater risk of developing leukemia. Even though they tend to consume fewer calories, it is actually more common for them to develop obesity. Their reduced food consumption explains why individuals with Down syndrome are less active than other children.
3)If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability? (Academic/social support)
If I was a teacher in a general education classroom some information I would provide would be to talk about the different types of disabilities there are but mainly focus on Down syndrome. I would help the students to understand that no matter how someone may look or act, you should treat everyone fairly. I would adapt my teaching techniques and adjust the curriculum to some extent to accommodate certain students learning needs. If necessary for students with more complex learning needs, I would provide a different curriculum. For example it might include daily living skills so that their long term goal of independent living could be met. Socially, I would help increase these students opportunities for recreation and social outlets by creating exciting reasons to make them want to be more active and play with friends. Like I said in my answer to question two, many children with Down syndrome are less active because of the way they eat and how their bodies develop. So by helping to make them more involved, it will expand their social lives and make them feel more accepted. Also, I would give them extended time on completing assignments if needed.
4)What resources would help you as a teacher to serve this child?
Some resources I would use include:
a. Community based instruction (CBI) - this is used to teach functional skills, self-determination and adaptive behaviors. It will help the students learn to apply skills in all appropriate settings.
b. e-Buddies- this Best Buddies program has helped students with mental retardation connect with each other across the nation. It also facilitates the development of friendships between people with and people without disabilities.
c. Websites- by using websites to help post homework assignments and other emails to families, it will ensure that families can help their children complete assignments and provide guidelines for evaluating the progress their students are making in developing independence.
1) How is your disability defined by the federal and state laws?
Phenylketonuria (PKU) is a rare condition in which the body does not properly break down (metabolize) an amino acid called phenylalanine. It is an inherited metabolic defect in protein metabolism. In PKU, the liver is unable to convert phenylalanine to tyrosine. When untreated, this results in a buildup of phenylalanine in the blood, which eventually passes into the brain, causing mental retardation and other neurological problems.
2) What are the developmental characteristics of persons with this disability? (This would include cognitive, social, emotional, physical, as well as levels of functioning.)
Phenylketonuria (PKU) is inherited, which means it is passed down through families. Both parents must pass on the defective gene in order for a child to have PKU. This is called an autosomal recessive trait. PKU occurs when a person is missing an enzyme called phenylalanine hydroxylase, which is needed to break down phenylalanine. Phenylalanine is 1 of the 8 essential amino acids found in foods that contain protein. Without the enzyme, high levels of phenylalanine and two closely-related substances build up in the body. These substances are harmful to the central nervous system and cause brain damage. If the proteins containing phenylalanine are not avoided, PKU can lead to mental retardation by the end of the first year of life. Older children may develop movement disorders (such as athetosis) and hyperactivity. Phenylalanine plays a role in the body's production of melanin, the pigment responsible for skin and hair color. Children with phenylketonuria often have lighter complexions than brothers or sisters without the disease. If the condition is untreated or foods containing phenylalanine are not avoided, a "mousy" odor may be detected on the breath and skin and in urine. The unusual odor is due to a build up of phenylalanine substances in the body.
Symptoms
Skin rashes (eczema)
Microcephaly
Tremors
Jerking movements of the arms or legs (spasticity)
Unusual positioning of hands
Seizures
Hyperactivity
Delayed mental and social skills
Mental retardation
A distinctive "mousy" odor to the urine, breath, and sweat
Light complexion, hair, and eyes
3) If you were a teacher in a general education classroom, what information and strategies would help you best support a child with this disability? This would include academic support as well as social support.
It is important that all teachers who work with individuals with PKU be aware of the dietary requirements and restrictions. The parent and/or nutritionist can suggest appropriate and allowable snack and mealtime foods outside the home. Supporting appropriate dietary habits, while minimizing attention to dietary differences is important. It is also important to be available to the individual should he or she wish to share concerns or feelings about being 'different' from peers. If persistent difficulty adhering to the dietary regimen is noted, the parent should be informed so that he/she and the medical team can address this issue further. Because blood phenylalanine levels are dependent on dietary control, insufficient phenylalanine intake may cause levels to be too low for growth and body functions. Low levels can cause mental and physical sluggishness, loss of appetite, anemia, rashes, and diarrhea. If these symptoms are suspected, the parent should be contacted and arrangements made for a physician evaluation. As a teacher, I would make sure I can make my student with PKU as comfortable as possible. I would make sure that he or she stuck with their dietary regiment and that if they had any arrangements that were needed for them to succeed academically or physically they would be provided with them.
4) What resources would help you as a teacher to serve this child? (This would include websites, agencies, people within the school; a two to three line description is required for each resource.)
Resources that I would use to help serve this child would be:
I would arrange to have meetings with both the child’s parents and the nutritionist so that I would be sure that I was doing everything correct in following this child’s dietary plan.
I would also use this following website http://www.pku.com/index.aspx & http://www.ygyh.org/pku/whatisit.htm. These two websites explain what PKU is and how to treat it. The first website is a support website for people with PKU. This website has diet plans, information, and real life experiences from people with this disability. The second website explains; the disability, the treatments, causes, effects, and how to help children and adults with this disability.
Prader - Willi Syndrome
1)The federal law definition of Prader-Willi Syndrome, also known as PWS, is a genetic disorder within the seven genes on chromosome 15 that are missing or unexpressed on the paternal chromosome. PWS causes an alteration of the hypothalamus which results in short stature, incomplete sexual maturation, mental retardation, aggression, and skin-picking to the bone, low muscle tone, cognitive disabilities, problem behaviors, and a chronic feeling of hunger that can lead to excessive eating and life-threatening obesity. PWS is prevalent in 1 out if 12,000- 15,000 births and affects both sexes and all races.
2)There are many developmental characteristics a person with PWS has. One of the characteristics a person with PWS would have is a problem with motor skills. Motor milestones are typically delayed one to two years; although hypotonia improves, deficits in strength, coordination, balance, and motor planning may continue. Physical and occupational therapies help promote skills development and proper function. Growth hormone treatment, by increasing muscle mass, may improve motor skills. Exercise and sports activities should be encouraged and adaptations made, as needed. Proficiency with jigsaw puzzles is frequently reported, reflecting strong visual-perceptual skills. Another characteristic of PWS is the problem with the development of oral and speech skills that one would have. With hypotonia as a characteristic of PWS this may create feeding problems, poor oral-motor skills, and delayed speech. The need for speech therapy should be assessed in infancy. Sign language and picture communication boards can be used to reduce frustration and aid communication. Products to increase saliva may help articulation problems. Social skills training can improve pragmatic language use. Even with delays, verbal ability often becomes an area of strength for children with PWS. In rare cases, speech is severely affected. Some of the cogitative impairments of PWS are a child having an IQ range from 40 to 105, with an average of 70. Those with normal IQs typically have learning disabilities. Problem areas may include short attention span, short-term auditory memory, and abstract thinking. Common strengths include long-term memory, reading ability, and receptive language. Early infant stimulation should be encouraged and the need for special education services and supports assessed in preschool should be continued beyond these early years. There is also a problem with growth in a child with PWS. The failure to thrive in infancy may necessitate tube feeding. Infants should be closely monitored for adequate calorie intake and appropriate weight gain. Growth hormone is typically deficient, causing short stature, lack of pubertal growth spurt, and a high body fat ratio, even in those with normal weight. The need for GH therapy should be assessed in both children and adults. There are also some sexual developmental problems. Sex hormone levels (testosterone and estrogen) are typically low. Cryptorchidism in male infants may require surgery. Both sexes have good response to treatment for hormone deficiencies, although side effects have been reported. Early pubic hair is common, but puberty is usually late in onset and incomplete. Although it is often assumed that individuals with PWS are infertile, several pregnancies have been confirmed. Sexually active individuals should be counseled regarding risk of pregnancy and of genetic error in offspring (50%, except for those with PWS due to UPD). Basic sex education is important in all cases to promote good health and protect against abuse.
3) It would be very difficult for a general education teacher to have a child with Prader – Willi Syndrome in their mainstreamed class. Although children and adolescents with PWS can achieve many successes in school and community-related activities students will need accommodations and some modifications as well. When educators understand each child as an individual with special strengths and needs, they then can determine how the attributes of PWS can contribute to success and can assist families, school staff, and ultimately, the children themselves to cope with the challenges associated with the presence of this syndrome and maximize their functioning, independence, and happiness. Children with PWS are very gifted in perseverance and ingenuity. Teachers should grade students using creative activities such as problem solving or crafts, instead of tests or papers. As a teacher with a PWS student the need exists to become organized and plan ahead. Children with PWS like structure so having a structured schedule is a necessity. Students with PWS are as individual as any other students. With knowledge and understanding, students with PWS become productive members of their communities. Teachers have to also teach the other students in the class to have an open mind and to accept the student with PWS into their classroom. If the teacher treats the student with PWS like all other students then the other children in the class will accept PWS students as their peers.
4)Some resources as a teacher that would help serve a child with PWS would have to be some of the online resources I found. One of the most helpful websites would have to be the Prader – Willi Syndrome Association Website. (http://www.pwsausa.org/) It has information from the medical background of the disease to the worksheets that teachers can use in the classroom. This website also offers the most up to date medical research available for PWS. Another website that I would use if I had a student with PWS would have to be the Medical Plus website. (http://www.nlm.nih.gov/medlineplus/ency/article/001605.htm) Medical Plus is an online Medical Encolpia. This website offers easy to understand definitions of what PWS is and what can be done to help someone with PWS. One more website that I would use if I was a teacher would be the Genetics Home Reference website. (http://ghr.nlm.nih.gov/condition= praderwillisyndrome) Since PWS is a genetic disorder this website offers answers to what PWS is. It is written in a question and answer format allowing for easy access to the information. It clearly defines what PWS is and what can be done to help someone with Prader – Willi Syndrome. As a teacher I would also use the resources within the school such as the child study team, nurse, and administration.
Williams Syndrome
1) According to the federal and state laws, the W.R. William Syndrome is defined as a rare genetic disorder characterized by mild to moderate mental retardation or learning difficulties, a distinctive facial appearance, and a unique personality that combines overfriendliness and high levels of empathy with anxiety. The most significant medical problem associated with WS is cardiovascular disease caused by narrowed arteries. WS is also associated with elevated blood calcium levels in infancy. A random genetic mutation (deletion of a small piece of chromosome 7), rather than inheritance, most often causes the disorder.
Williams syndrome is a developmental disorder that affects many parts of the body. This condition is characterized by mild to moderate mental retardation or learning disabilities, unique personality characteristics, distinctive facial features, and heart and blood vessel (cardiovascular) problems.
2) What are the developmental characteristics of persons with this disability?
Most young children with Williams syndrome are described as having similar facial features. These features which tend to be recognized by only a trained geneticist or birth defects specialist include a small upturned nose, long philtrum (upper lip length), wide mouth, full lips, small chin, and puffiness around the eyes. Facial features become more apparent with age.
Physical traits include:
• Hypercalcemia (high blood calcium levels, possibly producing colic-like symptoms)
• Failure to thrive: slow or stunted growth
• Delayed development
• Widely spaced teeth
• Long philtrum
Neurologic and behavioral traits include:
• Impaired visuospatial abilities with preserved facial processing
• Impaired problem solving
• Preserved language abilities
• Love of music
• AnxietyAttention deficit
• Hyperacusis (hypersensitivity to loud noises)
• Friendly and outgoing
Certain personality characteristics are especially common in children with Williams syndrome. These characteristics include: an outgoing social nature, an exuberant enthusiasm, a sense of the dramatic, overfriendliness, a short attention span, extra sensitivity to sounds (hyperacusis), and anxiety - especially about upcoming events.
Children with Williams syndrome are often particularly appealing. Many of the associated characteristics are rather desirable (bright eyes, very broad engaging smile, enthusiastic manner, socially engaging and conversational, strong sensitivity to the emotions of others, cute upturned nose, excellent memory for people met infrequently or long ago, very expressive of own emotions - especially happy excitement). It is important to keep in mind that these are indeed "real" characteristics of the child, and not just 'syndromal'. That is, it is important to capitalize on, and enjoy the very real charismatic appeal of many children with Williams syndrome, and not dismiss these behaviors as simply, "Williams-isms."
Some behavioral characteristics associated with Williams syndrome can pose challenges in classrooms. There are effective strategies for minimizing the difficulties and helping the child cope. These characteristics and strategies are outlined below.
1a. Characteristic:
o Short attention span and distractibility
o Attention difficulties often lead to associated difficulties such as impulsivity which can result in the child not following directions well, getting out of their seat, etc.
1b. Strategies:
In general, the same approaches that are helpful for all children with attention problems are also effective for children with Williams syndrome.
o flexibility in requirements for time spent working
o frequent 'breaks' in work time
o a "high success," high motivation curriculum
o minimal distractions; auditory as well as visual
o rewards for attending behaviors and, when possible, redirection around 'off task' behaviors or ignoring same
o allowing some degree of choice for the child in terms of activity
o small groups
o consultation with a behaviorist familiar with positive behavior management approaches
2a. Characteristic:
o difficulty modulating emotions
Examples:
o extreme excitement when happy
o tearfulness in response to apparently mild distress
o terror in response to apparently mildly frightening events
2b. Strategies:
o Decide when this is a problem. For example, expressing enthusiastic excitement, albeit impulsively or without raising a hand, may be beneficial to the motivation of the class as a whole, whereas frequent tears and a high degree of anxiety is problematic for the child with Williams syndrome as well as the other children.
o Help the child to develop increasingly effective internal controls to modulate emotions while adapting the environment to minimize situations of extreme anxiety and frustration.
Examples:
o Anticipate beginning buildup of frustration. Help the child to remove himself from the frustrating situation and find a different activity before the frustration escalates
o Minimize unexpected changes in schedule, plans, etc.
o Use stories and role play/pretend play to act out various anxiety provoking situations with the child
3a. Characteristic:
o Heightened sensitivity to sounds (hyperacusis)
This characteristic in combination with a tendency toward anxiety sometimes causes behavior problems around noise related activities such as fire drills, vacuum cleaners, ceiling fans, heating or plumbing systems, and school bells.
Some children may become distracted, overly excited or fearful at these events.
3b. Strategies:
o Provide warning just before predictable noises when possible (fire drills, hourly bells etc.)
o allow the child to view and possibly initiate the source of bothersome noises (e.g. turn the fan on and off, see where the fire alarm is turned on)
o Make tape recordings of the sounds and encourage the child to experiment with the recording (playing it louder/softer etc.)
4a. Characteristic:
o Perseverating on certain "favorite" conversational topics
Some children with Williams syndrome have "favorite" topics that they want to talk about more often than is socially appropriate. Sometimes these favorite topics have to do with things that make them anxious such as fire trucks, trains or lawnmowers. Other children may show overwhelming fascination with, or interest in bones or other topics related to the body. Some fascination with things that are scary is quite normal in people generally (hence our interest in horror movies or 'thrillers') although this tendency can be particularly acute in children with Williams syndrome. Sometimes favorite topics are simply areas the child is confident discussing, and the child may be relying on that topic to ensure that he/she will be a competent participant in the conversation.
4b. Strategies:
o Include social skills teaching as part of the IEP. Use role play, stories, discussion and small group experiences to teach alternative appropriate topics, and expand the child's repertoire
o When the favorite topic involves repetitious asking of the same question (e.g. which day are we having a fire drill) first respond sufficiently to make sure the child has understood the requested information. (you can check this by asking the child the same question) Then ignore the subsequent repetitions, while offering other topics and activities. Avoid a discussion of whether or not the topic will continue to be discussed as this prolongs the perseveration
o Provide some time for discussion of the child's favorite topic
o Capitalize on the favorite interest as a curriculum topic. The child will approach curriculum based on favorite topics with a high level of motivation
5a. Characteristic:
o Anxiety around unexpected changes in routine/schedule
5b. Strategies:
o Provide a predictable schedule and routine with specific warnings (e.g. a specific song a few minutes before cleanup time) marking daily transitions
o Minimize unexpected changes
o For preschool aged children: use of picture schedules for daily routines, and wall calendars with big squares on which special events can be sketched are helpful.
o For older children: use digital watches and date books
o Evaluation of other issues which might be making a child susceptible to feeling anxiety or a loss of control around changes
o Capitalize on the child's orientation to a predictable schedule to work in less desirable but necessary activities at predictable times
6a. Characteristic:
o Rocking, nail biting or skin picking
Usually these behaviors are fairly mild and may not pose a problem. It is important to realize that many of these behaviors may simply be outside the child's capacity to consistently control. Therefore, you should not dwell on them or continually remind the child not to do the behavior.
6b. Strategies:
o Ignoring the behaviors when possible while trying to lower environmental stress is usually sufficient to reduce them
o If the behavior bothers the child or other children, sometimes occasional reminders in conjunction with behavioral techniques can be helpful (e.g. a sticker for each hour without nail biting)
7a. Characteristic:
o Difficulty building friendships.
In spite of a tendency to have a very sociable nature, children with Williams syndrome often have difficulty building friendships. This is probably due to difficulties around sustaining attention, and impulsivity, as well as developmental and learning difficulties. Many of the children are, however, able to develop true friendships and this should be a goal included as part of the children's educational development. This may require extensive initial help from teachers.
7b. Strategies:
o Include social skills development as a "Goal" in the child's IEP
o Work as a team with the child's parents regarding promoting a friendship with another likely friend. Encourage mutual visiting at homes
o Facilitate social interaction during teaching activities (e.g. have the child with Williams syndrome and a likely friend pair up in working on a project or reading a story together)
o Consider a variety of relationships for friendship building, including older or younger children and children with or without special needs
3) If you were a teacher in a general education classroom, what information and
strategies would help you best support a child with this disability?
Children with WS are individuals with a wide range of cognitive abilities and there is not a specific program that works best for everyone. One key to successful programming for your these children is in parent-professional collaboration. It is important to build a "team" of support for these children, parents should be an integral member of the team, creating a program that builds on and enhances the child’s strengths and abilities. Parents can provide vital information from personal knowledge of their child as well as the knowledge gained from the WS experts collaborating with and advising the WSA in order to make the right decisions for their child.
In an effort to determine the different types of curriculum and school placement that are most beneficial to students with WS, the WSA conducted an informal survey. The results of over 150 respondents, along with the "typical" cognitive profile and professionally written pamphlets on classroom, testing and evaluation strategies are available from the national office.
Children with Williams syndrome are overly social and outgoing and are inappropriately friendly to adults and unwary of strangers. Williams syndrome children are talkative, with intense enthusiasm bordering on obsession for topics that interest them. In order to control these children, maybe as I teacher I could have a 15 minute break for the children with William’s syndrome to talk amongst themselves and relax before going onto the next topic.
Treatment includes early intervention programs, special education programs, and vocational training to address developmental disabilities, including speech/language, physical, occupational, and sensory integration therapies. Psychologic evaluation, polysomnography, and psychiatric evaluation should guide therapy for the individual.
4) Some resources that would help me as a teacher to serve this child would be the following websites:
http://findarticles.com/p/articles/mi_g2602/is_0005/ai_2602000564 :
- This website displays articles that relate to children with Williams syndrome. By reading these articles I might be able to relate them to my students in order to help them out and to teach to my best ability.
http://www.geneclinics.org/profiles/williams/details.html
- In this website I found characteristics that describe a child with Williams Syndrome, and management plans that can help these children. This website would help me research the disease and further my knowledge on these children so I can relate to them.
http://www.williams-syndrome.org/
-this website “The Williams Syndrome Association,” is all about the association and what it does to help the children who suffer from this disease. By looking on this website I can ask questions and post things that I’m not sure about as
1. Mental retardation means significant sub average general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.
2. According to the AAMR definition, the organization stresses that individuals with mental retardation have intellectual functioning “significantly below average,” or below levels attained by 97 percent of the general population. They have problems with cognition, problems with adaptive behavior, and need for supports to sustain independence. They also have impaired cognitive ability meaning that simple tasks are difficult for them to learn.
3. Being a teacher in a general education class and having a student with mental retardation, I would have to make accommodations for the student. I would help the student to more easily access difficult academic content. I could link the content to experiences or situations they all experience.
4. As a teacher, I could read books that would help me with understanding the student more. It can give me a clear overview of strategies that will help me better assist the child. The America Association on Intellectual and Developmental Disabilities (AAIDD) is the professional association run by and for professionals who support people with intellectual and developmental disabilities. Also, The Arc of the United States advocates for the rights and full participation of all children and adults with intellectual and developmental disabilities. In their network of members and affiliated chapters, they improve systems of supports and services; connect families; inspire communities and influence public policy. Fragile X is the most common inherited cause of mental impairment and the most common known cause of autism. FRAXA is an organization willing to help people with mental retardation and autism. FRAXA's mission is to find effective treatments and a cure for all children and adults with Fragile X. FRAXA has funded over $12 million in research at universities around the world. Lastly, TASH is an international membership association leading the way to inclusive communities through research, education, and advocacy. TASH members are people with disabilities, family members, fellow citizens, advocates, and professionals working together to create change and build capacity so that all people, no matter their perceived level of disability, are included in all aspects of society.
How is your disability defined by the federal and state laws?
Williams Syndrome is a rare genetic disorder which occurs in 1 out of 20,000 births. It is closely related to autism, although the children with this syndrome are known for great social skills. This syndrome is caused by missing genetic material; specifically chromosome 7. According to state laws, WS is not usually inherited, but its occupants have a fifty percent chance in passing it to their offspring. The syndrome was first found in New Zealand in 1961.
What are the developmental characteristics of persons with this disability?
The developmental characteristics are distinct facial appearances which are referred to as elfin, As well as having a low arching nasal bridge. They do suffer with mental and physical processes. They usually do not have a problem meeting new people/strangers. As well as having a projective personality they have sudden negative outbursts.
If you are a teacher in a general education classroom, what information and strategies would help you best support a child with this disability?
If I was teacher I would use a different strategy to help the child cope with his mental illness. Although this strategy would not be known by the child, slight alterations would have to be taken so the child would not fall behind in the teachings. The child would undoubtedly experience a separation from the rest of the children, classroom activities and or social measures will have to be taken to make the classroom function as a whole.
What resources would help you as a teacher to serve this child?
I would use resources that I knew would benefit the child, such as teachers who had experience with children of mental retardation before. I would research websites and inform myself of the disability, so I have a better understanding of the needs of the child. Speaking to agencies will also enlighten me of certain difficulties I should focus on. Agencies are a big help due to their informative nature, they have been helping teachers as well as other business’s cope with individuals with these mental retardations. Curriculum materials are a must with children of mental illness. Simple materials that will protect the child as well as benefit him/her in the classroom are necessary.
Williams Syndrome accomadations and modifications: For Williams Syndrome, I would have the following accommodations and modifications: I would have a special education aid be by the child throughout the day. (If the child is in a general education classroom.) This way the child will receive extra attention, which can stop a child from acting out. I would also have the child work in small groups so the child is able to interact with others and practice social skills. Breaks would be encouraged because if a child has ADD, this would help keep them concentrated. Also, if music can be incorporated into the lesson, I would do it. It is stated that children with Williams Syndrome learn better with music and have trouble with nonverbal information. Due to this, there should be read out loud testing. Instead of having to read everything on his or her own, an educator would read all the questions out loud. With more practice reading and writing, the child can take a test on his or her own later on to see how much progress has occurred.
Teachers who work with children with PKU have to understand the student’s dietary plan and understand all requirements and restrictions needed to keep this child healthy. They should talk to the parents and the nutritionist about appropriate dietary habits and allowed snacks and food outside of home. Teachers should know about the symptoms of PKU and know about the importance of too much or too little Phe. Teachers should help make the student feel comfortable with their disease and have peers understand the importance of this student sticking to there dietary plan. Teachers should make sure they can have regular meetings with both the child’s parents and the nutritionist so that the teacher can be sure that he or she was doing everything correct in following this child’s dietary plan.
To Samantha's comment on Mental Retardation...
As a teacher, I would have to make accomodations and modifications for students with mental retardation in my classroom. I would establish goals for these students based on their individual performance. As far as writing goes, a student with mental retardation might need a note-taker or a word processor to help them. I could also provide my student with books on tape for reading and a calculator for math. The student might need to sit near the front of the class and have extended time on tests. Additionally, on exams, I would need to decrease the number of multiple choice and true-or-false questions. Perhaps most imporantly, I must be aware that students with mental retardation will need more time to learn new topics. Also, they will have trouble with abstract ideas, so I will need to provide them with basic and concrete examples. Finally, I would need to find a balance between generously praising this student and being honest with them about their errors.
According to Christina’s comment on PWS…
Teachers who teach students who have PWS have many accommodations and modifications that have to be made in regards to this student’s education. Children with PWS typically start their formal education in a mainstream setting with various forms of support. Some, however, may attend a special education program in schools that are equipped for children with moderate to severe learning disabilities. In the primary school years, teachers may have difficulty with several problems that children with PWS may have. For example, children with PWS tend to have difficulty with change and prefer to stick with a routine. Strategies for coping with change should be taught in the early years. Children with PWS may also have poor short-term memories, therefore, requiring the teacher to continually reiterate the topics until they are fully grasped. Also, children with PWS may have difficulty working in groups and may need extra support and guidance from the teacher. Many times, when the child is not receiving enough attention, the child can become frustrated, which can then lead to tantrums. Last, school parties become a concern for teachers in that cakes and candy can be very distressful to the child with PWS who is on a restricted diet.
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