Accommodations |
Modifications |
*Students that have Rett Syndrome usually lose their ability to speak. During in-class discussions, give the student the discussion topic ahead of time so that they can have time to generate a response using communication technology (augmentative communication equipment).
* The loss of purposeful use of hands is another characteristic of Rett Syndrome. Students with the disorder will need to present what they know by using technology and/or signals rather than through writing. *Allow time for student-teacher interaction throughout lessons. Students with Rett Syndrome need attentive teachers, ones that will praise them, motivate them, and set goals with them. * The presence of a paraprofessional or a augmentative communication specialist is ideal. Rett Syndrome is the most debilitating of the autism spectrum disorders and students need extra support as they perform many tasks. * Many students with Rett Syndrome use a wheelchair for mobility. Teachers need to make sure that the classroom is set up to accommodate students that have wheelchairs. Activities also need to be planned so that students with wheelchairs can participate in some way. |
* Students with Rett Syndrome could receive shortened lessons/assignments. Due to physical (and sometimes mental delays) students take longer to perform certain tasks so their workload should be modified to fit their pace.
* Students with Rett Syndrome struggle with working memory so they may become overwhelmed when presented with too much information. Information may need to be spread out over the course of a few days and/or the students may need to be provided with more repetition and practice. |
Case Studies
1.) The following case study was written by Bathla, Bathla, & Chaundna:
A case of an 8-year-old girl with Rett’ syndrome is presented here. This girl had normal development till the age of 3 years. However, gradually over the next few months, she lost her acquired, purposeful hand skills; expressive and receptive language; and reciprocal social interaction; she gradually developed a broad-based gait and typical stereotyped hand movements. EEG and MRI were abnormal. Awareness of this disorder is required for early diagnosis and prompt treatment. All female children with low intelligence and autistic symptoms should be suspected of having Rett’s syndrome until proved otherwise. (Bathla et al, 2010, p. 158)
This case study said that the young lady with Rett Syndrome's MRI and EEG scans came back abnormal. Instead of making assumptions about her cognitive level, I would talk to her parents about administering a few assessments with the help of the special education teacher/team (or an augmentative communication specialist). After the receiving the test results, a better informed IEP can be written and teachers can plan from there.
2.) The following story comes from ABC news:
" Chelsea is 15 and confined to a wheelchair and is nourished through a feeding tube. She cannot speak or use her hands, but her parents are convinced that their daughter, and others like her, are cognitively alive, just locked in. Doctors say that these children, who have none of the antisocial tendencies associated with autism, may have normal intelligence and crave social interaction." (James, 2012)
I believe the most important thing for students like Chelsea is stimulation: social, cognitive, and physical. Students with Rett Syndrome should be given work appropriate to their cognitive ability. The students should also be involved in activities with peers. Children with Rett Syndrome have ways of communicating and all students would benefit from different forms of social interaction. A paraprofessional should be around during the day to help the student with mobility and assist in physical activities (helping with hand movements, etc.)
A case of an 8-year-old girl with Rett’ syndrome is presented here. This girl had normal development till the age of 3 years. However, gradually over the next few months, she lost her acquired, purposeful hand skills; expressive and receptive language; and reciprocal social interaction; she gradually developed a broad-based gait and typical stereotyped hand movements. EEG and MRI were abnormal. Awareness of this disorder is required for early diagnosis and prompt treatment. All female children with low intelligence and autistic symptoms should be suspected of having Rett’s syndrome until proved otherwise. (Bathla et al, 2010, p. 158)
This case study said that the young lady with Rett Syndrome's MRI and EEG scans came back abnormal. Instead of making assumptions about her cognitive level, I would talk to her parents about administering a few assessments with the help of the special education teacher/team (or an augmentative communication specialist). After the receiving the test results, a better informed IEP can be written and teachers can plan from there.
2.) The following story comes from ABC news:
" Chelsea is 15 and confined to a wheelchair and is nourished through a feeding tube. She cannot speak or use her hands, but her parents are convinced that their daughter, and others like her, are cognitively alive, just locked in. Doctors say that these children, who have none of the antisocial tendencies associated with autism, may have normal intelligence and crave social interaction." (James, 2012)
I believe the most important thing for students like Chelsea is stimulation: social, cognitive, and physical. Students with Rett Syndrome should be given work appropriate to their cognitive ability. The students should also be involved in activities with peers. Children with Rett Syndrome have ways of communicating and all students would benefit from different forms of social interaction. A paraprofessional should be around during the day to help the student with mobility and assist in physical activities (helping with hand movements, etc.)