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
Question 1- PKU, or Phenylketonuria, is a rare condition in which the body does not break down, or metabolize, an amino acid called phenylalanine. It occurs when the person is missing an enzyme to break down the essential amino acid (essential amino acids are those that are obtained through what we eat, meaning our bodies to not normally produce them). PKU is inherited, in which both parents need only to be a carrier of the trait for it to be passed on. PKU is detected by a series of blood tests shortly after birth, which is required in every state. Although easily treated with a strict diet consisting of foods high in protein, especially during the first few weeks, if left untreated, PKU can potentially be very detrimental. Without treatment, most infants with PKU will develop mental retardation. In addition to MR, some infants are likely to suffer brain damage.
Question 2- The characteristic all people with PKU share is the inability to break down the amino acid phenylalanine. Some of the physical characteristics can include: blue eyes and light hair (because it can affect pigment), skin rashes, a small head, seizures, stunted growth, and sometimes tremors. If it is a severe case of PKU, some brain damage can occur. Social and behavior characteristics associated with PKU stem from the development of mental retardation, and hyperactivity. If the nervous system becomes damaged, the child can experience emotional problems such as irritability, restlessness, and possibly becoming destructive. PKU can range in the level of severity, so it is hard to generalize characteristics and possible problems because every case is unique.
Question 1- Spina Bifida is a birth defect affecting the spine and nervous system. Occurring in the first four weeks of pregnancy, the vertebrae fails to close over and protect the spinal cord. Instead of being enclosed and protected by the vertebrae, the cord and its covering membranes bulge out through the spinal column. The damage is always below the lesion. As this happens nerves are damaged and no messages from the brain are transmitted. This results in a variety of disabilities. The degree of weakening or paralysis depends on the location and extent of spinal cord damage. The opening may occur anywhere on the spinal cord causing lack of bladder and bowel control, paralysis, and lack of feeling or sensation.
Prader-Willi syndrome is a genetic disorder characterized in infancy by diminished muscle tone (hypotonia), feeding difficulties, and failure to grow and gain weight (failure to thrive). In childhood, features of the disorder include short stature, genital abnormalities and an excessive appetite. Progressive obesity results because of a lack of feeling satisfied after completing a meal (satiety) that leads to overeating. Without appropriate treatment, individuals with severe progressive obesity may have an increased risk of cardiac insufficiency, diabetes or other serious conditions that may lead to potentially life-threatening complications. All individuals with Prader-Willi syndrome have some cognitive impairment that ranges from borderline normal with learning disabilities to mild mental retardation. Behavior problems are common and can include temper tantrums, obsessive/compulsive behavior, and skin picking.
Prader-Willi syndrome occurs when the genes in a specific region of chromosome 15 do not function. The abnormal genes usually result from random errors in development, but are sometimes inherited.
1)How is your disability defined by the federal and state laws? Down syndrome is a condition in which extra genetic material causes delays in the way a child develops, and often leads to mental retardation. It affects 1 in every 800 babies born.
2) What are the developmental characteristics of persons with this disability? (This would include cognitive, social, emotional, physical, as well as levels of functioning.) Children with Down syndrome usually have a low muscle tone and loose joints. Babies with DS may learn how to sit up, crawl, and walk later than the other babies. Also, they tend to grow at a slower rate and remain smaller than their peers. For infants, low muscle tone may contribute to sucking and feeding problems, as well as constipation and other digestive issues. In toddlers and older children, there may be delays in speech and self-care skills like feeding, dressing, and toilet teaching.
Question 1- Williams syndrome is a rare genetic disorder which causes both medical and developmental problems. The Williams Syndrome Association reports that WS occurs in 1/20,000 births. Williams syndrome was first recognized as a distinct entity in 1961. It is present at birth, and affects males and females equally. It can occur in all ethnic groups and has been identified in countries throughout the world. (Source: Williams Syndrome Association and Williams Syndrome Foundation (UK)
Question 2- 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. Blue and green-eyed children with Williams syndrome can have a prominent "starburst" or white lacy pattern on their iris. Facial features become more apparent with age.
The majority of individuals with Williams syndrome have some type of heart or blood vessel problem.
Some young children with Williams syndrome have elevations in their blood calcium level.
Most children with Williams syndrome have a slightly lower birth-weight than their brothers or sisters. Adult stature is slightly smaller than average.
Many infants and young children have feeding problems. These problems have been linked to low muscle tone, severe gag reflex, poor suck/swallow, tactile defensiveness etc. Feeding difficulties tend to resolve as the children get older.
Many infants with Williams syndrome have an extended period of colic or irritability. This typically lasts from 4 to 10 months of age, then resolves. Abnormal sleep patterns with delayed acquisition of sleeping through the night may be associated with the colic.
Slightly small, widely spaced teeth are common in children with Williams syndrome. They also may have a variety of abnormalities of occlusion (bite), tooth shape or appearance.
There is a slightly increased frequency of problems with kidney structure and/or function.
Inguinal (groin) and umbilical hernias are more common in Williams syndrome than in the general population.
Children with Williams syndrome often have more sensitive hearing than other children; Certain frequencies or noise levels can be painful an/or startling to the individual. This condition often improves with age.
Young children with Williams syndrome often have low muscle tone and joint laxity. As the children get older, joint stiffness (contractures) may develop.
Individuals with Williams syndrome have a very endearing personality. They have a unique strength in their expressive language skills, and are extremely polite. They are typically unafraid of strangers and show a greater interest in contact with adults than with their peers.
Most people with Williams syndrome have some degree of intellectual handicap. Young children with Williams syndrome often experience developmental delays; milestones such as walking, talking and toilet training are often achieved somewhat later than is considered normal. Distractibility is a common problem in mid-childhood, which appears to get better as the children get older.
Older children and adults with Williams syndrome often demonstrate intellectual "strengths and weaknesses." There are some intellectual areas (such as speech, long term memory, and social skills) in which performance is quite strong, while other intellectual areas (such as fine motor and spatial relations) are significantly deficient.
Question 2- Of the four major developmental disabilities discussed here, spina bifida is the least likely to affect such areas as speech and cognition (although some degree of learning disability is fairly common). Persons with spina bifida are likely to use wheelchairs or other ambulatory aids. As such, the accommodations needed to appropriately treat a patient with spina bifida will likely be physical in nature. See the section below on physical accommodations.
Questions 3- Some classroom strategies that can be used are: -Recognize that the student requires extensive medical service which may be time-consuming and frustrating. The teacher is part of a team helping the student in learning to cope with minimal assistance. -Ask the school nurse, an occupational therapist, physiotherapist, a doctor or someone from the Spina Bifida Association for information and assistance. - Be as fair with the student with spina bifida as with other students, e.g., intervening in teasing. The teacher's attitudes and actions set an example in fostering feelings of self-respect and dignity to grow. -Encourage active participation in the classroom. Some subjects may need modification such as physical education and technology.
Question 4-Some things that would help the teacher in the class room are: Assist the student to develop organizational skills by keeping books and school materials within easy reach, and by making lists and schedules of assignments, tests, special events, etc.Encourage the use of computers, typewriters and other aids to increase speed and to overcome any difficulties of hand control. Refer to the school occupational therapist for assistance.
Question 3-If a teacher has a student with PKU, he or she must understand the needs this child requires. Having PKU, the student is on a very strict diet. Knowing this, the teacher must allow the student to bring his or her own food to class and eat whenever necessary. In addition, when there are things like classroom parties or birthdays, the teacher must keep in mind the diet of the child and monitor what the student is allowed to eat. The teacher should send a letter home to the student’s parents, letting them know the food that can be brought into the classroom. The teacher must take on the role of the child’s mother when the child is in school. Since the student will be on a different eating routine then the other classmates, it is important to make sure none of the other children tease the student, and that they understand why. Some children with PKU become frustrated because they are different from the other students, so it is important to make sure the student feels comfortable and is not treated differently than the other students. Children with PKU are likely to have ADHD as well, so as a teacher it is imperative to watch the child’s behavior to look for signs of ADHD.
Question 4-As a teacher, there are a few resources that would help to serve the child. The first would be the Children’s PKU Network. This is a non-profit organization that provides information and awareness on PKU. The teacher could use this to learn more about PKU, and the needs the student will have. Also, within the school, the teacher should look to both the guidance counselor and nurse for as resources. The guidance counselor can help if the child is feeling frustrated or upset because of the disability. The student may feel like they are an outsider and depressed because of the differences PKU can present between classmates. The nurse would also be a great resource because he or she could assist with any medical problems that may arise from the strict diet. In a cafeteria it is hard to control what each child eats and if the student with PKU eats something off the diet, there is a possibility that the student may have a reaction. In this case, the school nurse would know how to handle the situation.
Many individuals with SB (spina bifida) will need assistive devices such as braces, crutches, or wheelchairs. Ongoing therapy, medical care, and/or surgical treatments may be necessary to prevent and manage complications throughout the individual's life.
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Question 1- PKU, or Phenylketonuria, is a rare condition in which the body does not break down, or metabolize, an amino acid called phenylalanine. It occurs when the person is missing an enzyme to break down the essential amino acid (essential amino acids are those that are obtained through what we eat, meaning our bodies to not normally produce them). PKU is inherited, in which both parents need only to be a carrier of the trait for it to be passed on. PKU is detected by a series of blood tests shortly after birth, which is required in every state. Although easily treated with a strict diet consisting of foods high in protein, especially during the first few weeks, if left untreated, PKU can potentially be very detrimental. Without treatment, most infants with PKU will develop mental retardation. In addition to MR, some infants are likely to suffer brain damage.
Question 2- The characteristic all people with PKU share is the inability to break down the amino acid phenylalanine. Some of the physical characteristics can include: blue eyes and light hair (because it can affect pigment), skin rashes, a small head, seizures, stunted growth, and sometimes tremors. If it is a severe case of PKU, some brain damage can occur. Social and behavior characteristics associated with PKU stem from the development of mental retardation, and hyperactivity. If the nervous system becomes damaged, the child can experience emotional problems such as irritability, restlessness, and possibly becoming destructive. PKU can range in the level of severity, so it is hard to generalize characteristics and possible problems because every case is unique.
Question 1- Spina Bifida is a birth defect affecting the spine and nervous system. Occurring in the first four weeks of pregnancy, the vertebrae fails to close over and protect the spinal cord. Instead of being enclosed and protected by the vertebrae, the cord and its covering membranes bulge out through the spinal column. The damage is always below the lesion. As this happens nerves are damaged and no messages from the brain are transmitted. This results in a variety of disabilities. The degree of weakening or paralysis depends on the location and extent of spinal cord damage. The opening may occur anywhere on the spinal cord causing lack of bladder and bowel control, paralysis, and lack of feeling or sensation.
Prader-Willi syndrome is a genetic disorder characterized in infancy by diminished muscle tone (hypotonia), feeding difficulties, and failure to grow and gain weight (failure to thrive). In childhood, features of the disorder include short stature, genital abnormalities and an excessive appetite. Progressive obesity results because of a lack of feeling satisfied after completing a meal (satiety) that leads to overeating. Without appropriate treatment, individuals with severe progressive obesity may have an increased risk of cardiac insufficiency, diabetes or other serious conditions that may lead to potentially life-threatening complications. All individuals with Prader-Willi syndrome have some cognitive impairment that ranges from borderline normal with learning disabilities to mild mental retardation. Behavior problems are common and can include temper tantrums, obsessive/compulsive behavior, and skin picking.
Prader-Willi syndrome occurs when the genes in a specific region of chromosome 15 do not function. The abnormal genes usually result from random errors in development, but are sometimes inherited.
Samuel Santiago
1)How is your disability defined by the federal and state laws?
Down syndrome is a condition in which extra genetic material causes delays in the way a child develops, and often leads to mental retardation. It affects 1 in every 800 babies born.
2) What are the developmental characteristics of persons with this disability? (This would include cognitive, social, emotional, physical, as well as levels of functioning.)
Children with Down syndrome usually have a low muscle tone and loose joints. Babies with DS may learn how to sit up, crawl, and walk later than the other babies. Also, they tend to grow at a slower rate and remain smaller than their peers. For infants, low muscle tone may contribute to sucking and feeding problems, as well as constipation and other digestive issues. In toddlers and older children, there may be delays in speech and self-care skills like feeding, dressing, and toilet teaching.
Question 1- Williams syndrome is a rare genetic disorder which causes both medical and developmental problems. The Williams Syndrome Association reports that WS occurs in 1/20,000 births. Williams syndrome was first recognized as a distinct entity in 1961. It is present at birth, and affects males and females equally. It can occur in all ethnic groups and has been identified in countries throughout the world. (Source: Williams Syndrome Association and Williams Syndrome Foundation (UK)
Question 2-
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. Blue and green-eyed children with Williams syndrome can have a prominent "starburst" or white lacy pattern on their iris. Facial features become more apparent with age.
The majority of individuals with Williams syndrome have some type of heart or blood vessel problem.
Some young children with Williams syndrome have elevations in their blood calcium level.
Most children with Williams syndrome have a slightly lower birth-weight than their brothers or sisters. Adult stature is slightly smaller than average.
Many infants and young children have feeding problems. These problems have been linked to low muscle tone, severe gag reflex, poor suck/swallow, tactile defensiveness etc. Feeding difficulties tend to resolve as the children get older.
Many infants with Williams syndrome have an extended period of colic or irritability. This typically lasts from 4 to 10 months of age, then resolves. Abnormal sleep patterns with delayed acquisition of sleeping through the night may be associated with the colic.
Slightly small, widely spaced teeth are common in children with Williams syndrome. They also may have a variety of abnormalities of occlusion (bite), tooth shape or appearance.
There is a slightly increased frequency of problems with kidney structure and/or function.
Inguinal (groin) and umbilical hernias are more common in Williams syndrome than in the general population.
Children with Williams syndrome often have more sensitive hearing than other children; Certain frequencies or noise levels can be painful an/or startling to the individual. This condition often improves with age.
Young children with Williams syndrome often have low muscle tone and joint laxity. As the children get older, joint stiffness (contractures) may develop.
Individuals with Williams syndrome have a very endearing personality. They have a unique strength in their expressive language skills, and are extremely polite. They are typically unafraid of strangers and show a greater interest in contact with adults than with their peers.
Most people with Williams syndrome have some degree of intellectual handicap. Young children with Williams syndrome often experience developmental delays; milestones such as walking, talking and toilet training are often achieved somewhat later than is considered normal. Distractibility is a common problem in mid-childhood, which appears to get better as the children get older.
Older children and adults with Williams syndrome often demonstrate intellectual "strengths and weaknesses." There are some intellectual areas (such as speech, long term memory, and social skills) in which performance is quite strong, while other intellectual areas (such as fine motor and spatial relations) are significantly deficient.
(http://www.williams-syndrome.org/)
Question 2- Of the four major developmental disabilities discussed here, spina bifida is the least likely to affect such areas as speech and cognition (although some degree of learning disability is fairly common). Persons with spina bifida are likely to use wheelchairs or other ambulatory aids. As such, the accommodations needed to appropriately treat a patient with spina bifida will likely be physical in nature. See the section below on physical accommodations.
Questions 3- Some classroom strategies that can be used are:
-Recognize that the student requires extensive medical service which may be time-consuming and frustrating. The teacher is part of a team helping the student in learning to cope with minimal assistance.
-Ask the school nurse, an occupational therapist, physiotherapist, a doctor or someone from the Spina Bifida Association for information and assistance.
- Be as fair with the student with spina bifida as with other students, e.g., intervening in teasing. The teacher's attitudes and actions set an example in fostering feelings of self-respect and dignity to grow.
-Encourage active participation in the classroom. Some subjects may need modification such as physical education and technology.
Question 4-Some things that would help the teacher in the class room are: Assist the student to develop organizational skills by keeping books and school materials within easy reach, and by making lists and schedules of assignments, tests, special events, etc.Encourage the use of computers, typewriters and other aids to increase speed and to overcome any difficulties of hand control. Refer to the school occupational therapist for assistance.
Question 3-If a teacher has a student with PKU, he or she must understand the needs this child requires. Having PKU, the student is on a very strict diet. Knowing this, the teacher must allow the student to bring his or her own food to class and eat whenever necessary. In addition, when there are things like classroom parties or birthdays, the teacher must keep in mind the diet of the child and monitor what the student is allowed to eat. The teacher should send a letter home to the student’s parents, letting them know the food that can be brought into the classroom. The teacher must take on the role of the child’s mother when the child is in school. Since the student will be on a different eating routine then the other classmates, it is important to make sure none of the other children tease the student, and that they understand why. Some children with PKU become frustrated because they are different from the other students, so it is important to make sure the student feels comfortable and is not treated differently than the other students. Children with PKU are likely to have ADHD as well, so as a teacher it is imperative to watch the child’s behavior to look for signs of ADHD.
Question 4-As a teacher, there are a few resources that would help to serve the child. The first would be the Children’s PKU Network. This is a non-profit organization that provides information and awareness on PKU. The teacher could use this to learn more about PKU, and the needs the student will have. Also, within the school, the teacher should look to both the guidance counselor and nurse for as resources. The guidance counselor can help if the child is feeling frustrated or upset because of the disability. The student may feel like they are an outsider and depressed because of the differences PKU can present between classmates. The nurse would also be a great resource because he or she could assist with any medical problems that may arise from the strict diet. In a cafeteria it is hard to control what each child eats and if the student with PKU eats something off the diet, there is a possibility that the student may have a reaction. In this case, the school nurse would know how to handle the situation.
Many individuals with SB (spina bifida) will need assistive devices such as braces, crutches, or wheelchairs. Ongoing therapy, medical care, and/or surgical treatments may be necessary to prevent and manage complications throughout the individual's life.
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