Overview

Velo-cardio-facial-syndrome, also known as 22q11 syndrome, 22q11.2 syndrome, and DiGeorge syndrome, is relatively new — the genetic test to determine if a child has it has only been available since 1994. There are currently no books available to address the educational needs of this population, yet virtually 100% of children with Velo-cardio-facial-syndrome need special educational programming. This new book effectively blends the thoughtful research that has transpired within the past 10 years with practical and current educational strategies to better meet the needs of children with VCFS and other developmental disabilities. To first address the scientific information that is needed to understand the syndrome and the implications of current research, expert contributors present the results of studies involving brain abnormalities, language/learning profiles, psychiatric/behavioral difficulties. These valuable chapters are written in a reader-friendly manner to help parents, professionals, and teachers gain useful and necessary comprehension of the unique characteristics of the VCFS population.

The second part of the book is a practical guide to educating a child with VCFS from birth through adulthood. Divided into the various stages of development from preschool to adulthood, it includes information regarding the necessary tests special education teams should run, typical difficulties associated with learning, changes that occur with ability as the child matures (drop in IQ scores and increased learning challenges), as well as behavioral problems in the school setting. Each section includes discussions of the learning challenges and accommodations that can be used at school and at home during that stage of maturity. The authors also present meaningful advice on issues such as friendships, private vs. public school placement, job training, and other pertinent decisions that affect the VCFS child’s everyday life. A pioneer of its kind, this book is an essential resource for teachers, parents, physicians, and therapists of children with Velo-cardio-facial-syndrome.

Review

• Christie Mellies, MS, CCC-SLP., Canadian Journal of Speech-Language Pathology and Audiology:
  "The book is well organized and while one can access just the chapters that are related to their child's age, information in other chapters can be quite useful regardless of the child's grade in school... This is an excellent book to help professionals, educators and parent better understand VCFS and the educational needs of these students."

Audience

Primary Subject: Speech and Language Pathology / Genetics and Syndromes
Secondary Subject: Special Education
Secondary Subject: Pediatrics
Audience Level: Professional

• Preface
• Introduction
• Teacher Awareness Questionnaire
• Acknowledgments
• Contributors
• Part I: Scientific Studies and Overview of the Syndrome
  • Velo-Cardio-Facial Syndrome: Past, Present, and Future Robert J. Shprintzen, Ph.D.
  • Introduction to Education and the Neurocognitive Profile Donna Cutler-Landsman, M.S., Tony J. Simon, Ph.D, Wendy Kates, Ph.D.
  • Cognition and the VCFS Brain: The Implications of Syndrome-Specific Deficits for School Performance Bronwyn Glaser, M.S., Stephan Eliez, M.D.
  • Psychiatric Disorders and Treatment in Velo-Cardio-Facial Syndrome Doron Gothelf, M.D., Merav Burg, M.A.
  • Communication in Velo-Cardio-Facial Syndrome Karen Golding-Kushner, Ph.D.
  • Childhood Illness in Velo-Cardio-Facial Syndrome and Its Impact on School Attendance and Performance Anne Marie Higgins, R.N., F.N.P., M.A.
• Part II: Educational Interventions and Evaluation of Effective Practices Donna Cutler-Landsman, M.S.
  • The Early Years: Birth to 3 Programs
  • Getting Ready for School: Preschool (Ages 3–5)
  • Entering a Formal School Education Program
  • Building the Foundation: Kindergarten through Second Grade (Ages 5–7)
  • Gaining Expertise: Upper Elementary Grades Three through Five (Ages 8–11)
  • Exploring New Horizons: Middle School (Ages 11–14)
  • Choices and Future Goals: High School (Ages 14–18)
  • Transition to Adulthood: A Model Program (Ages 18–21)
• Conclusion
• Appendix A: Accomodations
• Appendix B: Teacher Awareness Questionnaire (Answers)
• Appendix C: Exercises for Understaning
• Index

About The Author

Donna Cutler-Landsman

Donna Cutler-Landsman, MS, Educator for the Middleton Cross Plains Area School District, Middleton, Wisconsin

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