Behavioural Phenotypes and Special Educational Needs: Is Aetiology Important in the Classroom?

摘要: Background  A number of genetic conditions with associated intellectual disability and/or special educational needs have increasingly well-defined behavioural phenotypes. Thus, the concept ‘behavioural phenotype’ and aetiology may be important regard to school-based interventions. Method  The evidence for distinctive cognitive aspects five most common syndromes (Down syndrome, fragile X Williams Prader–Willi syndrome velo-cardio-facial syndrome) is reviewed respect key studies findings. possible utility aetiology-related interventions in education discussed reference arguments against such approaches published guidelines research. Results  Behavioural phenotypes are probabilistic many children a specific will share commonalities other within variability not uncommon. There that teachers parents limited knowledge proposed behaviour profiles syndromes. While there area learning each amount efficacy school settings. Conclusion  It likely knowing child's helpful staff who work settings relation implications. However, how might inform teaching practice or has been studied. model help educators about role classroom.