The signs and symptoms of DWS are incredibly diverse. Some individuals may suffer from hydrocephalus. Others may be diagnosed with a mild to severe intellectual exceptionality. Individuals with no intellectual exceptionality may have a learning exceptionality. Thus, it can be difficult to paint an accurate picture of an individual with DWS for the classroom teacher. Below are several points to consider when working with a student with DWS.
CoordinationDue to impacts upon cerebellum development, coordination is often delayed. Students may struggle in tasks which require hand-eye coordination, such as printing and reading, which requires eye-tracking skills. Often, students will be developing this skills through home-based exercises. Should there be a need, consult with a student's physiotherapist or occupational therapist (OT) for additional information or suggestions.
|
Gross motor skillsStudents with DWS may struggle with tasks - such as walking, running and jumping - which require gross motor skills, as the development of these skills are often delayed. In Phys-Ed class, encouraging participating with peers can support motor skills development. Depending on a student's ability, games such as 'Simon says...', Twister, ball-based play and obstacle courses can promote the development of gross motor skills. Some students may require pre-teaching of a game or movement.
You may also consider:
|
Fine motor skillsFine motor skills - such as gripping, grabbing and pinching - may also be delayed in development. This makes tasks - such as writing or using scissors - difficult. Use of assistive technology - including computers - for writing assignments should be encouraged to avoid frustration with printing and handwriting.
Other adaptations may include:
|
Organization |
Social skills |
Sensory information |
Depending on the individual, delays in cognitive development may impact upon organization and time management skills.
Students may require explicit teaching of organization skills and adaptations such as:
|
Depending on the student, individuals with DWS may also experience difficulty interacting with peer groups. With delayed cognitive development, students may require explicit teaching of conversation skills, facial expressions and body language.
Adaptations to consider include:
Recently, a psychologist recommended Trumpet Behavioural Health. For interested educators, there are training sessions on the strategies presented to teach social skills. The website itself, though, contains many resources including social games and activities. |
Some students with DWS can become overwhelmed by sensory stimuli, including noise, visual input or touch.
Knowing your student, you may consider:
|
Expressive languageStudents with DWS may also have delayed speech development. Consult with the Speech-Language Pathologist (SLP) or IEP information to determine in-class suggestions specific to the student. Often, students will work on a specific sound, in a specific location (beginning/middle/end) within a word.
Depending upon the individual, oral processing delays may also be present. Other basic suggestions include:
|
Intellectual exceptionalitiesStudents with an intellectual exceptionality may require program modification or adaptation. Abstract concepts - such as algebra - may be difficult to understand. In reading, students may struggle with specific strategies that rely on higher order thinking, such as inferring, identifying cause & effect, summarizing and comparing & contrasting. Students may also have short-term memory and attention difficulties. Furthermore, students may struggle to process information given in a verbal, linguistic or visual format.
Students may be benefit from:
|
Learning disabilitiesAs you may remember, about half of individuals with DWS do not have an intellectual exceptionality. However, learning disabilities are common. Frequently, these students struggle with the psychological processes of perception, attention, memory, metacognition and organization.
Effective programs for such individuals may include:
As the nature of learning disabilities is quite diverse, it is essential that the educator work closely with support staff to develop a comprehensive profile of the needs and strengths of each student. |
Specialized training for the workplace
As Hutchinson (2010) notes, individuals with mild intellectual exceptionalities are disadvantaged in the traditional schooling environment. These individuals may find success in predictable jobs, for example in the service sector. Fewer than half of individuals with a mild intellectual exceptionality seek education after high school. Therefore, workplace training programs may be of benefit. Multiple studies have noted that acceptance of individuals with intellectual exceptionalities in the workplace is often based upon on the individual's ability to 'blend in'.
Vocational pathways programs should:
- Explicitly teach social & personal behaviours that are appropriate to the workplace including:
- Conversation skills, with customers and other staff;
- Problem-solving through role-play of difficult situations;
- How to act in a variety of common workplace social situations.
- Teach basic computer skills;
- Explain the rights and responsibilities of the workers;
- Teach safe working behaviours;
- Teach skills specific to the vocation into which an individual is interested.
Cautions for educations
Due to the diverse nature of DWS, there are many different expressions of the syndrome that may be encountered.
In general, educators should note that:
For affected individuals with hydrocephalus, teachers should note that:
Other notes:
In general, educators should note that:
- Children with DWS tire more easily; and
- Open & frequent communication with families and support staff are required for success. =
For affected individuals with hydrocephalus, teachers should note that:
- Shunts will often need to be replaced. This requires surgery. An incision is made on the head and the surrounding area will be shaved. Individuals will also have a secondary incision in the abdomen. Some individuals feel more comfortable wearing a hat during the recovery period; and,
- Headaches can be very severe at times, interfering with an individual's ability to concentrate. However, recurrent headaches over a short period of time may be an indication of shunt malfunction and should be reported to parents immediately.
Other notes:
- A small percentage of children with DWS may also experience seizures. Such students may be on anti-seizure medication. Talk to the school nurse - or principal - to familiarize yourself with the school procedure should the student have a seizure.