Rett Syndrome: Maria Ramos

1. Rett Syndrome is included under one of the five ASD (Autism Spectrum Disorders) syndromes. Children who have an ASD do not follow typical patterns of child development. In most of the children they start to see problems in communication and social skills when they are falling behind their peers. Around the ages of 12-36 months unusual behavior can be seen. Some parents say that their child may start to reject people, act differently, and lose language and social
skills they may have already had (Smith, 2007).
Rett syndrome is a genetically based condition it and occurs only in girls (Smith, 2007): Rett syndrome is caused by a mutation in the MECP2 gene on the X chromosome. The MECP2 gene is responsible for turning off or regulating the activity of other genes. The MECP2 mutation (change in the gene) causes the turn-off/regulatory mechanism to fail, allowing other genes to function abnormally. So, RS is a genetic disorder of developmental arrest or failure of brain maturation. This is thought to occur when subsets of neurons and their connections (synapses) are disrupted during a very dynamic phase of brain development. This deviation occurs at the end of pregnancy or in the first few months of life during the critical phases of synapse development (IRSA, 2006).

Smith, D. (2007). Introduction to special education. Pearson: Boston.


(2006). FAQ. Retrieved November 26, 2007, from International Rett Syndrome Association Web site: http://www.rettsyndrome.org/index.asp

2.
A child who has Rett’s Syndrome will have the following telling signs after the normal period of development: “the deceleration of head growth, the loss of previously acquired hand skills (between 5 and 30 months). They can also lose hand movements like hand washing and hand writing. The child may also show signs of declining social engagement, shakiness, or poor coordination in the torso and in gait movements. There function level is severely impaired, and most girls that have Rett Syndrome also have mental retardation (Smith, 2007).

Smith, D. (2007). Introduction to special education. Pearson: Boston.

3.
If I was a teacher in a general education classroom, there would be certain information and strategies that could help me to best support the child who has Rett’s Syndrome. Before the student came into my class for the school year, I would want to have a vast amount of knowledge about Rett’s Syndrome. I would want to meet with the parents and child before the school year starts to introduce myself, and to find out if they had any concerns or issues they would like to address. I would make sure the child is healthy and fit for school and get them excited about being in my classroom. I would meet with the child study team and discuss the child’s IEP, and what I must do for the child and how make review the necessary accommodations and modifications for school work and my classroom. I would also meet with the school counselor, and discuss with her/she that I will have a child with a disability in my classroom. I would want the school counselor to be ready to help support the child with Rett’s Syndrome or other children who may have never been in a classroom with a child who has a disability before. I would also look into support groups and websites. I want to see what families and people with Rett’s syndrome in their life are going through, and what issues are being presented to them. I would want to be as knowledgeable as a possibly could, I would go to any seminars available about Rett’s syndrome. I would do everything I could to stay actively involved with the child and updates on their disability so I could better her education and her life.

4. The resources that I would need as a teacher to serve this child would be the following:
The child study team, the parents of the child, the child, support groups, and other teachers, and different books, and websites.
The child study will help me to set up the child’s curriculum along with the curriculum I already have planned. They will make sure that I do my part as the student’s teacher that I am doing all the implementations that are set out by the IEP. The IEP that is given to the student to make sure that the child gets an appropriate education they deserve while receiving the accommodations that are necessary, and special services will be given,
The next resource I would use would be the parents. I would make sure to always keep in contact with the parents of the child. I want them to update them frequently on their child’s progress socially and academically. I will make sure to keep them updated on any changes that may take place with their child. I want them to also let me know if there is anything going on at home that I should know about that could affect their child during school.
One of the most important resources that I would use is the child. I will have so much help from people around me to help this child get the best education that I can give them. But I also need to talk to the child herself. It is her education and I would want to know what she wants and expects from the school year, from herself, and from me as her teacher. I would want her to let me know how she feels about the accommodations she will be given and if they work for her, and how she is adjusting socially in the classroom, and I would want her to be able to talk to me to let me know how others are treating her.
Support groups will not only help the families but it can help me as her educator. Many families are in the support groups and if I encounter problems and need to seek solutions talking to other people whose child may have been in a similar situation could help me to help my student.