EDUCATION

Just as every ‘typical’ child is unique and learns differently, so too, do children who live with Angelman syndrome. They may share some common traits related to the syndrome, but their motivation for learning and their unique personality and general outlook on life will be based on personal interests and individual abilities.

With AAC, students who have Angelman syndrome can learn to communicate, read and write. For parents and teachers it is important to understand how the syndrome can affect learning - by affecting sleep patterns, sensory processing, and motor planning - and also how seizure medications may have on effect on concentration.

"There is a strong need for families and teachers to have a shared ‘up to date’ knowledge and understanding of AS so that effective communication and collaboration on behalf of the student can develop."

How Angelman Syndrome affects learning

Because Angelman syndrome is rare, there is no specific training for staff who work with students with AS. Families of children with AS find it disheartening and stressful when their child enters a school system that is ill-prepared to teach them. It is helpful to understand:

the medical/physical overview of AS
the unique behaviours and how they might be presented in the classroom
the learning profile, practical strategies, how to adapt the curriculum
management around educational setting
transition planning (changing activity & location)

The general rule is 'presume competence' for best outcomes. Read more on Presuming Competence in the classroom, here. An oustanding resource, highly recommended for parents and teachers, is: Angelman Syndrome for Educators – by Erin Sheldon, published by The Angelman Network. Contact us for a copy if you would like to share this with staff at an IEP meeting.

The Individual Education Plan (IEP)

In the NZ Education system, IEP stands for “Individual Education Plan”. The “IEP process” is the ongoing collaborative process by which IEPs are developed, implemented, and reviewed. An IEP meeting typically involves the student (if appropriate), their parents/whānau, the student's teacher, and any specialists or support staff involved in the student's learning. The role of staff members is to provide your child with an education so the discussion should focus on how best to support your child and remove barriers so your child can access the curriculum. It should be a positive experience for all.

From the Ministry of Education (MOE):

As a parent, it is very important to go into an IEP with a strong resolve - feeling confident and positive. If you are feeling emotional, depressed or anxious, make sure to take a support person along with you - your partner, social worker or close friend/whanau.

Tips for Teaching professionals

AAC in the Classroom

Integrating Assistive Technology (AT) and AAC throughout the classroom: by Charlene Cullen (Speech Pathologist, Speech Language and AAC Consultant)

Making AAC in the Classroom Work: by Amanda Hartmann

Favourite AAC Posts of All Time - Jane Farrall

PODD presentations -by Linda Burkhart

AS and Literacy

Literacy for All: In conversation with Dr. Caroline Musselwhite

Robust Literacy Instruction for People

Robust Literacy Instruction for People Who Use AAC - Carole Zangari.

A Comprehensive Diet: AAC & Literacy For All: Jane Farrall

5 x Videos

demonstrating the classroom use of the 4-Blocks of Literacy to create accessible learning experiences.

How to use the “Checklist of Communicative Functions and Means”

Anxiety & Challenging Behaviours

Many of the challenging behaviours displayed by tstudents with AS are related to anxiety and frustration. Typical anxiety-producing situations include:

Transition times
Teasing/Bullying
Unclear communications or instructions

It is important to access/ model an appropriate communication system as early as possible. Post a time-table for the student & give a pre-warning when a transition is about to occur. Make clear who will be addressing their particular needs.

Supporting AS in the Classroom

Remnant Books - Practical information and ideas

22 reasons why a child can’t sit still

What is CVI

The Yes/No Series - Part One, by Kate Ahern

Writing with 'alternative pencils' - This can be in the form of paper flip charts, eye gaze boards, keyboards, alphabet charts on communication devices, etc.

Lots of alternatives pencils for everyone: Jane Farrell

Without a pencil: T eaching Lu (blog)

A General Learning Profile for a student with Angelman syndrome

Relative learning strengths:

Good long-term memory skills
Receptive language
Basic maths skills
Basic reading skills
Good visual skills/memory
Social and friendly

Learning Weaknesses:

Expressive language (needs AAC system)
Poor gross motor skills (including balancing skills)
Sometimes poor fine motor skills
Sequential processsing deficit
Difficulty with abstract concepts
Poor short-term memory
impulsive

Some Practical Tips:

Visual schedules
Use flash cards and/or picture symbols to communicate wants, needs and transitions
Verbal reminders
Once things are set in motion, it can be difficult to be flexible
No more than two-step directions
Adapted assignments or homework
Ask – don’t demand
Extra travel and set-up time
Provide opportunities for student to work in pairs
Social skills programmes
Provide opportunities for physical activity
Empower all who are involved with the student to be an authority
Use social stories to teach life skills
Reciprocal communication between home and school when changes occur

Education in NZ

NZ Ministry of Education (MOE) policy documents

Education and Training Act 2020: All students have the right to attend school full time – Ministry of Education

Inclusive education - All Guides: More resources on inclusive education available on this page

What guides inclusive education?

Te Whāriki supports a community culture where all children can be actively involved in meaningful play and learning with and alongside their peers.
The New Zealand Curriculum and Te Marautanga o Aotearoa require that all students’ identities, languages, cultures, abilities, and talents are recognised.

For more info on Education in NZ/Special Education/Inclusive Education and your child's rights, see Inclusion.

Handy Resources

Dr Jude McArthur’s handy resource booklet on inclusive education in NZ: Learning Better Together
Code of Children’s Rights in Early Childcare and Education
Collaboration for Success: INDIVIDUAL EDUCATION PLANS (IEPs)
School Transport Options - Specialised School Transport Assistance (SESTA) for special needs students in NZ

Facebook Support Pages/Groups

Angelman, Literacy, and Education - to discuss issues related to literacy.
Angelman Academy

"To achieve literacy, there must be reading. To achieve reading, it must be meaningful. To achieve meaningfulness, there must be communication. To achieve communication, there must be experience. To achieve experience, there must be opportunity. To achieve opportunity, there must be care and understanding.” - Laurie Hinzman