Individuals with AS do not have much of a means to communicate verbally and so they require the use of Augmentative and Alternative Communication (AACs) (See Figure 5) or some type of sign language. Children with AS present many challenges in all five domains.

 

Physically, individuals with AS may need exercise and activities in prevention of scoliosis. Children who are unstable or are unable to walk will benefit from supports and physical aids in the classroom as well as additional supports to sit or to stand at a table. Because children with AS have unsteady and stiff, jerky movements and may also have tremors it’s beneficial for them to have classroom areas that are not restrictive or in close quarters (free of obstacles). Physical therapy may help to strengthen hand use and body parts that tend to stiffen (See Figure 6). (The New England Genetics Collaborative, 2009). Use of hydrotherapy in the classroom such as a water table would be beneficial for students affected with AS.  

 

Students cognitive abilities might be greater than we know, but because of their short attention span, lack in communication, hyperactivity, and poor motor control it is difficult to test. It seems that individuals with AS comprehend more than they are able to speak (The New England Genetics Collaborative, 2009).   An important strategy, from the Alberta Government, on monitoring student success is to use various assessment and evaluation strategies to show and represent the student’s growth and accomplishments (Alberta Government, 2016).

 

In social and emotional areas children with AS are quite intuitive and are able to learn cues and how to interact with others. They enjoy being around other people and are able to express a range of different emotions through interactions with others and can even form bonds with others. Children with AS are able to do routine tasks such as activities in the classroom, chores in the home and other life skills and they often enjoy recreation and physical activity with others (The New England Genetics Collaborative, 2009).  

 

Communicating is difficult for children with AS because of motor problems, protruding tongue, as well as having difficulty being able to place or form the tongue to make certain sounds. Because of their difficulty communicating they often resort to pinching, biting, hitting, pulling hair, and yelling. They need an effective way to communicate. Non-verbal forms of communication (eye contact, pointing, gesturing and physical movement) work well with children who have limited fine motor skills. Children who have some control of fine motor skills benefit from early use of AACs especially when others are able to reciprocate the communication using the device (The New England Genetics Collaborative, 2009).  Advice given by the Alberta Government is to use individual supports that directly relate to the child’s personal learning needs, such as sign language interpreters, alternate and augmentative communications systems (AAC), or even mental health support (Alberta Government, 2016).