|Published online: May 20, 2014||$US5.00|
The International Classification of Functioning, Disability and Health – Children and Youth Version (WHO, 2007) was used to create an intervention based on a student's with Apert’s syndrome functional level assessment. According to the assessment, focused on school learning, the student presented no or negligible problems in communicating with receiving spoken messages, communicating with receiving nonverbal messages, speaking, pre- talking, and singing areas. Mild difficulties have been found at areas such as watching, learning through actions with objects, and acquiring information. Additionally, rehearsing, learning to read, write and calculate, are connected with moderate or severe difficulties. Specific areas where there have been identified remarkable deficiencies, which influence student’s functional level, are learning to read and write, as well as directing attention. Therefore, these are the fields where the intervention’s significance has been focused on. Significant improvement has been reached through both behavioral and ecosystemic methods.
|Keywords:||Intervention, Apert's Syndrome, School Functioning, Inclusion|
International Journal of Learner Diversity and Identities, Volume 20, Issue 3, May 2014, pp.67-76. Article: Print (Spiral Bound). Published online: May 20, 2014 (Article: Electronic (PDF File; 413.930KB)).
Special education teacher in elementary school, Department of Educational and Social Policy, University of Macedonia, Thessaloniki, Greece
Teaching Assistant/Adjunct Lecturer, Department of Educational and Social Policy, University of Macedonia, Thessaloniki, Greece