Cognition and Learning
Conference presentation summaries from:
Veronica J Hinton, Ph.D.
G.H. Sergievsky Center
Department of Neurology
Columbia University Medical Center
New York, New York
Louisville 2010
New Orleans 2011
Houston 2013
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Peter Stavinoha, PhD
Children’s Medical Center Dallas
UT Southwestern Medical Center
Dallas, Texas
Orlando 2015 (page 12)
G.H. Sergievsky Center
Department of Neurology
Columbia University Medical Center
New York, New York
Louisville 2010
New Orleans 2011
Houston 2013
————————-
Peter Stavinoha, PhD
Children’s Medical Center Dallas
UT Southwestern Medical Center
Dallas, Texas
Orlando 2015 (page 12)
Learning and School Performance
Although the cognitive ability levels among Glut1 Deficiency patients vary greatly, studies have proven that the following clinical features are common in the majority of cases.
Weak areas include:
Most countries have legal processes in place to protect the rights of students with disabilities. Parents and school staff work together to develop instructional goals and spell out learning needs, the services and accommodations schools will provide to meet those needs, and how progress will be measured. Remediations, special learning programs, school-based therapies, testing accommodations, assistive technology, and small group and one-on-one instruction/assistance can all be beneficial to academic success for Glut1 Deficiency patients.
Other types of planning help ensure that students with disabilities receive the accommodations necessary to be as successful as non-disabled students and have equal to educational opportunities. This can cover more non-instructional needs or areas such as special transportation, special scheduling or seating, behavior charts, modified attendance, mobility devices, participation in extra-curricular programs, or special supervision at meal time (especially important for those on dietary therapies).
It is important for family members to be active and vocal participants in developing school-based plans, and to educate, collaborate, and form partnerships with school personnel in order to best meet the unique and individual needs of Glut1 Deficiency patients.
Although the cognitive ability levels among Glut1 Deficiency patients vary greatly, studies have proven that the following clinical features are common in the majority of cases.
Weak areas include:
- lowered IQ and adaptive-behavior scores
- expressive-language deficits
- weaknesses in fine-motor skills
- limited visual attention to details
- weaknesses in abstract analytical skills
- transfer of learning to new contexts
- receptive language or understanding
- social skills
- fun-loving and empathetic personalities
- perseverance
Most countries have legal processes in place to protect the rights of students with disabilities. Parents and school staff work together to develop instructional goals and spell out learning needs, the services and accommodations schools will provide to meet those needs, and how progress will be measured. Remediations, special learning programs, school-based therapies, testing accommodations, assistive technology, and small group and one-on-one instruction/assistance can all be beneficial to academic success for Glut1 Deficiency patients.
Other types of planning help ensure that students with disabilities receive the accommodations necessary to be as successful as non-disabled students and have equal to educational opportunities. This can cover more non-instructional needs or areas such as special transportation, special scheduling or seating, behavior charts, modified attendance, mobility devices, participation in extra-curricular programs, or special supervision at meal time (especially important for those on dietary therapies).
It is important for family members to be active and vocal participants in developing school-based plans, and to educate, collaborate, and form partnerships with school personnel in order to best meet the unique and individual needs of Glut1 Deficiency patients.
