ERIC Number: EJ1310002
Record Type: Journal
Publication Date: 2021
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2047-3869
EISSN: N/A
Available Date: N/A
The Development of an Educational Checklist for Individuals with CHARGE Syndrome
International Journal of Developmental Disabilities, v67 n4 p256-262 2021
CHARGE syndrome is a rare genetic disorder which can impact every sensory system and is often associated with significant medical, communicative, developmental, and behavioral difficulties. Due to the rarity and complexity of CHARGE syndrome, educators often lack the expertise required to effectively understand and accommodate the needs of these students. Therefore, an educational checklist (i.e. "Checklist") was developed to provide a comprehensive tool that educators and related professionals can utilize to aid in the education of individuals with CHARGE syndrome. The Checklist was developed through collaboration with an international panel of experts; CHARGE Syndrome Research Lab at Central Michigan University (CMU); and a select group consisting of parents, professionals, and state deafblind project employees. The Checklist outlines major CHARGE characteristics, resulting educational needs, team members, consulting professionals, and suggested methods of accommodation. The Checklist may be utilized to develop and inform services for individuals with CHARGE syndrome in the schools.
Descriptors: Genetic Disorders, Student Needs, Students with Disabilities, Check Lists, Symptoms (Individual Disorders), Teamwork, Consultants, Academic Accommodations (Disabilities), Perceptual Impairments, Communication Skills, Developmental Delays, Behavior Problems, Test Construction
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A

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