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Educating Children with Velo-Cardio-Facial Syndrome
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Table of Contents

Preface Introduction Teacher Awareness Questionnaire Acknowledgments Contributors PART 1: SCIENTIFIC STUDIES AND OVERVIEW OF THE SYNDROME 1. Velo-Cardio-Facial Syndrome: Past, Present, and Future Robert J. Shprintzen, PhD 2. Introduction to Education and the Neurocognitive Profile Donna Cutler-Landsman, M.S., Tony J. Simon, PhD, and Wendy Kates, PhD 3. Cognition and the VCFS Brain: The Implications of Syndrome-Specific Deficits for School Performance Bronwyn Glaser, MS and Stephan Eliez, MD 4. Psychiatric Disorders and Treatment in Velo-Cardio-Facial Syndrome Doron Gothelf, MD, Merav Burg, MA and Moran Zalevsky, BA 5. Communication in Velo-Cardio-Facial Syndrome Karen Golding-Kushner, PhD 6. Childhood Illness in Velo-Cardio-Facial Syndrome and its Impact on School Attendance and Performance Anne Marie Higgins, RN, FNP, MA PART II: EDUCATIONAL INTERVENTIONS AND EVALUATION OF EFFECTIVE PRACTICES Donna Cutler-Landsman, MS 7. The Early Years: Birth to 3 Programs 8. Getting Ready for School: Preschool (Ages 3 - 5) 9. Entering a Formal School Education Program 10. Building the Foundation: Kindergarten through Second Grade (Ages 5 - 7) 11. Gaining Expertise: Upper Elementary Grades Three through Five (Ages 8 - 11) 12. Exploring New Horizons: Middle School (Ages 11 - 14) 13. Choices and Future Goals: High School (Ages 14 - 18) 14. Transition to Adulthood: A Model Program (Ages 18 - 21) 15. Conclusion Appendix A Appendix B Appendix C Index

About the Author

Donna Cutler-Landsman, M.S. Donna Cutler-Landsman, M.S., is an educator who has spent thirty years in the classroom teaching children in grades five through eight, and as an advisor to the gifted and talented program in the Middleton Cross Plains Area School District in Wisconsin. In addition, she has served as a cooperating teacher with the School of Education, University of Wisconsin-Madison for fifteen years and as an educational consultant for issues related to the special education needs of children with velo-cardio-facial syndrome. She is a past president of the VCFS Educational Foundation and a popular speaker on issues related to VCFS and education throughout the United States and abroad.

Reviews

Christie Mellies, MS, CCC-SLP, Canadian Journal of Speech-Language Pathology and Audiology: "The book is well organized and while one can access just the chapters that are related to their child's age, information in other chapters can be quite useful regardless of the child's grade in school... This is an excellent book to help professionals, educators and parent better understand VCFS and the educational needs of these students. [Refers to First Edition]" Jude A. Driscoll OT Reg.(PEI), Registered Occupational Therapist, TRE Facilitator Level I and II, Canadian Journal of Occupational Therapy, (2013): "As a parent and an occupational therapist, I recommend this resource about a rare condition that may require occupational therapy input for physical, cognitive, and possibly psychiatric reasons. The book has two parts: The first is scientific studies, and the second is educational interventions and evaluation of effective practices - Functional insights are specified from birth to adulthood...The editor is both a mother and a teacher with 38 years of experience. As an American, she provides extensive American resources as well as valuable contact information for centers of excellence in six other countries. I recommend this book for educators and for occupational therapists who work in mental health, pediatrics, and schools. As a parent of a child with this condition, I found it helpful and other parents may as well." Anny Mayne, Specialist SLT, North Thames Regional Cleft Lip and Palate Service, Royal College of Speech and Language Therapists Bulletin, (July 2013): "This book had the ambitious goal of education the public and professionals about this syndrome and improving the lives of those affected by it. It is no mean feat that [largely] it succeeds. The first part provides an overview of the condition; the second focuses on classroom interventions. Recognized experts in the field write the background chapters...The second section on educational interventions is very practice and provides a wealth of advice that would benefit parents, educational staff and SLTs. The author is often at pains to point out the lack of evidence for advocated interventions in this condition but extrapolates from other related fields to make reasonable suggestions...[T]his remains a valuable resource."

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