J.M. Wine
COMMUNICATION TO ENABLE INTERACTION, PLAY, AND
LEARNING FOR GIRLS WITH RETT SYNDROME
J.M. Wine, E. Saraf
Clinical experience testifies that girls with Rett Syndrome (RS) have a
rich inner world and a will for social interaction. They very often give
clues to understanding – laughing appropriately, moving in response
to a question, following what is going on with their eyes, etc. They
have strong emotional responses to situations and will choose to
participate depending on their perceptions and relationships with the
persons involved. Their fundamental physical disabilities together with
their very delayed reaction times interfere with their ability to indicate
what they understand. They have different learning abilities; some are
able to achieve advanced cognitive levels enabling them to participate
in either regular schools or schools for children with learning
disabilities. Due to the strong apraxic element of the syndrome, which
contributes to the loss of speech and hand function, communication is
difficult for them. Many have experienced a degree of normal
communication development prior to the onset of regression,
characteristic of the syndrome. It is believed that this memory of
communicative ability provides the will and motivation to
communicate. They need the structure and adjustment of alternative
communication tools and strategies to enable them to express their
potential, considering both the communicative and cognitive aspects.
This presentation will include a video which shows situations in which
adjusted and accessible communicative environments have enabled
girls with RS to take an active part in communicative and learning
interactions. Description and elaboration of the strategies viewed in
the video will be provided, together with time for discussion.
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