Spina Bifida: What School Psychologists Should Know

Autor/inn/en	Silva, Paloma N.; Maricle, Denise E.
Titel	Spina Bifida: What School Psychologists Should Know
Quelle	In: Communique, 50 (2021) 2, S.10-12 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	Genetic Disorders; Students with Disabilities; School Psychologists; Role; Clinical Diagnosis; Intervention; Etiology; Neurological Impairments; Physical Disabilities; Cognitive Ability; Executive Function; Attention Deficit Disorders; Visual Impairments; Spatial Ability; Psychomotor Skills; Social Development; Emotional Development; Memory; Academic Ability; Student Needs + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Rollen; Ätiologie; Neurodegenerative Erkrankung; Physical handicap; Körperbehinderung; Denkfähigkeit; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Visual handicap; Sehbehinderung; Räumliches Vorstellungsvermögen; Psychomotorische Aktivität; Soziale Entwicklung; Gefühlsbildung; Gedächtnis
Abstract	Spina bifida (SB) refers to a subgroup of congenital defects where the neural tube fails to fuse, often resulting in a protruding spinal cord. This is often due to a defect or absence of vertebral arches resulting from a failure of the mesoderm to organize over the region of the defect. SB occurs during gestation between the third and sixth week of gestation when the spinal cord is being formed. Students with SB can demonstrate physical challenges and cognitive, academic, and social-emotional difficulties. In this article Paloma Silva and Denise Maricle begin by discussing the risk factors for having a child with SB, the frequency and identification of SB, and fetal surgery and other treatment directly following birth of a child with SB. Silva and Maricle then detail the neuropsychological effects, executive functioning and attention deficits, and learning and memory deficits that SB can cause in children. Deficits in visuospatial skills, fine motor abilities, social-emotional health, and academic abilities are also discussed. In order to provide adequate support for students with SB, Silva and Maricle recommend that school personnel take into consideration the student's access to educational opportunity, cultural background, socioeconomic status, and neurological sequelae. Research has demonstrated that early intervention, parent involvement in the assessment, and parent education can help maximize student development in academic and social areas. Furthermore, an interdisciplinary team approach should be adopted to ensure progress toward an agreed goal. School psychologists in particular will need to implement educational and social-emotional interventions to help support the student throughout their educational career. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01