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Fragile X Syndrome

An Educator's Role in Identification, Prevention, and Intervention

Karen E. Santos is a doctoral candidate in special education at the University of Virginia. She received her BS in education of the hearing impaired from Northwestern University and her MEd in learning disabilities from the University of Virginia. She has been involved in university teacher education, public school administration, consulting, and residential school teaching. Her current research interests include school consultation, instructional change, and cognitive strategy training. Address: Karen E. Santos, Curry School of Education, Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, VA 22903-2495.

Fragile X syndrome is a recently identified genetic disorder considered to be the most common inherited form of mental retardation. Current research is revealing that this chromosomal anomaly is linked to a variety of other educationally relevant problems including learning disabilities, attention deficit disorders, speech and language deficits, autistic characteristics, and behavior disorders. A description of the unique inheritance pattern reveals why milder forms of the syndrome are now beginning to be identified and educational interventions applied. This review highlights the physical, intellectual, academic, behavioral, and communication characteristics associated with fragile X. With knowledge of fragile X syndrome, the educator can play a key role in recognizing the disorder and referring for both early diagnosis and genetic counseling.

Remedial and Special Education, Vol. 13, No. 2, 32-39 (1992)
DOI: 10.1177/074193259201300206


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