Overlearning and repetition will be necessary if the student has a poor short-term memory.
If the student is a literal thinker, he/she may find tasks involving the use of imagination challenging. Consider incorporating real-life experiences and concrete examples into lessons.
Many students with Prader-Willi syndrome tire easily. This needs to be considered throughout the school day and new concepts and materials are best introduced early in the school day.
Social skills may need to be explicitly taught.
The student with Prader-Willi syndrome may have poor auditory processing skills, which will have an impact when following instructions. Visual cues may need to be considered in this area to assist the student.
The student may have difficulties with gross-motor skills, which may necessitate modifications to lessons such as Physical Education. fConcrete objects and experiences should be utilised in the teaching of Mathematics.
If the student appears frustrated when completing a task, consider breaking it up into sections for the student to complete.
In dealing with inappropriate behaviour, note that many students with Prader-Willi syndrome respond well to a positive-behaviour reward system.
Discuss the approach to dietary control to be adopted by the school with the parent/carer. Consult also as to how to best deal with food-taking tendencies in the school situation.
Some students find it difficult to work in groups: consider this when adapting the teaching process.
Consistency of routine is very important, so if change in a routine is about to occur ensure the student is warned in advance.
Within the teaching of Physical Education the student may need extra praise and encouragement to engage in tasks.
Be aware that students with Prader-Willi syndrome can have a high pain threshold.
Computer work appeals to many students and this should be considered as a means for the student to engage with new material and as an alternative way to demonstrate learning.
