Genomics Literacy: Implications for Teaching Students with a Range of Special Needs

Abstract

Recent developments in genomic-based knowledge is challenging educators to learn more about the early precursors of various difficulties children experience in learning and how they can use this information to identify preventative strategies or strategies that minimise their effect. The purpose of this article is to provide a brief outline of what is already known about some genetic disorders and some other disorders currently identified in the genome, the role of the teacher in understanding individual student needs, and how teachers can address some of the challenges posed. This article is fundamentally a review of the literature concerning genomics and genomic literacy and the implications for teachers in regular classes.

Keywords:

• Behavioural phenotype
• education
• genetics
• genotype
• phenotype
• genomics
• genomic literacy
• teaching