L’identikit dell’X Fragile tra comprensione genetica, potenzialità fenotipiche, bisogni potenziali ed emergenze educative inclusivo-socio-emotive

Abstract

Fragile X syndrome is among the most frequent types of hereditary intellectual disability. It is an X-Linked disorder due to the alteration / mutation of a gene located in the X chromosome. The typical behavioral characteristics of subjects affected by the syndrome are likely to include multiple features of autism spectrum disorders. The excessive reaction to different environmental or socialstimulations and the resulting hyper-excitation is connected to the inability to regulate impulses, with the risk of degenerating into fits of anger or in auto / hetero aggression. It is useful to invest in the inclusive model of flipped inclusion (De Giuseppe, Corona, 2016e) which applies the concept of inclusion in an ecological-systemic perspective (Bronfenbrenner, 2002) and traces the flippededucational logic at the level (Alberici, 2002) of system learning (De Giuseppe, Corona, 2017b, p.133-134). It is a matter of promoting a functional meta-reflection to a behavioral modification in relation to stimulus events, through simple teaching processes (Sibilio, 2014), stages of increasing complexity (Berthoz, 2011) and a gradual reduction of social anxiety states.Fragile X syndrome is among the most frequent types of hereditary intellectual disability. It is an X-Linked disorder due to the alteration / mutation of a gene located in the X chromosome. The typical behavioral characteristics of subjects affected by the syndrome are likely to include multiple features of autism spectrum disorders. The excessive reaction to different environmental or socialstimulations and the resulting hyper-excitation is connected to the inability to regulate impulses, with the risk of degenerating into fits of anger or in auto / hetero aggression. It is useful to invest in the inclusive model of flipped inclusion (De Giuseppe, Corona, 2016e) which applies the concept of inclusion in an ecological-systemic perspective (Bronfenbrenner, 2002) and traces the flippededucational logic at the level (Alberici, 2002) of system learning (De Giuseppe, Corona, 2017b, p.133-134). It is a matter of promoting a functional meta-reflection to a behavioral modification in relation to stimulus events, through simple teaching processes (Sibilio, 2014), stages of increasing complexity (Berthoz, 2011) and a gradual reduction of social anxiety states