The Feuerstein Method and Rett syndrome: a protocol of application of Instrumental Enrichment Basic Program “Identifying emotions”

Abstract

Rett syndrome (RTT) is a severe X-linked neurological disorder that affects almost exclusively in females and only a small percentage of males. It is characterised by a developmental regression in the motor and speech–language domains. Until now, studies relating to working with children with RTT have focused on activities promoting “how to do” rather than “how to be,” with proposals of structured activities and maintaining the girls in learning situations for repetitiveness, which minimises the possibility of unexpected events
and errors, without the possibility of empowerment. Adaptation of the tool “Identifying Emotions” of the “Instrumental Enrichment – Basic Program” (IE–B) was born from the desire to try to overcome the simple basic tasks of labelling and discrimination. The aim was to try to eliminate some operation deficits with providing Mediated Learning Experience (MLE), based on Reuven Feuerstein’s Theory of Structural Cognitive Modifiability (SMC). MLE has been organised according to the phase-specific cognitive needs of each child, experiences
that are not usually proposed for this degree of mental retardation and speech impairment.