Virginia AHPERD_SpringSummer2026

Adaptations to Recess for Students with Angelman Syndrome Mary Craig, Elementary Education Major, Longwood University, Special Populations Paraprofessional, Hen ry County Public Schools Matthew D. Lucas , Professor, Department of Health, Recreation, and Kinesiology, Longwood University

Introduction Student characteristics vary greatly, including socioeco nomic status, home life, and overall ability. Over the course of an educator’s career, they will have the opportunity to work with a variety of students. One rare condition that may be present in students is Angelman Syndrome (AS). Educators have a responsibility to stay informed about characteristics or disorders and possible modifications for students to help them succeed academically, physically, emotionally, and mentally. This manuscript also examines how participating in recess can provide benefits for stu dents with AS. These benefits are paramount to the devel opment of a child. Definition, Signs, Symptoms, and Prevalence of Angelman Syndrome Angelman Syndrome is described by the Mayo Clinic in the following manner: “Angelman Syndrome is a rare genetic disorder char acterized by severe developmental delay, intellectual

disability, speech impairment, and problems with bal ance and coordination. While the condition is pres ent at birth, developmental delay usually becomes noticeable in babies between 6 and 12 months of age. Children with Angelman Syndrome often have micro cephaly (when the head is smaller than normal), may ex perience seizures, and typically have a happy demeanor marked by smiling and laughter” (Mayo Clinic, 2024a). In terms of signs and symptoms of AS for a child, symp toms can vary and be more severe than others, but most of the following symptoms are present according to the Cleveland Clinic. These symptoms include Developmental Delay and Intellectual Disability. In addition, the following symptoms can include speech challenges, ranging from not speaking at all (nonverbal) to only using a few words, walking difficulties, such as clumsiness and a wide-based walk gait (Cleveland Clinic, n.d.). According to Khan et al. (2019), other potential symptoms of the disability include epilepsy and microcephaly. These are added as the last two symptoms in the following chart.

Chart #1: IDEA Categories and Angelman Syndrome Definitions/Characteristics

Chart #1: IDEA Categories and Angelman Syndrome Definitions/Characteristics

Symptoms

Definitions/Characteristics of Angelman Syndrome

Developmental delay means a disability affecting a child ages two by September 30 through six, inclusive: (34 CFR 300.8(b);[ 34 CFR 300.306(b)]) 1. (i) Who is experiencing developmental delays, as measured by appropriate diagnostic instruments and procedures, in one or more of the following areas: physical development, cognitive development, communication development, social or emotional development, or adaptive development, or (ii) who has an established physical or mental condition that has a high probability of resulting in developmental delay; 2. The delay(s) is not primarily a result of cultural factors, environmental or economic disadvantage, or limited English proficiency; and 3. The presence of one or more documented characteristics of the delay has an adverse affect on educational performance and makes it necessary for the student to have specially designed instruction to access and make progress in the general educational activities for this age group.

Developmental Delay

(Virginia Department of Education, 2022)

Intellectual disability is “significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child's educational performance.” [34 CFR

Intellectual Disability

18 • Virginia AHPERD • SPRING/SUMMER 2026