Includes bibliographical references and index.

Cover
Half title
Series page
Title page
Imprints page
Contents
Figures
Tables
Contributors
Abbreviations
Introduction
Acknowledgment
References
1 What Is Heritability and Why Does It Matter?
Just One Question: Who Am I?
The Etiology of Complex Human Traits
Measuring (Dis)Similarities
Quantitative Genetic Designs
Estimating Heritability
The Example of Height
The Example of Autism
What Does It All Mean?
Looping Back: Understanding the Genetics of Human Behavior, Understanding Ourselves
References
2 Molecular Genetics and Genomics
Molecular Genetics and Genomics: A Primer
DNA and the Human Genome
Transmission of Genetic Information
Genetic Variation
Single Nucleotide Polymorphisms
Other Structural and Copy Number Variants
Main Types of Studies of the Molecular Genetic Bases of Complex Human Traits and Disorders
Mendelian vs. Common Disorders and Traits
Linkage and Association Studies
Gene Expression Studies
DNA Sequencing
Conclusion
Acknowledgments
References
3 Can (and Should) We Personalize Education Along Genetic Lines? Lessons from Behavioral Genetics
Introduction
Is It Possible to Personalize Education Along Genetic Lines?
Should We Personalize Education Along Genetic Lines?
Genotype–Environment Interplay
Genotype–Environment Correlation (rGE) Research
Gene × Environment Interactions (G×E)
Conclusion
References
4 Early Adversity and Epigenetics: Implications for Early Care and Educational Policy
The Stress Response
The “Toxicity” of Chronic Psychosocial Stress
Developmental Origins of Health and Disease
Clinical Epigenetics
Ethical Considerations and Need for Future Research
Implications for Early Childhood Policy and Programs
References
5 Intelligence: The Ongoing Quest for Its Etiology
Vocabulary Prep: Terms and Concepts
Intelligence and the Genome
Differentiating Heritability Estimates
Dissecting Intelligence into Its Componential Processes
Electrophysiological Measures
Speed of Information Processing
Other Cognitive Processes
Grounding the Heritability of IQ
In Place of a Conclusion
References
6 A Behavioral Genetic Perspective on Non-Cognitive Factors and Academic Achievement
Transactional Models of Gene–Environment Correlation
Non-Cognitive Factors as Driving Forces in Academically Relevant Gene–Environment Transactions
Criteria for the Role of Non-Cognitive Factors in Gene–Environment Transactions
Big Five Personality Traits
Intellectual Interest/Intellectual Curiosity
Academic Interest
Self-Perceived Ability
Grit
Impulse Control/Self-Control
Achievement Goal Orientations
Intelligence Mindsets/Implicit Theories of Intelligence
Expectancies and Values
Summarizing the Empirical Evidence on Non-Cognitive Factors
Suggestions for Future Research
Conclusions
References
7 Precision Education Initiative: The Possibility of Personalized Education
History of Defining Learning Disability
Indicators of LD
Moving Beyond Identification of Learning Disabilities
References
8 Using Genetic Etiology to Intervene with Students with Intellectual Disabilities
Behavioral Phenotypes: Definition and Principles
Total Specificity and Partial Specificity
Within-Syndrome Variability
Multiple Behavioral and Non-Behavioral Domains That Change Over Development
Three Examples
Cognitive-Linguistic Functioning in Down Syndrome
Personality, Vulnerability, and Williams Syndrome
Other Etiology-Related Behaviors and “Associated” Characteristics
Going Beyond the IEP: Why Etiology Matters in Special Education
Special Education’s Present State of Affairs vis-à-vis Behavioral Phenotypes
Potential of Special Education Practice to be Informed by Etiology
Anticipatory Guidance in Special Education
Conclusion
References
9 Ethical Implications of Behavioral Genetics on Education
Introduction
Environmental Effects on Academic Achievement
Behavioral Genetic Studies
Positives of Using Genetic Information in Education
Difficulties of Including Genetics in Education
Conclusion: Weighing the Positives and Negatives
References
10 Genomic Literacy and the Communication of Genetic and Genomic Information
Introduction
Definitions of Genetic and Genomic Literacy
Knowledge About Genetics and Genomics
Literacy Skills and Print and Oral Communication
Numeracy and Communication of Risk Information
Future Directions for Research
Conclusion
References
11 Legal Issues Associated with the Introduction of Genetic Testing to the Education System
Heritability for Achievement
Constitutional Concerns
Informed Consent Laws
Education Law
DTC Genetic Testing
FDA Regulation
CLIA Regulations
Conclusion
References
12 Ethical Risks and Remedies in Social-Behavioral Research Involving Genetic Testing
Informational Risk in Genomic Research
Guardian Permission and Genetic Literacy
Enhancing Genetic Literacy
Child Assent, Longitudinal Studies, and Data Repositories
Longitudinal Studies
Storage of Genetic Data in Repositories
Sharing Pediatric Research-Derived Genetic Information with Parents
The Right-Not-to-Know
Determining When to Disclose Genetic Information to Guardians
Reporting and Referring Evidence of Social-Behavioral Problems
Social Justice and Genetic Research
Definitions of Race and Ethnicity
Public Attitudes Toward Genetic Determinism
Conclusion
The Importance of Guardian and Participant Perspectives
Enhancing the Responsible Conduct of Research
References
13 Development of the Personal Genomics Industry
Introduction
Genetics and Genomics
The HGP and Data-Driven Business Models
The Genetic Testing Sector
Direct-to-Consumer Genomics
Ancestry Information
Nutritional Genomics
DTC and Health Information
Comparing DTC Offerings
Whole Genome Sequencing for All?
Market Shake-Out for DTC Vendors
Governmental Scrutiny of DTC Testing
Personal Genomics Outside the United States
Conclusion
References
14 Ethical Issues in Using Genomics to Influence Educational Practice
Introduction
Background on Genetic Bases of Learning and Memory
Impact of Genetic Awareness on the Classroom
Impact of Early Identification of Learning Styles
Limitations on Applying Research Findings to Real-World Behavior
Ethical Issues of Genomic-Based Education
Justice
Autonomy
Privacy Issues
Conclusions
References
15 Teaching and Genetic/Genomic Variation: An Educator’s Perspective
The Genome as a Source of Individual Differences
Genomic Variations
Genes and the Environment
Reconciling Differences
Academic Achievement and Individual Differences
Genetic/Genomic Research and Practical Applications
Mental Disorders
Genes That Influence Social Behavior
Implications for Practice
References
16 Will the Next Einstein Get Left in the Petri Dish? Be Careful What You Wish for in the Designer Baby Era
Today’s Headlines Are Yesterday’s Science Fiction
Up Next: Behavioral Trait Selection?
Tale of Two Terms: Neurodiversity and Cerebrodiversity
The Brain Thinking
Into the Great Unknown Without a Flight Plan
The End: Perfect Baby
Acknowledgments
References
Conclusion: How Might School Systems Use Genetic Data?
Using Genetic Information to Confirm Known Conditions and Guide Early Intervention
Use of Data to Detect Risk for Learning Disabilities
Broader Genetic Profiling
References
Index

"Advances in human genetics and genomics are beginning to move outside the traditional realm of medicine and into the classroom. How will educational officials react when asked to incorporate personalized genomic information into the educational program? This volume bridges the divide between science, education and ethics around the emergent integration of genomics and education. By pairing comprehensive analysis of the issues with primers on the underlying science, the authors put all relevant parties on a level field to facilitate thorough consideration and educated discussion regarding how to move forward in this new era, as well as how best to support the future of education and the future of all students. The volume is unique in bringing together not only scholarly experts but also parents and laypersons. In doing so, it gives voice and understanding to a broad spectrum of disciplines that have a stake in the future of education"--