TY - BOOK AU - Bouregy,Susan AU - TI - Genetics, ethics and education T2 - Current perspectives in social and behavioral sciences SN - 9781107118713 U1 - 572.8 23 PY - 2017/// PB - Cambridge University Press KW - Human genetics KW - Moral and ethical aspects KW - Social aspects N1 - 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 N2 - "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"-- ER -