Savant syndrome is a rare condition in which people with developmental disabilities possess extraordinary talents in specific areas, notably music, art, arithmetic, calculation and memory.
The name comes from the French verb savoir – to know – and means ‘a knowledgeable person’.
About half of Savants have autism, as portrayed by Dr Shaun Murphy, the leading character in The Good Doctor (played by Freddie Highmore, pictured).
It is up to six times more common in males than females and can either be congenital or emerge later in life because of illness or brain injury.
The major trait of the condition is prodigious memory, with photographic memory being most common, an aspect of the condition that is often in sharp contrast to an individual’s overall cognitive limitations.
The condition was brought into the public consciousness by the Netflix series’ use of 3D imagery and film-making technology, which created a unique insight into this condition, the phenomenal memory and how the lead character visualises solutions to medical problems – arriving at answers that his colleagues will not have considered, or thought possible.
However, the series also visits the character’s autistic traits, such as social awkwardness, his often blunt and unfiltered language and communication, and occasional struggles with empathy.
Although Savant syndrome affects only about one in 10,000 people, as many as one in ten people with autism can have remarkable abilities and talents in varying degrees, according to research.
As a teacher, how would you support a Savant child in your classroom?
A pupil with Savant syndrome requires similar consideration and support to a child with autism, balancing their special abilities with educational and social support.
Being able to leverage their exceptional abilities in art, music or maths, can help to keep them engaged and motivated, and will support their self-regulation in the classroom. It will also help to build self-worth and self-esteem.
Some other considerations include:
- Being predictable. Clear instructions and visual aids can reduce anxiety and help with communication in the classroom
- Allowing for sensory overload. A space the child can escape to and chill out can help them to manage sensory issues. Noise-cancelling headphones, dim lighting and movement breaks during lessons help with regulation
- Keeping instructions clear and concise. Give the child time to process what is being asked of them, and don’t expect an immediate response
- Providing social and emotional support. Explain why you have certain expectations of the pupil and use social narratives to explain unwritten rules
- Offering positive reinforcement, rather than focusing on limitations.
Teachers should also liaise closely with parents or carers to understand the unique nature of the condition and the child’s individual traits. Making classmates aware of the condition will aid inclusion and promote greater understanding and support.
