Flint and Yule (1994) indicated that WS belongs to a group of conditions that are not characterized by a single behavioral anomaly. Nicholson and Hockey (1993) reported that developmental delay was found in 72% of the sample studied, while 67% displayed significant cardiac murmur, 22% had reduced peripheral circulation, 50% showed mild musculoskeletal abnormalities, 33% experienced recurrent urinary symptoms, and children in the sample were less obese than adults.
A particular iris pattern is present in many persons with WS and is described as star shaped or stellate” (p. Einfield and Hall (1994) described “typical facial appearance, the so-called ‘elfin’ facies, with an upturned nose, sometimes called retroussé, with a rather bow-shaped mouth. Individuals with WS typically have cardiovascular abnormalities and short stature (Udwin, Yule, & Martin, 1987). WS is evident at birth, occurs in all ethnic groups, affects males and females equally, and has been reported throughout the world (Pober & Dykens, 1993). The incidence of WS is estimated as between 1 in 25,000 or 1 in 20,000 (Bellugi, Lichtenberger, Jones, Lai, & St. Educational programs have generally been developed to address the disabilities of this group and therefore, have failed to provide opportunities for the specific identification and development of the unique musical interests and talents observed in many persons with WS. Unfortunately, persons with WS are only labeled as disabled, and previous research has focused on their genetic, medical, linguistic, and psychological deficits. Yet, like most individuals with WS, she cannot add 5 + 3 nor can she get along independently” (Lenhoff, 1996, p. She has a repertoire of about 2,000 songs and sings in over 20 foreign languages. In describing an individual with WS from a father’s point of view, Howard Lenhoff wrote: “My daughter Gloria, now forty, has a rich lyric soprano voice, and can play on the full-sized piano accordion, with ease and embellishments, almost any song she hears. This rare congenital disorder is characterized by a unique pattern of asymmetric abilities that transcends traditional theories of intelligence and cognitive impairment. Since its identification in 1961, Williams syndrome (WS), called a “beautiful mystery” by neurolinguist Ursula Bellugi (Bellugi, Bihrle, Jernigan, Trauner, & Doherty, 1990), has emerged from obscurity to fascinate researchers, physicians, educators, and others. Research on Persons with Williams Syndrome This article provides a summary of information about the program, including the enhancement of academic deficits through the use of an enrichment approach to talent development focusing on the musical strengths and interests of the participants. In this study, researchers examined patterns of talent development in music, as well as the efficacy of providing a talent development summer program to persons with WS (Reis et al., 2002). The success of Music & Minds resulted in a follow-up study during the subsequent summer with 20 participants, including 11 of the original group. Music & Minds was designed to provide appropriate enrichment experiences based on the specific strengths, talents, as well as interests of the participants, since research studies in a variety of fields have shown that learning is more productive and enjoyable when a person is able to work in an area of his or her own selection (Baum, Renzulli, & Hébert, 1995 Bloom 1985 Renzulli 1977 Renzulli & Reis, 1985 1997). The Music & Mind program was based on the Schoolwide Enrichment Model (SEM), a talent development model usually implemented in programs for the gifted and talented (Renzulli, 1977, 1994 Renzulli & Reis, 1985 1997) that provides enrichment experiences for students focusing on individual learning styles, prior experiences, patterns of talent development, and educational needs. To investigate these abilities, 16 individuals with WS were identified and asked to participate in a 10-day residential summer program called Music & Minds. Smiling, sociable, and often both musically interested and adept, persons with Williams Syndrome (WS) have only recently been recognized as a distinct group of people with specific abilities that differentiate them from others with disabilities. Reis, Robin Schader, Laurie Shute, & Harry Milne
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