ABSTRACT
In this chapter, we introduce the importance of looking beyond the concept of ‘learning disability’ or ‘learning difficulties’ per se and towards an understanding of the differing cognitive strengths and difficulties that can characterize children with fragile X syndrome. By achieving this goal we can provide information that can be used in a multidisciplinary framework to help guide and assist professionals in the timing of early interventions that could maximize academic potential and outcomes in affected children and adolescents. This chapter will first address the importance of the gender differences in the range of intellectual difficulties displayed in fragile X and why these occur; and then review the now welldocumented profile of cognitive abilities in fragile X focusing especially on defining the strengths within the profile.
