A comparison of mainstream and special education for teenagers with Down syndrome : implications for parents and teachers

By: Buckley, Sue.
Contributor(s): Bird, Gillian | Sacks, Ben | et al.
Series: Down Syndrome Research and Practice 9 (3) 2006: 54-67.Publisher: 2006Content type: text Media type: unmediated Carrier type: volume Subject(s): DOWN SYNDROME | ADOLESCENTS | COMMUNICATION | EXPRESSIVE LANGUAGE | RECEPTIVE LANGUAGE | ADAPTIVE BEHAVIOUR | INCLUSIVE EDUCATION | SPECIAL EDUCATION | SOCIAL SKILLS | DAILY LIVING | LITERACY | COMPARATIVE STUDIESSummary: Presents data from a research study designed to compare the achievements of teenagers with Down syndrome educated in mainstream classrooms or in special education classrooms throughout their full-time education. Reports progress for speech and language, literacy, socialisation, daily living skills and behaviour. Finds that for all the teenagers, there is evidence of progress with age on all the measures except for communication. Communication continued to improve through teenage years for the included children but not for those in special education classrooms. There were no significant differences in overall outcomes for daily living skills or socialisation. However, there were large significant gains in expressive language and literacy skills for those educated in mainstream classrooms. Teenagers educated in mainstream classrooms showed fewer behavioural difficulties.
Tags from this library: No tags from this library for this title. Log in to add tags.
Star ratings
    Average rating: 0.0 (0 votes)
Holdings
Item type Current library Call number Status Date due Barcode Item holds
Article Research IHC Library Article (Browse shelf(Opens below)) Available (Article available on request) 22917
Total holds: 0

Presents data from a research study designed to compare the achievements of teenagers with Down syndrome educated in mainstream classrooms or in special education classrooms throughout their full-time education. Reports progress for speech and language, literacy, socialisation, daily living skills and behaviour. Finds that for all the teenagers, there is evidence of progress with age on all the measures except for communication. Communication continued to improve through teenage years for the included children but not for those in special education classrooms. There were no significant differences in overall outcomes for daily living skills or socialisation. However, there were large significant gains in expressive language and literacy skills for those educated in mainstream classrooms. Teenagers educated in mainstream classrooms showed fewer behavioural difficulties.

There are no comments on this title.

to post a comment.

Powered by Koha