Offers an introduction to the development of teenagers with Down syndrome. This book examines various aspects of development during childhood. It is a useful reference for families and professionals caring for adolescents with Down syndrome. It provides information about the development of social, motor, language, cognitive, behaviour, and more.
This book offers an introduction to the development of infants with Down syndrome. Drawing on the latest research and extensive practical experience, it examines many aspects of development during the early years. Presented in an accessible format, it is a useful reference for families and professionals caring for young children with Down syndrome. This introductory book provides an overview of development from birth. It provides information about the development of social, motor, language, cognitive, play, attention, behaviour and self-help skills. It also details typical milestones for children with Down syndrome in these areas. The book highlights the influence of the family and the social interactive nature of development. Individual differences are discussed, as are key health and family issues. Principles for early intervention, therapy and education services are identified, based on the specific needs of children with Down syndrome and research on effectiveness. Down Syndrome Issues and Information is a major series of practical and informative books covering the full range of developmental, health and social issues relating to individuals with Down syndrome. based on years of research and hands-on experience.
Reading skills are often a strength for teenagers with Down syndrome. Teenagers can often read at a higher level than would be predicted from their general cognitive and language abilities. Those who have not achieved reading success in their primary years may make significant progress during their teenage years. Reading and writing skills are important for everyday life and for access to the world of literature. They are also powerful tools for developing the speech and language of teenagers with Down syndrome and for mediating their cognitive development. Reading and writing can support communication, enable teenagers to achieve greater independence and enrich education and academic attainments across the curriculum. This module explains how language and literacy teaching can work together to promote the development of teenagers with Down syndrome. Guidance on teaching methods, expectations and examples of teenagers' work combine to show teachers and parents how to include teenagers in literacy learning programmes, with an understanding of particular issues related to speech, language and memory development.This module should be read in conjunction with Reading and writing for individuals with Down syndrome: An overview, DSii-07-01] as the overview provides important background information on how individuals learn to read, the adaptations that will help pupils with Down syndrome, and the benefits of being involved in reading instruction
This volume offers a state-of-art review of what is known about young children with Down syndrome from a developmental perspective. The underlying theme of the book is that children with Down syndrome, despite their constitutional anomalies and their additional medical and biological problems, can be understood from a normative developmental framework. Interventions guided by developmental principles in the biological, educational and psychological realms are more likely to result in informed knowledge about how best to help children with Down syndrome and their families. Children with Down Syndrome will appeal to researchers, theoreticians, educators, and clinicians in a range of disciplines, as well as to parents, social policymakers, and other advocates for the best interests of children with Down syndrome.
For individuals with Down syndrome, the extent of the effect of intellectual disability depends largely on the degree of provision of appropriate support and intervention. In Educating Learners with Down Syndrome, editors Rhonda Faragher and Barbara Clarke have brought together a number of expert contributors, whose chapters review recent findings in the field of DS education, highlight promising practices, and identify areas for future research. While the emphasis is primarily on the school years, links to early intervention and to life post-16 are made, with chapters organized into three parts: conceptual overview of issues in learning and teaching, learning mathematics, and literacy development. The book is also united by the cohesive themes of assessment, evidence-based practice, and inclusive practices. Educating Learners with Down Syndrome importantly incorporates the voices of individuals with Down syndrome, whose personal narratives add significance to the research mission of the text and demonstrate the authors' inclusive philosophy. Aimed at researchers, teacher educators, higher degree students, and policy makers, this book is the first of its kind to provide a compendium of research on educating learners with Down syndrome.
