Integration of Down's Syndrome Children in the Primary School
A Longitudinal Study of Cognitive Development and Academic Attainments
Bibliographic Data
| ID | 9614895 |
|---|---|
| Authors | WENDY CASEY, David Jones (0000-0001-8784-449X), David W Jones (0000-0002-9092-1879, Birkbeck, University of London), BARBARA KUGLER, Brian Watkins (Haringey Council) |
| Year | 1988 |
| Volume | 58 |
| Issue | 3 |
| Pages | 279-286 |
| Publication date | 1988-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.1988.tb00903.x |
| PMID | 2976599 |
| OpenAlex | W2142071570 |
| Language | EN |
| Citations received | 3 |
S ummary . Thirty‐six Down's Syndrome children, half of whom attended mainstream primary or nursery schools and half schools for children with moderate learning difficulties, were assessed over a two‐year period. Baseline and six‐monthly measurements were taken of their progress in expressive language, comprehension, numeracy, verbal fluency, drawing ability and reading. Mental age was estimated at baseline and at the end of the two years. The mainstream children made significantly greater progress in numeracy, comprehension and mental age and compared favourably on all other measures. The results are discussed in terms of their implications for integrated education
Cognition · Comprehension · Developmental psychology · Fluency · Linguistics · Literacy · Longitudinal study · Mainstream · Mathematics education · Numeracy · Pedagogy · Psychiatry · Reading (process) · Reading comprehension · Stuttering · Cognitive and developmental aspects of mathematical skills · Early Childhood Education and Development · Medicine · Psychology · Reading and Literacy Development
| Citations per year | 0.13 |
|---|---|
| Citation span | 2003 - 2019 (17) |
| Highly cited | No |