Educating Learners with Down Syndrome: Research, theory, and practice with children and adolescents PDF
Preview Educating Learners with Down Syndrome: Research, theory, and practice with children and adolescents
Educating Learners 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. Dr Rhonda Faragher is a Senior Lecturer in Mathematics Education at Australian Catholic University. Dr Barbara Clarke is an Associate Professor at Monash University, Victoria, Australia. Educating Learners with Down Syndrome Research, theory, and practice with children and adolescents Edited by Rhonda Faragher and Barbara Clarke First published 2014 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN and by Routledge 711 Third Avenue, New York, NY 10017 Routledge is an imprint of the Taylor & Francis Group, an informa business © 2014 R. Faragher and B. Clarke The right of the editors, R. Faragher and B. Clarke, to be identified as authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloging in Publication Data Educating learners with down syndrome : research, theory and practice withchildren and adolescents / edited by Rhonda Faragher and Barbara Clarke. pages cm 1. Children with mental disabilities–Education. 2. Down syndrome– Patients–Education. 3. Developmentally disabled children–Education. I. Faragher, Rhonda. II. Clarke, Barbara. LC4601.E26 2013M 371.9–dc23 2013017041 ISBN: 978-0-415-81636-6 (hbk) ISBN: 978-0-415-81637-3 (pbk) ISBN: 978-1-315-88358-8 (ebk) Typeset in Galliard by Wearset Ltd, Boldon, Tyne and Wear Contents List of illustrations List of contributors Foreword JANET CARR Acknowledgements Prologue Introduction BARBARA CLARKE AND RHONDA FARAGHER PART I Issues in learning and teaching 1 A lifespan approach to learning in the context of quality of life ROY I. BROWN 2 Cognitive strengths and weaknesses for informing educational practice DONNA COUZENS AND MONICA CUSKELLY 3 Mastery motivation in children with Down syndrome LINDA GILMORE AND MONICA CUSKELLY 4 Enhancing learning for children with Down syndrome EMILY A. JONES, NICOLE NEIL, AND KATHLEEN M. FEELEY PART II Learning mathematics 5 Mathematics profile of the learner with Down syndrome RHONDA FARAGHER AND BARBARA CLARKE 6 Developing early number concepts for children with Down syndrome BARBARA CLARKE AND RHONDA FARAGHER 7 Research on number knowledge of students with Down syndrome RUMIATI AND ROBERT J. WRIGHT 8 Learning mathematics in the secondary school RHONDA FARAGHER PART III Literacy development 9 Developing the reading skills of children with Down syndrome KELLY BURGOYNE, BECKY BAXTER, AND SUE BUCKLEY 10 Challenging literate invisibility KAREN B. MONI AND ANNE JOBLING 11 Down syndrome RUMIATI 12 Where we are, where we would like to be, and (perhaps) how we get there RHONDA FARAGHER AND BARBARA CLARKE Epilogue Subject index Author index Illustrations Figures 4.1 Model for understanding the roles and characteristics of the behavioural phenotype and environmental events, including setting events, antecedent triggers, and consequences related to challenging behaviour in learners with Down syndrome 4.2 Model for understanding the roles and characteristics of the behavioural phenotype and environmental events, including setting events, antecedent triggers, and consequences related to Vanessa’s challenging behaviour 5.1 Number line drawn by Hun, 11 years old 5.2 Clock drawn by Hun 6.1 Three components in the concept of number 7.1 A kindergarten student with Down syndrome tries to count several counters 8.1 Sample of Rachel's workbook 8.2 An example of a task card used by Martin 11.1 My brother as a child, and as a teenager with our father. I wish I had acknowledged him as a child with DS 11.2 Teaching and learning in a special education class 11.3 Factors which influence attitudes towards disability Tables I.1 Types of Down syndrome, incidence, and chromosome pattern 5.1 Literature on numerical attainment of students with Down syndrome using psychometric testing 5.2 Overall response to tasks focusing on colour and counting small collections 5.3 Overall results for rote counting including the use of the 0–99 chart for support 5.4 Overall data on using a calculator to write numerals 6.1 A summary of the words and actions of the interviewer and Gina 7.1 Sex, level, grade, age, and duration of interview of students with Down syndrome 7.2 Summary of the number knowledge of each student based on interviews 9.1 Reading and language teaching programme Contributors Becky Baxter, MRCSLT, is a speech and language therapist specializing in Down syndrome. She has worked on a number of research projects with Down Syndrome Education International. Her current interests include speech and language development and inclusion for children with Down syndrome. Roy I. Brown, PhD, is Professor Emeritus at the University of Calgary, Canada, and Flinders University, Australia, and Adjunct Professor at several other universities. Through practice, research, writing, and teaching, he has founded and developed programmes in the field of disabilities. His current research and applied writing is in quality and family quality of life. He has written for and edited a series on adults with Down syndrome, is a former trustee of Down Syndrome International, and has consulted to Down syndrome associations in several countries. Currently he serves as the founding director of the IASSIDD Academy and over the years has served on government and regional committees in several countries. Sue Buckley, PhD, is Emeritus Professor of Developmental Disability, University of Portsmouth, and Director for Science and Research at Down Syndrome Education International. Sue's academic background includes an undergraduate degree in psychology followed by training in clinical psychology. She has been involved in research into the development and education of children with Down syndrome for over 30 years with a focus on language, literacy, and memory. Her current focus is on RCT evaluations of effective interventions. She has an adopted adult daughter with Down syndrome. Kelly Burgoyne, PhD, is currently working as a Research Associate at University College London. Her research focuses on literacy and language skills and intervention for young children who have language difficulties. She continues to have an interest in working with children with Down syndrome
Description:The list of books you might like
