The adjustment to school of five Down's syndrome children from the I.H.C. early intervention programme (1984)
The present study investigated the adjustment to school of five Down's Syndrome children - four of whom had participated in the I.H.C Early Intervention Programme since birth. Direct observation was used to record the Down's Syndrome child's interactions with peers and teachers, disruptive incidents, on and off-task behaviours, compliance with instructions in the classroom and amount of social play in the playground. The Down's Syndrome children's progress was assessed using 40 developmental tasks selected from the Down's Syndrome Performance Inventory(D.S.P.I). In addition, data on the teachers' attitudes towards integration and their perceptions of the Down's Syndrome child's behaviour was collected through a written questionnaire. The observations indicated that the Down's Syndrome children were performing better in the classroom than the teachers' reports suggested.The four children who took part in the Early Intervention Programme until school entry continued to acquire new skills at the same rate as during their participation in the Programme. They were also engaged in social play for similar amounts of time as the Contrast children. The fifth subject made the least amount of progress and engaged in social play for lower proportions of time as the Contrast children in her class. The data raises a number of implications for the integration of Down's Syndrome children. Teacher attitudes should be investigated before placement in a regular class is made. Teachers could also benefit from developing appropriate management strategies, such as giving specific instructions, rewarding on-task behaviour and teaching the Down's Syndrome child to work in a group situation. Feedback from the present study concerning the discrepancies between teacher beliefs about what Down's Syndrome children do and how they interact with the child could prove beneficial in altering their beliefs and management of the child.
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The transition from preschool to school for children with Down Syndrome: A challenge to regular education? Rietveld, Christine M. (University of Canterbury. Education, 2002)The purpose of this study using a qualitative methodology was to investigate the process of transition from preschool to school at an in-depth level for three children with Down Syndrome (DS) and two typically developing ...
The development of literacy skills in children with down syndrome during their transition from preschool to school Rietveld, C.M. (University of Canterbury. School of Educational Studies and Human Development., 1996)
Rietveld, Christine (1981)The integration of Downs Syndrome Children into free-choice pre school programmes requires the ability to make choices from a variety of play activities. Observations were made of Downs Syndrome and normal children in ...