Common Purpose, Uncommon Results: A Literacy Collaboration for a Preschooler with Down Syndrome

Autor/inn/en	Morris, Chelsea T.; Chidester, Rachel J.
Titel	Common Purpose, Uncommon Results: A Literacy Collaboration for a Preschooler with Down Syndrome
Quelle	In: Journal of the American Academy of Special Education Professionals, (2018), S.56-70 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Emergent Literacy; Preschool Children; Down Syndrome; Intervention; Early Childhood Teachers; Parent Teacher Cooperation; Family School Relationship; Students with Disabilities; Sight Method; Word Recognition; Retention (Psychology); Program Effectiveness; Special Education; Reaction Time; Preschool Language Scale + Suchen Sie Ihr Suchwort? Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Look-and-say method; Ganzheitsmethode; Worterkennung; Merkfähigkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Reaktionsvermögen
Abstract	This paper describes a single-case study that focused on an intervention to teach sight words to a preschool student with Down syndrome through a collaborative approach in which responsibility for design and implementation was shared by the child's parents and her early childhood special education teacher. The intervention was consciously tailored in response to available research regarding the neurodevelopmental profile of children with Down syndrome. The aim of the intervention was focused on challenging deficit perspectives in special education and highlighting the importance of parent-teacher partnerships. Results indicated positive literacy outcomes, with the student retaining 14 of 22 (63%) sight words introduced as part of the intervention. Recommendations for future literacy interventions for children with Down syndrome and increased home-school collaboration are discussed. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01