A Comparison of Mainstream and Special Education for Teenagers with Down Syndrome: Implications for Parents and Teachers

Autor/inn/en	Buckley, Sue; Bird, Gillian; Sacks, Ben; Archer, Tamsin
Titel	A Comparison of Mainstream and Special Education for Teenagers with Down Syndrome: Implications for Parents and Teachers
Quelle	In: Down Syndrome Research and Practice, 9 (2006) 3, S.54-67 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-7912
DOI	10.3104/reports.295
Schlagwörter	Down Syndrome; Disabilities; Adolescents; Expressive Language; Literacy; Daily Living Skills; Special Education Teachers; Teacher Responsibility; Teacher Effectiveness; Regular and Special Education Relationship; Mainstreaming; Inclusive Schools; Foreign Countries; Special Needs Students; Comparative Analysis; Academic Achievement; Socialization; Interpersonal Competence; Speech Skills; Reading Skills; Student Behavior; Age Differences; Interpersonal Communication; Communication Skills; Behavior Problems; Secondary School Students; United Kingdom + Suchen Sie Ihr Suchwort? 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Handicap; Behinderung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Alphabetisierung; Schreib- und Lesefähigkeit; Alltagsfertigkeit; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrverpflichtung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Inclusive school; Integrative Schule; Ausland; Sonderpädagogischer Förderbedarf; Schulleistung; Socialisation; Sozialisation; Interpersonale Kompetenz; Mündliche Leistung; Sprachfertigkeit; Reading skill; Lesefertigkeit; Student behaviour; Schülerverhalten; Age; Difference; Age difference; Altersunterschied; Interpersonale Kommunikation; Kommunikationsstil; Sekundarschüler; Großbritannien
Abstract	This article presents data from a research study designed to compare the achievements of teenagers with Down syndrome educated in mainstream classrooms or in special education classrooms throughout their full-time education. Progress is reported for speech and language, literacy, socialisation, daily living skills and behaviour. For all the teenagers, there is evidence of progress with age on all the measures except for communication. Communication continued to improve through teenage years for the included children but not for those in special education classrooms. There were no significant differences in overall outcomes for daily living skills or socialisation. However, there were large significant gains in expressive language and literacy skills for those educated in mainstream classrooms. Teenagers educated in mainstream classrooms showed fewer behavioural difficulties. Further, comparison with data published by these authors in an earlier study, showed no improvements in school achievements in special education over a 13 year period in the UK (1986-1999). (Contains 4 figures and 29 tables.) (As Provided).
Anmerkungen	Down Syndrome Education International. The Sarah Duffen Centre, Belmont Street, Southsea, Hampshire, PO5 1NA, UK. Tel: +44-023-9285-5330; Fax: +44-023-9285-5320; e-mail: enquiries@downsed.org; Website: http://www.downsed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10