Communication Skills of a Child with Down Syndrome at the End of the First Grade of Elementary School

Autor/in	Ivic, Sonja
Titel	Communication Skills of a Child with Down Syndrome at the End of the First Grade of Elementary School
Quelle	In: Journal of Education and Practice, 7 (2016) 23, S.19-28 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Communication Skills; Down Syndrome; Grade 1; Language Skills; Learning Problems; Teaching Skills; Teacher Competencies; Parent Teacher Cooperation; Educational Strategies; Learning Strategies; Academic Achievement; School Readiness; Individualized Education Programs; Educational Environment; Foreign Countries; Croatia + Suchen Sie Ihr Suchwort? Kommunikationsstil; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; School year 01; 1. Schuljahr; Schuljahr 01; Language skill; Sprachkompetenz; Lernproblem; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrkunst; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrstrategie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulleistung; Readiness for school; School ability; Schulreife; Individualized education program; Individualisierendes Lernen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Kroatien
Abstract	Each case of a child with Down syndrome is specific because it is directly related to the environment the child grows up in, develops, lives and learns. Although many conditions about Down syndrome tend to generalize the condition, particular characteristics are specific and depend on environment. In this respect, such issues must be approached as case studies. The goal of this research was to note, define and describe supporting strategies of language and communication skills development and learning outcomes of language and communication skills of a boy with Down syndrome at the end of the first grade of elementary school. Therefore, the role of prerequisites for developing boy's language and communication skills was also subject of this research.The participant in the case study was a first-grader with Down syndrome who has been included in the regular educational school system and attends classes supported by a teaching assistant. In addition to monitoring the student in class and analyzing the paperwork, parents were interviewed in order to understand student's language and communication skills development. The research results have shown that the student's preparation for school and activities, which were conducted before the start of the school year, played an important role in stimulating child's communication skills and later a successful inclusion into the educational process. The established partnership between the teacher, the teaching assistant and parents have resulted in creating an individualized education program and developing specific supporting strategies which sustained the boy's communication and language skills. Supporting strategies include application of adequate forms of work and development of learning and teaching strategies, based mostly on kinesthetic and graphic presentations which have been proved to be the most acceptable for the boy. This case study is the first ever to test the stated presumptions. Final assessments made by the teachers and statements made by parents at the end of the first grade of elementary school indicate the efficiency of applying the listed supporting strategies. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01