The approaches in teaching children with Down Syndrome to read is different from teaching typical children because children with Down Syndrome require special teaching approaches.
education
Description
ABSTRACT
The
approaches in teaching children with Down Syndrome to read is different
from teaching typical
children because children with Down Syndrome require special teaching
approaches. Especially
in Malaysia, the education system is not specialized according to the
behavioral phenotype of Down Syndrome. It is also reported that children with
Down Syndrome lack in phonological awareness skills, which is the main
requirement to read in alphabetic language. This study is conducted to assess
the effectiveness and feasibility of an adapted phonological awareness
intervention aligned with the behavioral phenotype of Down Syndrome. Five
children between 5 to 8 years old participated in the multiple baseline across
participants case experiment. The response of the adapted intervention was
compared with the non-adapted intervention. The results show that there is a
functional relationship between adapted and non-adapted program. The
suggestions for the future research, directions and implications for practice are
discussed.
