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

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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.

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