¶ … disorder Down's syndrome and the certain ways these individuals are treated in the society. Certain characteristics like their learning ability and their ability to live in the society is emphasized in the paper. Laws and regulations for children with these disorders are also hinted upon. Lastly, the inclusion of these children in the integrated teaching program is discussed.
Down syndrome is a disorder that has been named after John Langdon Down, who was a British physician and he explained this syndrome in the year 1886. Earlier in the 19th century, this condition was clinically described by Jean Etienne Dominique Esquirol in the year 1838 and then by Edouard Seguin in 1844. Dr., Jerome Lejeune identified this syndrome as a chromosome 21 trisomy. This disorder can be diagnosed after as well as before birth through prenatal screening procedures. If such pregnancies are identified, they are often terminated.
According to the CDC estimates, one out of every 691 babies in the United States are born with Down syndrome. It has been reported that many of these children with this disease can go to school and then even graduate and get a paid job. Some of them also participate in the post-secondary education. It has been discovered if the children with Down syndrome are educated in a proper way and if they are given proper care then their quality life can be significantly improved.
This condition is a chromosomal condition that is caused by the presence of some or all part of a replication of the chromosome 21. It has been found out that this is the most common abnormality related to chromosomes in human beings. Generally, it is associated with a delay in physical growth and cognitive ability and these children present with some unique facial characteristics. As compared to the children who are normal and have an IQ of 100, the young children with Down's syndrome have an IQ of 50. Mental retardation is defined in children who have an IQ of less than 70. Moreover, most of the individuals who are diagnosed with Down syndrome have a great degree of intellectual disability.
Literature Review
It has been happening since years that the children with Down syndrome have been discriminated and have not been given the same literacy expectations and opportunities (Buckley, 1995). The basis for complete and partial separation of these children from the printed language is served by two premises. The first one is that reading is defined as a circular end-product that requires students to gain expertise of a range of separated sub-skills in an age-related, graphical sequence. The second premise is that the children who are identified as Down syndrome skills of literacy at a pace that is age-related (Cicchetti & Beeghly, 1990).
Even though both of these premises are representative of the educational assumptions that prevail, none of these reflect the reality that is essential. For example, the competing interpretations of education have been a subject of representation in a way that would deemphasize reading in a way that would show the dominance of individual sub-skills and rather these focus on all children as them being "active sense makers" (Crawford, 1995, p. 82), who are constructors of meaning by making use of the symbol systems in particular contexts at particular times. Talking about this matter within the framework, marginalizing children from education is not a by-product of the lack of cognitive ability of the children, but in fact it is more of a moral choice that is made by the judgment of student-constructed meanings that are normally devalued and misunderstood (Smith, 1992).
When we interpret literacy as something that is a social process in which sense of particular context is made by the children, there are educational consequences of this approach. This definition being the foundation, we figure out that children who do not read and write enter literate relationships as people who become the acknowledged creators of a symbolic language that is actually quite complex. This is true for those children who are excluded on the basis of class, race and disability (Koppenhaver, Pierce, & Taylor, 1992). In some of these, an ethnographic approach has been adopted to look into the meaning of literacy for Down syndrome children in almost 10 elementary and preschool classrooms. After the completion of two school years, it became obvious that the meaning of Down syndrome was influenced by the conceptualization of reading and also that the Down syndrome children have the capability of influencing the definition and meaning of literacy in specific classrooms.
Down's syndrome is basically a genetic disease that is caused by the presence of an extra chromosome. The chromosome that is defaulted in this syndrome is chromosome number twenty-one. It has been seen that Down's syndrome is one of the most common chromosome disease that is seen in humans. The major striking features of this disorder are physical and mental growth delay. It should be noted that the children appear
1529). Linked to but separate from attachment theory, cognitive theories focus on identifying deficient or distorted cognitive structures and processes that may contribute to a disorder (Mash & Barkley, 2003). Taken together, the foregoing findings suggest that both attachment theory and cognitive theory could be used to help identify internal and external factors that may contribute to the development of Munchausen's syndrome. References Buchanan, G.M. & Seligman, M.E.P. (1995). Explanatory style.
Chicoine also cautions that whenever a patient declines in function, a thorough evaluation is necessary "to look for reversible causes, or, if no reversible cause is found, to confirm that the decline is consistent with Alzheimer's disease" (Chicoine pp). In other words, just as in the general population, Alzheimer's disease is a diagnosis of exclusion in persons with Down's (Chicoine pp). Because traditional neuropshychological testing, such as used for
Educators and other professionals in related fields have responded to the increasing prevalence of the condition by developing and implementing appropriate strategies and interventions even without sufficient understanding of the disorder. Teachers, counselors, school psychologists and others who render related services are encouraged to be familiar with the DSMIV-TR. They are also advised to acquire a working knowledge of the school-related characteristics of students with as so that they
They may become distressed when they experience unexpected changes in routines. They may become distracted and not complete tasks, along with struggling with transitions between activities. Young children with autism seldom participate in pretend play. (Attwood, 2005, p. 11) Asperger's syndrome student may function on or above grade level in academic subjects, albeit, their behavioral quirks may inhibit their success. Along with a supportive learning environment, support through visual
Down Autism Down Syndrome and autism are two conditions that can affect the lives of people, including their ability to learn and to participate in society. Moreover, Down Syndrome and autism affect how a person is perceived by others. Down Syndrome is the most common genetic condition in the United States, affecting one in every 691 births (National Down Syndrome Society, 2013). It is also the most common cause of learning
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