No abstract

The purpose of this national study was to establish an initial database of the essential competencies needed for working with students who are deaf or hard of hearing with additional disabilities. Surveys were sent to program supervisors across the United States; each supervisor was asked to give the survey to a professional on his or her staff who worked with students who were deaf or hard of hearing with additional disabilities. Respondents indicated that there were 67 specific competencies needed for working with this diverse population of students. A list of the specific competencies and a rationale for providing more in-depth training for teachers is provided.

Background. Children with Down syndrome (DS) demonstrate vestibular, sensory, motor and perceptual impairments which manifests as decreased levels of balance, strength, and motor coordination. Together these issues may decrease functional ability leading to more sedentary lifestyles. Use of vestibular stimulation therapy has been attempted to assist in improving motor control and balance in this population. Objective. The objective of this study was to determine the effect of a vestibular stimulation exercise program on balance, coordination and agility in children with DS. Methods. Seventeen children with DS were recruited from two summer enrichment programs and were divided into two groups based on age (group 1: 9.9 yrs ±2.8; group 2: 18.4 yrs. ±1.7). Assessments were completed using BOT2 subtests for balance, bilateral and upper limb coordination, and agility prior to and after six weeks of twice weekly vestibular stimulation exercises. Results. Both groups showed improvement in upper limb coordination and agility, while group 2 demonstrated improvement in one of the balance subtests. Conclusion. These results suggest a vestibular stimulation exercise program could increase balance and agility in children with DS and possibly assist in increasing their functional ability.