No abstract

These results highlight the importance of examining parental stress and involvement with children with different types of ID.

This article examines the nature and correlates of stress in mothers of children with Down syndrome. In the first part of our study, we compared 27 mothers of children with Down syndrome with 15 mothers of children with heterogeneous causes of learning difficulty. Using Abidin's (1995) Parenting Stress Index (PSI), mothers in the Down syndrome group reported lower total child‐related stress levels, particularly concerning the degree to which the mother considers the child acceptable and reinforcing. In the second part, we identified predictors of stress in mothers of children and adolescents with Down syndrome (N = 37). Children's behaviour problems related to higher levels of overall and specific domains of child‐related stress, and children who were reported as being more cheerful and outgoing had parents who judged their offspring as more acceptable and reinforcing. Mothers also rated their children as less reinforcing when offspring were older.

Parents of children with DS tailor home literacy environments to their children's developmental levels. Confirming earlier studies, children with DS achieved some higher literacy skills than what was expected for their MA, emphasising the importance of early reading interventions for this population.

Although children with Down syndrome (DS) can learn to read, few studies have explored parental perspectives on the reading development of this group of children. This article, written by Leila Ricci and Anna Osipova, from California State University, explores visions and expectations regarding reading held by parents of children with Down syndrome in the US. Parents of 50 children with DS (aged three to 13 years) completed a survey about their children's interest in reading and responded to open-ended questions inquiring about their views on their children's reading development. A majority of parents in this study described their children's positive attitude toward reading, stated their reading-related goals for their children, defined their children's relative strengths in reading, and shared strategies used in the home to promote literacy in this population. Parents pay close attention to and have high expectations for their children's reading achievement, and thereby would benefit from partnerships with informed educators willing and capable of teaching reading to children with DS.