2021
DOI: 10.1016/j.ridd.2021.104115
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Educational experiences of pupils with Down syndrome in the UK

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Cited by 8 publications
(4 citation statements)
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“…Collaboration and partnerships are crucial in the context of inclusive education, in particular to address the lack of consensus, challenges, and inequalities present in current practices [55]. The importance of collaboration among education stakeholders in the inclusion and academic achievement of students with AEN has been highlighted in the literature [55][56][57][58]. However, as noted, the concept of inclusive education remains complex and diverse, with varying perspectives on its definition and implementation [13].…”
Section: Collaboration and Partnerships Between The Education Sector ...mentioning
confidence: 99%
“…Collaboration and partnerships are crucial in the context of inclusive education, in particular to address the lack of consensus, challenges, and inequalities present in current practices [55]. The importance of collaboration among education stakeholders in the inclusion and academic achievement of students with AEN has been highlighted in the literature [55][56][57][58]. However, as noted, the concept of inclusive education remains complex and diverse, with varying perspectives on its definition and implementation [13].…”
Section: Collaboration and Partnerships Between The Education Sector ...mentioning
confidence: 99%
“…The importance of collaboration among education stakeholders in the inclusion and academic achievement of students with AEN has been highlighted in the literature [54][55][56][57] . However, as noted the concept of inclusive education remains complex and diverse, with varying perspectives on its definition and implementation 13 .…”
Section: Collaboration and Partnerships Between The Education Sector ...mentioning
confidence: 99%
“…Currently, there are approximately 41,700 people with DS in England and Wales as of 2018 (40). Researchers report that children with DS often have delays in cognitive development with overall IQ scores in the moderate (35)(36)(37)(38)(39)(40)(41)(42)(43)(44)(45)(46)(47)(48)(49)(50) to severe (20)(21)(22)(23)(24)(25)(26)(27)(28)(29)(30)(31)(32)(33)(34)(35) range in terms of intellectual disability. Individuals with DS show delays in language production and expressive speech development (41,42) as well as poor short-term memory (43).…”
Section: Introductionmentioning
confidence: 99%
“…In a few attempts to unpick the topic, researchers found some common and reoccurring aspects. For example, whilst children with DS are more likely to be educated in a mainstream school in the UK and internationally compared to children with other NDDs (48,49), many pupils with DS (63%) move from primary mainstream to special secondary schools (49). Whilst there is great support, the experiences of children with DS are variable regardless of the strategies to provide best practice in education (50).…”
Section: Introductionmentioning
confidence: 99%