Getting in and staying there: Children with Down syndrome in mainstream schools

Cuckle, Pat

doi:10.3104/reviews.100

Cited by 16 publications

(16 citation statements)

References 8 publications

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“…Prior to the 1970s, children with DS were often institutionalised and deprived of all but the most basic of medical care (Van Riper and Cohen, 2001). In more recent years, children with DS have been mainstreamed at an early age with other children (often attending day care, preschool, as well being integrated into regular classrooms) (Cuckle, 1999;Van Riper and Cohen, 2001). Standards of medical care specific to DS have also been recommended (Saenz, 1999;Van Riper and Cohen, 2001).…”

Section: Discussionmentioning

confidence: 99%

Childhood and maternal infections and risk of acute leukaemia in children with Down syndrome: a report from the Children's Oncology Group

et al. 2004

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Children with Down syndrome (DS) are highly susceptible to acute leukaemia. Given the potential role of infections in the aetiology of leukaemia in children without DS, we investigated whether there was an association between early-life infections and acute leukaemia in children with DS. Maternal infections during pregnancy were also examined. We enrolled 158 incident cases of acute leukaemia in children with DS (97 acute lymphoblastic leukaemia (ALL) and 61 acute myeloid leukaemia (AML)) diagnosed at Children's Oncology Group institutions between 1997 and 2002. DS controls (N ¼ 173) were selected from the cases' primary care clinics and frequency matched on age at leukaemia diagnosis. Data were collected on demographics, child's medical history, mother's medical history, and other factors by maternal interview. Analyses were conducted using unconditional logistic regression adjusted for potential confounders. A significant negative association was observed between acute leukaemia and any infection in the first 2 years of life (adjusted odds ratio (OR) ¼ 0.55, 95% confidence interval (CI) (0.33 -0.92); OR ¼ 0.53, 95% CI (0.29 -0.97); and OR ¼ 0.59, 95% CI (0.28 -1.25) for acute leukaemia combined, ALL, and AML respectively). The association between acute leukaemia and maternal infections during pregnancy was in the same direction but not significant. This study offers support for the hypothesis that early-life infections may play a protective role in the aetiology of acute leukaemia in children with DS.

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Section: Discussionmentioning

confidence: 99%

Childhood and maternal infections and risk of acute leukaemia in children with Down syndrome: a report from the Children's Oncology Group

et al. 2004

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“…A este fato, o autor atribuiu duas razões: maior número de crianças com SD tem entrado com cinco ou seis anos na escola primária e lá tem permanecido, e que a porcentagem de crianças incluídas varia muito de acordo com a política local. Na Holanda, por exemplo, a falta de oportunidade para introduzir a criança em uma escola regular ocorre porque a área geográfica em que a família reside não oferece escola (CUCKLE, 1999), ou ainda porque as escolas primárias não são obrigadas a aceitar crianças com atraso no desenvolvimento, o que torna a inclusão seletiva (GRAAF, 2002). Na Nova Zelândia, receber o estudante com SD em uma escola regular é prática aceitável há mais de dez anos e, conforme apontam dados de pesquisa, os alunos com necessidades especiais que estudam em uma escola normal conseguem se engajar melhor em um grupo social, quando comparados aos que estudam em classes especiais (HOLDEN; STEWART, 2002).…”

Section: A Escolaunclassified

“…A escola deve investir no treinamento de seus profissionais, a fim de capacitá-los a lidar com a criança portadora da SD; além da equipe, a escola precisa preparar também os colegas de classe (BUCKLEY; BIRD, 1998). Porém, vê-se que o que precede a todos estes componentes são a voluntariedade e o compromisso da instituição em aceitar estas crianças (CUCKLE, 1999). O ambiente escolar deve ser o local propício para todas crianças se desenvolverem social, emocional e academicamente (BUCKLEY; BIRD, 1998).…”

Section: A Escolaunclassified

“…A política local tem grande interferência no processo de inclusão, mas os pais também têm um papel de fundamental importância nesse processo, pois são eles que escolhem entre colocar a criança em uma escola regular ou em escola especial (CUCKLE, 1999). Na Holanda, há um movimento de pais de crianças com SD que busca ampliar o processo de inclusão, que, nos últimos anos, também tem recebido respaldo da política governamental (GRAAF, 2002).…”

Section: Os Paisunclassified

“…Dados de uma pesquisa realizada no Reino Unido, com pais de crianças portadoras de SD, sugerem que alguns pais aceitam colocar seus filhos na escola especial a partir dos 11 anos, apesar de terem obtido sucesso com a experiência escolar no nível primário (LORENZ, 1999). Outras vezes, quando a criança está inserida na escola regular mas não acompanha o ritmo da classe ou permanece dois ou mais anos em um mesmo nível, os pais mostram-se frustrados e transferem suas crianças para a escola especial (CUCKLE, 1999).…”

Section: Os Paisunclassified

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A inclusão da criança com Síndrome de Down na rede regular de ensino: desafios e possibilidades

Luiz

Bortoli

Flória‐Santos

et al. 2008

Rev. bras. educ. espec.

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RESUMO: o estudo teve como objetivo buscar evidências na literatura acerca da inclusão de crianças com Síndrome de Down na rede regular de ensino. Elaboraram-se revisão da literatura e busca dos artigos nas bases de dados PubMed e PsycINFO, utilizando as palavras-chave Down syndrome, schools, mainstreaming (education), education, infant, newborn, adolescent, child e preschool, no período de 1994 a 2007. Selecionaramse oito artigos e sua análise permitiu a identificação do tema: experiências e recomendações para a inclusão. Os dados desta revisão, em sua maioria provenientes de relatos de experiências, indicaram que os fatores que colaboraram ou dificultaram o processo de inclusão da criança com síndrome de Down na rede regular de ensino relacionaram-se à escola, aos pais e ao professor. Os resultados deste estudo oferecem possibilidades para melhorar o processo de inclusão, apresentam os desafios e ainda apontam a necessidade do desenvolvimento de novas pesquisas, cujos resultados possam ser aplicados na prática. PALAVRAS-CHAVE:Síndrome de Down; inclusão educacional; aluno com necessidades especiais; família; educação especial.ABSTRACT: this study aimed to look for evidence in the literature about the inclusion of children with Down syndrome into the regular education system. A review of the literature was undertaken, looking for articles in PubMed and PsycINFO, using the keywords Down syndrome, schools, mainstreaming (education), education, infant, newborn, adolescent, child, and preschool, between 1994 and 2007. Eight articles were selected. The analysis of the articles enabled us to identify the following theme: experiences and recommendations for inclusion. Data from this review, which mostly resulted from experience reports, indicated that the factors that either collaborated with or made the inclusion process of the child with Down syndrome into the regular education network more difficult were related to the school itself, the parents and the teacher. The results of this study offer possibilities for improving the inclusion process, while also presenting the challenges and indicating the need for further research, the results of which have practical applications.

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Down syndrome on a small Caribbean island: an uphill battle to obtain services and care for affected individuals

Nelson

Lanza-Perea

Brathwaite

et al. 2020

American J of Med Genetics Pt C

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Most of the geographically isolated island nations in the Caribbean have small populations and low gross national product. As such, many lack important medical and community services. Difficulties are compounded when attempting to care for children with special needs and genetic disorders such as Down syndrome. International charitable organizations can help to provide much needed specialty medical care. Community associations can encourage local relationship building and education. Collaborative efforts with well-funded laboratories can help to deliver molecular characterization for individuals who have genetic disorders. With community and volunteer effort, a higher standard of care is obtainable in underserved communities.

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Getting in and staying there: Children with Down syndrome in mainstream schools

Cited by 16 publications

References 8 publications

Childhood and maternal infections and risk of acute leukaemia in children with Down syndrome: a report from the Children's Oncology Group

Childhood and maternal infections and risk of acute leukaemia in children with Down syndrome: a report from the Children's Oncology Group

A inclusão da criança com Síndrome de Down na rede regular de ensino: desafios e possibilidades

Down syndrome on a small Caribbean island: an uphill battle to obtain services and care for affected individuals

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