Teenagers with Down Syndrome in a Time of Changing Policies and Practices: Progress of Students who were Born Between 1971 and 1978

Bochner, Sandra; Pieterse, Moira

doi:10.1080/0156655960430106

Cited by 16 publications

(17 citation statements)

References 12 publications

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“…Interest in the outcome of changes in special education services on the development of children with intellectual disabilities led the authors, in 1991, to survey parents and carers of 66 students with Down syndrome who were born between 1971 and 1978 (Bochner & Pieterse, 1996). Data collected in the survey suggested that the young people had received more of their education in integrated rather than segregated settings, had attained higher levels of competence in both literacy and numeracy, were more independent and had more optimistic futures in terms of employment and accommodation options, when compared with data reported from studies of students with Down syndrome who had been born at about the same time as the Australian sample (e.g., Buckley & Sacks, 1987) or up to 10 years earlier (Carr, 1996;Putnam & Pueschel, 1988;Shepperdson, 1988).…”

Section: Background To the Studymentioning

confidence: 99%

A Study of Functional Literacy Skills in Young Adults with Down Syndrome

Bochner

Outhred

Pieterse

2001

International Journal of Disability, Development and Education

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This paper presents data from a study of young adults with Down syndrome who were born either just before, or during the period when radical changes to special education services for people with intellectual disabilities were introduced. The speci c aim of the study was to examine the development of language and literacy skills in a group of young adults with Down syndrome, some of whom had been educated at a time when there was an increase in expectations for achievement and opportunity to learn. Results showed that all but one of the young adults had learned to read, though for some, these skills were limited. In general, there was evidence of a positive relationship between age (for those born after 1970), attendance at an integrated school situation, and the achievement of more advanced reading and language skills. It was also evident that learning to read provides both a functional daily living skill and a satisfying recreational activity for young adults with Down syndrome.

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Section: Background To the Studymentioning

confidence: 99%

A Study of Functional Literacy Skills in Young Adults with Down Syndrome

Bochner

Outhred

Pieterse

2001

International Journal of Disability, Development and Education

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“…Mainly, these research studies have been conducted with young or school aged children (Buckley, 1987;Buckley, Bird, & Byrne, 1996;Chapman, 1997;Chapman, Seung, Schwartz, & Kay-Raining Bird, 1998;Hesketh & Chapman, 1998;Olwein, 1995) and therefore there continues to be limited information about older age groups or the progress of young people after they leave school. Some information is contained in reports by Bochner and Pieterse (1996), Carr (1995), and Fowler, Doherty, and Boynton (1995). From parent reports across a number of years Bochner and Pieterse (1996) reported on the reading of 66 young people aged 13 to 20 years whose school experience after 10 years of age was primarily in special schools.…”

Section: Introductionmentioning

confidence: 97%

Reading-related Literacy Learning of Young Adults with Down Syndrome: Findings from a three year teaching and research program

Moni¹,

Jobling²

2001

International Journal of Disability, Development and Education

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A number of researchers have argued that young adults with Down syndrome could bene t from continued literacy education beyond the years of compulsory education. Speci cally, research has shown that, contrary to myths related to plateaux of learning, cognitive development in individuals with Down syndrome continues into adolescence and beyond. Further, it is also claimed that the young adult years may be the optimal time to focus on literacy development. Based on this research and the ongoing work of the Down Syndrome Research Project (DSRP) a literacy program for young adults with Down syndrome was established at The University of Queensland in 1998 (see Moni & Jobling, 2000). LATCH-ON (Literacy and Technology Hands-On) provides a two year program of teaching and learning activities based on socio-cultural models of literacy in which the explicit teaching of reading, writing, speaking, listening and viewing is integrated with the development of technological literacies. Assessments of reading were undertaken using the Neale Analysis of Reading Ability-Revised (Neale, 1988) and Concepts About Print (Clay, 1979) prior to students entering the program and on completion of the two year course. This paper reports three years of data about the reading-related literacy learning of 17 young adults who have participated in the program. These ndings are discussed in terms of the diverse nature of the students' needs, the variability of their reading skills, and issues for educators.

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“…Begley (1999) found that 8 -16 -year -old children with Down syndrome in Great Britain had positive perceptions of their acceptance by peers, with children in mainstream schools reporting more positive self -perceptions than children enrolled in self -contained special education schools. Bochner and Pieterse (1996) reported that slightly more than one third of the teenagers with Down syndrome they studied in New South Wales participated in inclusive social activities with typically developing peers (e.g., Girl Guides), and approximately half participated in a club or activity designed specifi cally for adolescents with disabilities (e.g., Special Olympics). In a study of friendships of adolescents with Down syndrome in Leeds, UK, Cuckle and Wilson (2002) found that childhood friendships with typically developing peers were diffi cult to maintain, in part because peers were allowed more independence.…”

Section: Children With Down S Yndromementioning

confidence: 99%