The achievements of teenagers with Down syndrome

Buckley, Sue; Bird, Gillian; Sacks, Benjamin; Archer, Tamsin

doi:10.1037/e497052004-001

Cited by 8 publications

(12 citation statements)

References 0 publications

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“…The differences between students with primarily a regular vs. primarily a special school history in academic skills, also after controlling for IQ, are in line with other recent studies, such as Buckley et al (; Buckley, Bird, & Sacks, ; Buckley, Bird, Sacks, & Archer, ), Turner, Alborz, and Gayle (), de Graaf, van Hove, and Haveman (), and de Graaf and van Hove (2015). It is important to note that in the study by Buckley et al, selective regular placement of more‐able children did not occur, because in that particular historical context, school placement was not determined by child characteristics but by geographical area.…”

Section: Discussionsupporting

confidence: 89%

“… Some reading, writing and language skills. Comparison between teenagers with a different school history in the current study vs. teenagers in the study of Buckley et al (; Buckley, Bird, & Sacks, ; Buckley, Bird, Sacks, & Archer, ).…”

Section: Resultsmentioning

confidence: 76%

“…In addition, our 2010 longitudinal follow‐up of the 2006 study (these students in 2010 being 9–17 years of age) showed that almost none of these students actually lost reading skills (other skills were not followed‐up in 2010). In a UK‐based study by Buckley et al (; Buckley, Bird, & Sacks, ; Buckley, Bird, Sacks, & Archer ), in regular and special schools alike, older teenagers tended to have higher scores on the Vineland subscales Daily Living Skills and Socialization Skills. Regularly placed teenagers tended to have higher scores with age on the subscale Communication (which includes reading skills) as well.…”

Section: Discussionmentioning

confidence: 97%

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Development of Self‐Help, Language, and Academic Skills in Persons With Down Syndrome

Graaf

2016

Policy Practice Intel Disabi

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Using visual analysis by means of scatterplots, correlational analysis, and linear regressions, the authors explored the skills of individuals with Down syndrome in the areas of self‐help, language, academics, and computer skills. By combining data of several Dutch studies, they obtained 1,252 different observations made by parents on 862 individuals, aged <1–35 years. Research shows advancement in language skills up to the age of 12, with plateauing afterward. In contrast, self‐help skills still increase in adolescence and young adulthood. Academics and computer skills improve up to the age of 14. However, less developed academic skills (and computer skills) of adolescents and young adults appear to be a generational difference, rather than a loss of acquired skills. In their analysis, the authors differentiated between students with a primarily regular school career vs. those with a primarily special school career. In addition, in both groups, the studies were differentiated between students with an IQ >50 vs. an IQ between 35 and 50. The comparison between the various subgroups revealed that children with special education backgrounds in the higher IQ range demonstrated less advanced academic skills than children with regular education backgrounds in the lower IQ range. This suggests that regular education is more stimulating for academic skill development. Using age, “school career,” and IQ (<35; 35–50; 50–60; 60–70; >70) as predictors, regressions confirmed this conclusion. The authors conclude that their analyses show that the shift in the early 1990s in the Netherlands toward more inclusion in education for students with Down syndrome has led to better outcomes in academic skill development for these students.

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Section: Discussionsupporting

confidence: 89%

Section: Resultsmentioning

confidence: 76%

Section: Discussionmentioning

confidence: 97%

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Development of Self‐Help, Language, and Academic Skills in Persons With Down Syndrome

Graaf

2016

Policy Practice Intel Disabi

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“…The literature has shown that school inclusion has benefitted individuals with ID with or without DS [ 23 , 24 , 25 ]. Buckley and co-workers observed higher scores on speech, language abilities, and academic activities in the 1999 group compared to the 1987 group, explained by inclusion in regular educational settings [ 23 , 26 , 27 , 28 ]. This was also observed in an Australian group with DS-individuals born between 1971 and 1978 compared to historical data from the UK and the U.S. [ 29 ].…”

Section: Discussionmentioning

confidence: 99%

The Surplus Effect in Adaptive Behaviour in Down Syndrome: What Can Promote It?

et al. 2021

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Background: In Down syndrome (DS), adaptive behaviour often shows a “surplus effect” (i.e., higher adaptive abilities than expected from cognitive skills). As inclusive schooling has become mandatory in Italy, we studied the impact of school inclusion on the surplus effect of adaptive behaviour in adult DS, considering potential confounding factors such as parental education. Methods: All consecutive DS individuals from three different sites were queried prospectively regarding type of schooling (inclusive and non-inclusive). Demographic data were documented; cognitive abilities and adaptive behaviour were assessed (Coloured Progressive Matrices and Vineland Adaptive Behaviour Scales). The aim was to establish the presence of a surplus effect in adaptive behaviour, primarily in the overall level and secondarily in the main domains and subdomains. A multivariable-adjusted logistic regression model was used for the association of schooling, and parental education. Results: The majority (65%) showed a surplus effect in adaptive behaviour and had attended inclusive schools (85%). Higher adaptive skills as well as early and longer functional treatment programmes were more readily available for younger individuals. In the group of inclusive schooling, the surplus effect on overall adaptive behaviour was present in 70% as opposed to 38% in the group without inclusive schooling, significant when adjusted for gender and maternal education. This was also observed in socialisation, written, and community, and after adjustment in playing and leisure time. Conclusions: Adaptive behaviour showed a surplus effect in the majority of DS adults, even more so after inclusive schooling. Younger adults showed higher adaptive skills. Moreover, female gender and higher maternal educational level significantly enhanced this surplus effect.

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“…In a survey of the skills of 46 teenagers with Down syndrome in the UK [5][6][7] the teenagers who had been educated in inclusive classrooms had better numeracy skills than those educated in special education classrooms, but even so, very few understood place value (tens and units) and very few could multiply or divide numbers up to twenty.…”

Section: Inadequate Researchmentioning

confidence: 99%