Objective. We argue that, compared to other children with disabilities, parents of Down syndrome may experience less stress and more rewards. Design. After reviewing changes in studies examining parenting we note how specific genetic disorders predispose different, etiology-related behaviors, which turn their particular reactions. then survey both rewardingness versus disabilities. Results. Parents report child-related rewards than disabilities; indeed, feel equally rewarded same-aged...

Abstract Background The present study examined fathers’ perceptions of, stress relating to and involvement with children Down's syndrome (DS) ( n = 30) versus those other types of intellectual disability (ID) 20). Methods Fathers mothers completed questionnaires about their children's personalities maladaptive behaviours, own parenting stress, the level involvement. Results Both fathers rated DS as having more positive personality traits fewer behaviours. Possibly because these perceptions,...

This article examines the nature and correlates of stress in mothers children with Down syndrome. In first part our study, we compared 27 syndrome 15 heterogeneous causes learning difficulty. Using Abidin's (1995) Parenting Stress Index (PSI), group reported lower total child‐related levels, particularly concerning degree to which mother considers child acceptable reinforcing. second part, identified predictors adolescents ( N = 37). Children's behaviour problems related higher levels...

The present study examined home literacy environments, children's interest in reading and emergent skills of pre-school-aged children with Down syndrome (DS; n=20), school-aged DS (n=17) typically developing (n=18) matched on chronological age the younger group mental (MA) older group.Parents filled out questionnaires their environments reading. School-aged typical were assessed cognitive functioning, receptive vocabulary, alphabet knowledge, familiarity print conventions comprehension...

Special education teachers today must demonstrate effective skills in collaboration and often engage co-teaching with general colleagues to meet the needs of students disabilities. In this study, we describe a university-based early fieldwork which university seeking teaching licensure special taught children from local urban community, thus developing their under supervision faculty. Although citing challenges such as time constraints overcoming personality differences, majority these...

As increasing numbers of students enter K-12 schools with varied learning needs, one viable option to address their needs is through co-teaching or pairing general and special education teachers in the same classroom help all learn.This paper describes professor's first time experience modeling collaboration practices respective graduate reading courses at a large, urban, public university Southern California, USA.Graduate from both classes observed modeled by professors participated...

General and special education faculty modeling co-teaching practices in teacher preparation programs can promote collaboration among future K-12 teachers serving children with diverse needs. This article describes the experiences perceptions of 59 university students enrolled reading courses sessions co-taught by general members at a large, Hispanic public urban Southern California. The included lessons on co-planning, co-instructing, co-assessing jointly taught professors; class readings...

Over the past 20 years, increasing numbers of studies have examined etiology-related behaviors in children with genetic mental retardation syndromes. In this article, we focus on clinical aspects such for interventionists working young children. After reviewing concept behavioral phenotype, discuss how strengths and weaknesses gradually emerge age and, potentially, interact environmental input (emergentism). Second, given that different disorders show diverse profiles weaknesses, article...

Although children with D own syndrome ( DS ) can learn to read, few studies have explored parental perspectives on the reading development of this group children. This article, written by L eila R icci and A nna O sipova, from C alifornia S tate U niversity, explores visions expectations regarding held parents in US . Parents 50 (aged three 13 years) completed a survey about their children's interest responded open‐ended questions inquiring views development. majority study described...

The Individuals with Disabilities Education Improvement Act (2004) mandates that schools facilitate parent participation in planning the Individual Program (IEP). However, culturally and linguistically diverse parents are less likely to feel fully included IEP process. In this article we examine three sources of cross-cultural communication difficulties: verbal non-verbal styles, bureaucratic procedures, cultural assumptions about disability intervention. We conclude by suggesting use an...

As schools adopt more inclusive practices, educators increasingly collaborate and co-teach to meet the needs of diverse learners. Co-teaching has been found have benefits for students across elementary secondary grades. However, there is a need teacher provide preservice training in collaboration co-teaching. This mixed method study describes experience 20 general education candidates, or residents, using co-teaching models differentiate instruction with their mentor teachers high school...

The time is now for integrating discussions of inclusive practice with professional development and school leadership, moving away from the normative view inclusion as situated within special education teacher preparation programmes. This study describes a triad model that included an integrated learning focus among administrators, educators, general educators in P-12 public schools. was transformational its intent to engage three different groups adult learners starting distinct role-based...

Introduction Response to intervention (RTI) has become widely recognized and used in education. Propelling its significance is systematic schoolwide approach emphasis on using a problem-solving providing appropriate instruction for each child. Children with visual impairments (that is, blindness low vision) are primarily included public school classrooms educated under the overall guidelines that apply all children. Therefore, professionals who work children must understand RTI implications...

In this era of reading as a priority, research has indicated that children with Down syndrome (DS) can indeed learn to read, attaining functional levels literacy and beyond. Families DS are also increasingly advocating for instruction their children. However, few studies have examined what beginning educators know about DS. This study explored the knowledge perceptions pre-service special needs abilities Participants were 225 university students, enrolled in education teaching credential...

Given the national shortage of special educators, many are entering profession through alternative certification, assuming full responsibility for classrooms or caseloads before they fully licensed as education teachers. This qualitative study explores support provided to beginning certification teachers in a program. Through several sources data, we describe perspectives first-year versus second-year interns about frequency, helpfulness, and nature received from their assigned mentors,...

First-generation college students comprise a sizable number of the student population in colleges and universities across nation. As faculty are tasked with teaching supporting these their courses, it is important to consider alignment perspectives needs first-generation students. This study explored 176 post-baccalaureate 54 at large, urban Hispanic-serving university California, nearly 77% campus consisting 65% Latinx Data collection consisted surveys completed by as well...