The Home Learning Environment of Primary School Children with Down Syndrome and Those with Williams Syndrome

• DOI: 10.3390/brainsci11060733
• Publication Date: 2021-06-01T01:42:06Z
• Authors: Erica Ranzato; Andrew Tolmie; Jo Van Herwegen
• Keywords: Numeracy; Learning environment; Cognitive skill

Background and aims: Research on typically developing (TD) populations has shown that the home learning environment plays a significant role in cognitive development learning, but very little is known about of children with Down syndrome (DS) or Williams (WS). The present study examined compared, for first time, diagnosed DS WS to investigate whether different profiles were reflected their literacy number experiences. Methods procedures: Quantitative qualitative data collected through web-based survey from 58 parents one foster parent primary school (n = 35) 24) mostly based UK. targeted children’s general level functioning academic skills; type, format, frequency activities; parents’ expectations child’s outcomes; attitudes towards mathematics; interest use technology support activities. Outcomes results: Our results showed that, overall, similar changed profile. Comparative analyses engaged more often activities supporting counting than WS, despite both groups reporting difficulties this skill. Moreover, our indicated literacy-based occurred mathematics-based numeracy was characterized by mathematical skills such as counting, arithmetic, numeracy. Parents child formal informal activities, when recognition skills. Conclusions implications: current provides evidence include literacy- changes basis strengths weaknesses. findings are discussed relation previous studies impact parental interventions.