Group items tagged

Kliewer, Christopher, Douglas Biklen and Christi Kasa-Hendrickson. "American Educational Research Journal: Who May Be Literate? Disability and Resistance to the Cultural Denialof Competence." American Educational Research Journal 43.2 (2006): 163-192. JSTOR. Web. 13 Oct. 2010. This article is about how society is in denial about people with disabilities being literate. It tells the story's of multiple people who have disabilities that are still able to be literate, one story in particular is about Helen Keller. It goes on to tell how certain special needs educational institutions do not teach their students to read. One teacher was quoted saying "I don't have to worry about it [teaching reading]. My student's aren't readers and never will. This article provides a defense to why people with disabilities should not be deprived of the right to be literate.

O'Brien, Justin, et al. "Discriminating children with autism from children with learning difficulties with an adaptation of the Short Sensory Profile." Early Child Development & Care 179.4 (2009): 383-394. Academic Search Complete. EBSCO. Web. 9 Nov. 2010. In the autistic spectrum, there are two groups of responders to sensory stimuli. One is hyper-sensitive and the other is hypo-sensitive. Autistic kids who are hyper-sesitive often have habits of flicking the ear, clapping or moving the hands in front of the eyes, and grinding the teeth. Some studies have shown that kids with autism have greater sensory symptoms than children with regular learning disabilities, although some say that they have vey similar symptoms. From the studies, autistic children showed more impairment in auditory hyper-sensitive and visual factors compared to the learning disability group or the control group.

Rosner, Beth A., et al. "Social Competence in Persons with Prader-Willi, Williams and Down's Syndromes." Journal of Applied Research in Intellectual Disabilities 17.3 (2004), 209-217. This is a study done on people with genetic intellectual disabilities. The purpose was to explore their everyday social competence. 65 of the patients studeied were those with Down syndrome. Out of the three disabilities, the Down's syndrome group showed the highest overall social competence scores. They found that the age of the patients was also a factor.

Collins, Rebecca L. Ph.D., ect al. "Early Adolescent Exposure to Alcohol and its Relationship to Underage Drinking." jahonline.org. Journal od Adolescent Health. 13 Apr. 2007. Web. 16 Nov 2010. This is an article about a a study done on exposure to alcohol and its effects on teens. It is linked to many dangers including drunk driving, sexually transmitted diseases, suicide, and disabilities. With the amount of advertisements for alcohol through television, magazines, radio, and many others teens are being influenced to drink.

Fidler, Deborah J., Karen Caplovitz Barrett, and David E. Most. "Age-Related Differences in Smiling and Personality in Down Syndrome." Journal of Developmental and Physical Disabilities 17.3 (2005), 263 - 280. This article discusses differences of patients of different ages with Down syndrom. Ages in the study ranged from 5-20 years. This was an observational study done to draw inferences about smiling and personality traits. Their results were conclusive. Smile deration decreased with age and anxiousness increased with age.

Barnes, Elizabeth, et al. "Phonological Accuracy and Intelligibility in Connected Speech of Boys With Fragile X Syndrome or Down Syndrome." Journal of Speech, Language & Hearing Research 52.4 (2009): 1048-1061. Academic Search Complete. EBSCO. Web. 3 Nov. 2010. This article is looking at phonological accuracy and speech intelligibility. It compares reasearch on these two areas in boys with Down Syndrome and boys with autism spectrum disorder, and then boys with both. They test each of these things at differnt age levels. This article shares the results of the study with different tables and text.

Kasari, Connie, et al. "Parental Perspectives on Inclusion: Effects of Autism and Down Syndrome." Journal of Autism and Developmental Disorders 29.4 (1999), 297-305. Using the child's diagnosis, age, and current educational placement, a study was done to observe the effects of these factors on parent's perceptions of inclusion for their child with disabilities. Parents in the study filled out surveys asking questions on how they felt about their childs current educational situation and views on inclusive programs. The studies showed clear results. Parents of patients with Down syndrome showed a significant difference in support of inclusive programs over parents of children with autism. Age also played a role.

Alloway, Tracy Packiam, Susan E. Gathercole, and Julian Elliott. "Examining the link between working memory behaviour and academic attainment in children with ADHD." Developmental Medicine & Child Neurology 52.7 (2010): 632-636. Academic Search Complete. EBSCO. Web. 3 Nov. 2010. This article is a study on the difference between kids with ADHD, kids with working memory difficulties and "normal" kids without ADHD or memory difficulties and their academic attainment ability. The children tested were between about eight and ten years old. They were given standardized tests to grade their literacy and numeracy. As expected, the children with ADHD and working memory difficulties had worse scores than the "normal" children. However, the results from the test allow teachers to recognize the students at risk and get them help.

S irlopú, et al. "Promoting Positive Attitudes Toward People With Down Syndrome: The Benefit of School Inclusion Programs1." Journal of Applied Social Psychology 38.11 (2008), 2710-2736. This article is about a study done on schools with and without inclusion programs for students with Down syndrome. The goal was to find out if these programs influence non-disabled students view of those with Down sydnrome. They found that girls coming from schools with inclusion programs showed more favorability to those with Down syndrome then did boys. They also showed more favorability then schools without inclusion programs. The study showed the positive effects of inclusion programs in the school system.

Sungur, Metin, et al. "Plasma endothelin-1 and nitrate levels in Down's syndrome with complete atrioventricular septal defect-associated pulmonary hypertension: a comparison with non-Down's syndrome children." European Journal of Pediatrics 168.5 (2009): 593-597. Academic Search Complete. EBSCO. Web. 3 Nov. 2010. This article compares the rapid and aggressive development of pulmonary vascular disease of children with down syndrom with non DS patients. To do this they compared the role of plasma endothelin-1 (ET-1) and nitrate levels with complete AVSD-associated pulmonary hypertension (PH). The study included 20 patients, a mixture of boys girls, DS patients and non DS patients. They found that there was no significant difference betweent the two.

Koretz, Daniel, "How Do American Students Measure Up? Making Sense of International Comparisons." Future of Children; Spring2009, Vol. 19 Issue 1, p37-51, 15p, 1 Graph This article looks at the U.S education system and international student education in a different light, unlike most of the other articles; it looks at how the U.S Education system, in reality is secondary to that of many foreign country's. His point of comparison is the students emerging from these educational systems. He states how the perception of poor academia amongst U.S children actally holds, since on average U.S kids perform less, and have more studying disabilities than do children from other foreign countries. I personally believe there is a lot of truth in this article based on the facts and realities i myself experience. No offense intended, just academic debate.