Group items tagged

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.

Ingraham L. Cynthia, Jean F. Andrews. "The hands and reading: What deafblind adult readers tell us." The British Journal of the Visually Impairment 28.2 (2010) : 103-138. Electronic Journal Center. Web. 3 November 2010. This article tells the story of three adults who are deaf blind and their approach to reading different types of texts. It provides analysis and interviews with each individual as they reflect on how they learned language and how to read as young children. Many deaf blind people tend to isolate themselves and remain illiterate in their home for most of their lives. However the story of these three individual is different. For them they are readers who enjoy reading for pleasure and have achieved higher levels of education because of their reading skills. These three people all used computer technology, scanners, print enlargers, and JAWS software. These people stress the importance that technology played along their journey to literacy.

Bruce, Barbro, Gunilla Thernlund, and Ulrika Nettelbladt. "ADHD and language impairment." European Child & Adolescent Psychiatry 15.1 (2006): 52-60. Academic Search Complete. EBSCO. Web. 8 Nov. 2010. The article gives the reader the results from a questionaire sent to the parents of children with ADHD. The results from the parents showed that children struggled communicating with others due to their symptoms. Also, the kids had problems comprehending what they read. The children then had major problems in school with reading and writing aspects. The results showed that language comprehension is related to the learning and social problems of children with ADHD.

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.

Simon, Joan B, and Elena A. Savina. "Transitioning Children from Psychiatric Hospitals to Schools: The Role of the Special Educator." 2010. Education Resources Informaiton Center. Web. 3 Nov. 2010 This article is all about transitioning children from a phychiatric hospital into school and the role secial education teachers plan in that transition.

Simon, Joan B, and Elena A. Savina. "Transitioning Children from Psychiatric Hospitals to Schools: The Role of the Special Educator." Residential Treatment for Children & Youth 27 (2010): 1-14. Education Resources Informaiton Center. Web. 3 Nov. 2010. This article is all about transitioning children from a psychiatric hospital into school and the role special education teachers plan in that transition. It discusses the relationship between parents, hospital staff, and the special educators in the efforts to make the transition for the child less dramatic. It also talks about the behavior problems of the child once they are back in a school setting. This research was conducted with special educators to develop what skills and resources they need to help the child succeed.

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.

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.

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.

Mullen, Edward A. "Decreased Braille literacy: A symptom of a system in need of reassessment." Re:View 22.3 (1990): 164. Academic Search Complete. EBSCO. Web. 21 Nov. 2010. One reason for a decrease in Braille reading is the improvement of medical technology. There are more children today that are become visually impaired due to an accident and these children more than likely have multiple disabilities. These children's primary handicap is not listed as a visual one therefore it seems that children with visual impairments may be declining, and with that goes funding for Braille programs. Another reason is technology. It is easier today to convince Americans that technology is a better means for a visually impaired person to communicate than Braille. Also, there is discussion over many people turning to technology to communicate because learning Braille is difficult and time consuming. Finally, this article gives hope that these issues will be more widely recognized in the future.