Pace, Jill E., Mikyong Shin, and Sonja A. Rasmussen. "Understanding attitudes toward people with Down syndrome." American Journal of Medical Genetics Part A 152A.9 (2010), 2185-2192. This is an article about a study done on attitudes towards people with Down syndrome. They used two sets of samples, one of people 9-18, and another of people 18 and up. The results for the two studies showed simmilar results. The majority of children and teens showed negative views on those with Down syndrome. The results were no different for adults 18 and up.

Gaad, Eman. "The social and educational impacts of the first national Down Syndrome support group in the UAE." Journal of Research in Special Educational Needs 6.3 (2006), 134-142. This is an article about a study done on UAE's first Down syndrome support group. The goal of the group was to correct peoples thoughts on persons with Down syndrome. They found that the group was very beneficial, especially for children. People gained knowledge on Down syndrome and those with Down syndrom built their social skills. It also helped to promote acceptance.

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.

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.

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.

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.

Byrne, Angela, John MacDonald, and Sue Buckley. "Reading, language and memory skills: A comparative longitudinal study of children with Down syndrome and their mainstream peers." British Journal of Educational Psychology 72.4 (2002), 513-529. This article shares that in the past, people with Down Syndrome have never had the chance to learn to read. Now, many kids with this disablilty are able to get in education, which led to a study. This is a study done on the development of people with Down Syndrome over a period of time. The article shares information on longituninal study that tested the development of reading, language, and memory skills. The article concludes that reading has no effect on the enhancement of language and memory development in children with Down Syndrome.

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.

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.

Taymans, Juliana M., et al. Learning to Achieve: A Review of the Research Literature on Serving Adults with Learning Disabilities. National Institute for Literacy, 2009. ERIC. EBSCO. Web. 31 Oct. 2010. This source talks about how to identify someone with a learning disability. It tells the impact of having a learning disability. It gives a developmental view of adults with learning disabilities, and tells how to intervene with different accommodations for them. The author also explains the difficulty in identifying a learning disability in those who are just learning the english language.