La adquisición del vocabulario en niños con síndrome de Down: datos normativos y tendencias de desarrollo

Resumen

El objetivo del presente trabajo es ofrecer los primeros datos normativos en español sobre el desarrollo del vocabulario, tanto en comprensión, como en producción oral y gestual, en niños con síndrome de Down (SD). Participaron 230 niños con SD de entre 8 y 29 meses de edad mental divididos en 11 grupos. Para medir el vocabulario se empleó el Inventario de Desarrollo Comunicativo MacArthur-Bates (CDI) adaptado al perfil evolutivo de los niños con SD. La comprensión del vocabulario fue superior a la producción oral. En ambos casos, se apreció un aumento progresivo, más gradual en la comprensión y más pronunciado en la producción oral. La tendencia encontrada en la producción gestual era diferente. Al principio, los gestos van aumentando lentamente, a partir de la edad de 20–21 meses se mantienen en un nivel similar y en los últimos grupos de edad comienzan a disminuir. Este descenso parece ir asociado al aumento de la producción oral. Se discute la relevancia de los datos normativos ofrecidos para la investigación, la evaluación y la intervención.     

Intervención naturalista en la comunicación y el lenguaje en ámbito familiar: un estudio de cuatro casos

Resumen

En el estudio de casos presentado en este artículo se analizan cualitativamente las interacciones comunicativas y lingüísticas entre cuatro madres y sus hijos con síndrome de Down observadas en sus hogares durante siete meses. A lo largo de este tiempo se implementó un programa de intervención naturalista con las madres cuya finalidad era mejorar las interacciones con sus hijos, así como optimizar el desarrollo de la comunicación y el lenguaje de los niños. Las entrevistas de orientación con las madres constituyeron el instrument principal del programa de intervención. Para el análisis de las interacciones se utilizeó un instrumento de observación compuesto por tres bloques: 1) las estrategias de gestión de la comunicación y la conversación, 2) las estrategias de adaptación y ajuste del input y 3) las estrategias educativas. Los resultados indican que la intervención naturalista puede cambiar en sentido positivo la calidad de las interacciones diádicas entre las madres y sus hijos con síndrome de Down.     

Visions for literacy: parents’ aspirations for reading in children with Down syndrome

Although children with Down syndrome (DS) can learn to read, few studies have explored parental perspectives on the reading development of this group of children. This article, written by Leila Ricci and Anna Osipova, from California State University, explores visions and expectations regarding reading held by parents of children with Down syndrome in the US. Parents of 50 children with DS (aged three to 13 years) completed a survey about their children's interest in reading and responded to open‐ended questions inquiring about their views on their children's reading development. A majority of parents in this study described their children's positive attitude toward reading, stated their reading‐related goals for their children, defined their children's relative strengths in reading, and shared strategies used in the home to promote literacy in this population. Parents pay close attention to and have high expectations for their children's reading achievement, and thereby would benefit from partnerships with informed educators willing and capable of teaching reading to children with DS.     

Children with Down Syndrome Sharing Past Personal Event Narratives with Their Teacher Aides: A Pilot Study

Personal narrative ability is crucial for social–emotional well-being and classroom participation. This study investigated the ability of 10 school-age participants with Down syndrome to share past personal experiences with their teacher aides in their school environment. To participate, children were required to speak in short sentences and be largely intelligible to unfamiliar listeners. Personal narratives were elicited using photo prompts, comprising a set of the child’s own photographs and a standard set of photographs and accompanying verbal prompts, utilising a clinical language sampling protocol. Personal narratives were analysed on quality, syntactic complexity, verbal fluency and intelligibility. Examiner behaviour was evaluated for measures of syntactic complexity, mean turn length in utterances and number of utterances. Results indicated significant difficulties in producing quality personal narratives in both photo conditions. Examiner behaviour was negatively correlated to the participants’ spoken language performance. Clinical implications are highlighted.     

《去吧,摩西》中的人物命名类比研究

福克纳从听觉联系,读音联系,形态联系,语义联系,文学或神话典故的联系对小说中的人物进行命名,类比强化了人物命名与人物塑造的关系,揭示了人物塑造与小说主题的内在关系,创造出独特的艺术形式之美。     

散打课运动损伤产生的原因及预防

通过对福建公安高等专科学校 2 0 0 0级二大队在散打普修课结束后的问卷调查 ,对运动损伤数据进行统计、分析 ,结果表明散打课的运动损伤具有“小外伤多 ,严重损伤少”的特点 ,从损伤部位看以小腿 (包括膝关节 )和足趾部的挫伤、碰伤发生率较高 ,在此基础上 ,论述了预防、减少散打课运动损伤的几种方法。     

Subitisation in Number Tasks in Children with Down Syndrome

ABSTRACT

This paper presents results from the development of a sequence for teaching/learning number concepts for children with Down syndrome that is adapted to their cognitive characteristics and to certain traits of their executive functioning. The mathematical objective is to promote subitising during the initial number learning in order to develop cardinality, composition-decomposition and number facts. We outline activities with different materials and resources, supported by the use of augmentative communication. We present the results of a case study involving two children with Down syndrome (7 and 8 years of age) who followed the proposed intervention for one academic year. The results indicated a different tendency when using the subitising strategy in both children and also depended on the physical arrangement of the objects to be counted. The benefits found were the children’s flexibility in using subitising and counting in numerical activities and the spontaneous use of augmentative communication.     

Teaching students with Down syndrome in regular classrooms in Ghana: views of secondary school mathematics teachers

ABSTRACT

The recent development of making secondary school education free in Ghana has raised concerns about the level of preparedness of teachers to teach students with diverse needs in one classroom. Significantly, mathematics is one of the core areas that the Ghanaian government has prioritised, and it has institutionalised mechanisms to encourage participation by many students. Accordingly, this qualitative study aimed to document the level of preparedness of mathematics teachers to support the teaching of students with Down syndrome in secondary school classrooms. Twenty-seven mathematics teachers from 14 schools, made up of 18 males and nine females, took part in the study. We found that participants were in favour of implementation of inclusive education. However, regarding the prospect of teaching students with Down syndrome, most of the participants thought that the regular secondary school classroom is not a suitable environment for these students to access education, especially due to a number of challenges. The need for the government to support schools with appropriate teaching materials and facilities is discussed extensively.     

Verbal Fluency and Verbal Short-Term Memory in Adults with Down Syndrome and Unspecified Intellectual Disability

The purpose of this study was to examine verbal fluency and verbal short-term memory in 12 adults with Down syndrome (DS) and 12 adults with Intellectual Disability (ID) of unspecified origin, matched for receptive vocabulary and chronological age. Participants’ performance was assessed on two conditions of a verbal fluency test, namely, semantic and phonemic fluency. In addition to the total number of correct words produced, the use of clustering and switching strategies was also evaluated. In order to investigate the likely relations of verbal short-term memory with the test variables, a digit span task was administered. According to the results of the study, the two groups differed significantly on the average phonemic cluster size, with the ID group outperforming the DS group. Regarding the within-group comparisons, a relatively similar pattern of results was found for the two groups, indicating higher scores on all the measures involved in the semantic test than the phonemic one. The examination of the relation of verbal short-term memory with the verbal fluency test measures revealed that, in the DS group, only the total words produced in the semantic and the phonemic test and the number of phonemic switches were significantly associated with verbal short-term memory. Additionally, in both groups, word productivity in the semantic and the phonemic test was positively associated with the number of switches. The observed similarities and differences in the performance of the two groups, as well as the associations that emerged among the test variables in each group, are discussed.     

《尘埃落定》傻子形象与藏族机智人物阿古顿巴比较

阿来《尘埃落定》中的傻子少爷形象借鉴了世界文学中类似人物的精神品质,但却与藏族口传文学中的民间智慧人物阿古顿巴有着直接的传承关系。与此同时,傻子少爷与阿古顿巴之间又存在较为显著的文化差异或时代变异。而这种传承与变异无疑都是与阿来的民族文化身份与新的写作语境息息相关的。