Thesis (M.S.)--University of Michigan, 1976.

Thesis (Ph. D.)--Wisconsin. / Vita. Includes bibliographical references (leaves 276-292).

Thesis (D.Ed.Psych.) - University of Queensland, 2005. / Includes bibliography.

Thesis (Ph. D.)--Oregon State University, 2008. / Printout. Includes bibliographical references. Also available on the World Wide Web.

This study examined the effectiveness of two types of assistive technology for writing instruction of students with Down syndrome in British Columbia. Students received either Clicker 5, a symbol-supported writing software program; or Co:Writer, a word prediction software program designed to support written output. Data collection was conducted between January-June 2007 (Year 1) and October-May 2008 (Year 2). Clicker 5 was provided to 43 students in Year 1 (17 of whom also participated in the study during Year 2) and was designed to support early and emergent literacy development. Co:Writer was provided to 18 students in Year 1 (2 of whom also participated in the study during Year 2) and was designed to support text writing. Each month during both school years, teachers were asked to complete an on-line survey with questions related to their impressions of the impact of the technology and other variables. Students in the Clicker group produced 10-minute monthly writing samples about a selected topic using a Clicker grid designed by the research team. Students in the Co:Writer group produced one handwritten and one Co:Writer-supported 10-minute writing sample every month about the specified topic. Data were analyzed with regard to writing rate, spelling accuracy (Co:Writer group only), and quality (measured both analytically and holistically). Results for dependent measures of writing for the Clicker group were variable but provided some support for the use of symbol-supported writing software for producing meaningful written output. The Co:Writer group was more accurate with regard to spelling and grammar while using Co:Writer compared to handwriting. The results are discussed in terms of the practical implications, limitations, and areas for future research. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Submitted in fulfilment of the requirement for the degree MASTER OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 1996. / The aim of this investigation was to examine the life-world of Indian parents' with a Down's syndrome child. Down's syndrome is the most commonly occurring form of mental retardation that is known to be caused by a genetic defect It is also known as Mongolism because of the Eastern (Mongoloid) slant of the eyes or as Trisomy - 21 because it is caused by the presence of an extra (third) chromosome on the twenty-first pair of chromosomes. Although a Down's syndrome child can result from any pregnancy the incidence thereof increases with the age of the mother - the older the mother the higher the risk. One out of every 640 babies born has Down's syndrome. The Down's syndrome child's experience of his impairment was described in terms of his relationship with himself, others, objects and ideas, and God. Meaningful and active acceptance of his impairment by the child seems to be possible if parents unconditionally accept the child and share his experiences by rendering sustained and responsible assistance and support. Parents of Down's syndrome children experience their parenthood in a different way from the parents of normal children for the simple reason that they are parents of children with special needs. Their initial reaction after discovering the child has Down's syndrome is shock and disbelief followed by anger, disappointment, denial and often guilt feelings. In general, parents with disabled children are unable to accept and/or assimilate in a responsible way their unusual experience of parenthood without professional support. Parents need adequate support right from the very birth of a disabled child. For the purpose of the empirical investigation a self-structured questionnaire was utilized. An analysis was done of the questionnaires completed by the parents of Down's syndrome children in the Durban area. The data thus obtained was processed and interpreted by means of descriptive statistics. In conclusion, a summary and findings emanating from the literature study, and the descriptive statistics were presented. Based on these findings, the following recommendations were made: Genetic services of the Department of Health must be made better known and more available to the general public. From the initial diagnosis of a Down's syndrome child support should be rendered to the parents to meet the special needs brought about by a disabled child. Existing information concerning the care and education of Down's syndrome children must be utilised in the compiling of counselling programs for parents.

M.Med. (Medical Genetics)--University of the Witwatersrand, Faculty of Health Sciences, School of Pathology, 2012 / Down syndrome (DS) (OMIM #190685), the most common viable chromosome abnormality, is associated with an increased risk of medical complications. The most frequent endocrine abnormalities observed in children with DS involve the thyroid gland, and the risk of thyroid dysfunction increases with age. Global studies have documented a wide spectrum of thyroid dysfunction in children with DS. Due to the paucity of data from sub-Saharan Africa regarding thyroid function in African children with DS, this study was conceived. The main aim of the study was to document the range of thyroid function in a cohort of 391 South African children with DS, seen at the Genetic Clinics from 2003 to 2008. Referral and treatment practices at two tertiary hospitals in Johannesburg were also documented. The majority (84%) of children had at least one thyroid function test (TFT) performed, and the most common form of thyroid dysfunction encountered was subclinical hypothyroidism (25.3%). Notably, up to one third of patients with abnormal TFT results were not referred to the Endocrine Clinics for evaluation, and were thus not receiving the necessary treatment. There were 13 neonates with congenital hypothyroidism; at least two of them were not referred, and thus not treated during the sensitive neonatal period. A significant difference was noted between the results from Chris Hani Baragwanath Hospital and those from the other two hospitals. The difficulties in interpretation of results obtained from different biochemical machines and different populations, as compared to those used to derive the reference ranges, were raised. Problems with regular follow-up of patients and annual thyroid surveillance were also highlighted. The clinical features of hypothyroidism may be difficult to distinguish from the phenotypic features of DS. Thus, regular biochemical screening, even in the absence of physical signs and symptoms, is warranted in this group of children to ensure that hypothyroidism is treated, and further, irreversible neurological and physical impairment prevented.

The purpose of our research study was to examine if there was a relationship between PA and functioning in adults with DS. Our research study had 17 adults with Down syndrome participate. The functional performance of participants were measured with the Timed Up-and-Go test (TUG) and the 6-minute walk test (6MWT). After the testing session was completed, the physical activity of participants over seven days was measured. The main findings were that adults with DS had low levels of physical functioning and PA, and that physical functioning was associated with PA levels. Improving the functional profiles of adults with DS may aid these individuals in accumulating the amount of PA required for improving their health.

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Book Summary: Nurses play a key role in high-quality health care for people with intellectual and developmental disabilities (IDD)--and now this up-to-date textbook fully prepares them to provide patients with the best possible services across the lifespan. The most comprehensive text available for nurses who specialize in IDD, this essential book clarifies evidence-based practices and gives readers an integrated, interdisciplinary approach to care that meets each person's individual needs. Cecily Betz and Wendy Nehring--authors of the respected text Promoting Health Care Transitions for Adolescents with Special Health Care Needs and Disabilities--gather the latest research and wisdom of 18 diverse authorities in the medical field. Together, they give pre- and in-service nurses the foundation of knowledge they need to help ensure equal access to health care for people with IDD choose from today's models and philosophies of carepromote their patients' psychosocial developmentprovide effective physical careconduct health assessments and develop individualized plans of caremaintain successful interdisciplinary collaboration with other professionals address the issues associated with specific disabilities, including autism, Down syndrome, cerebral palsy, fragile X, sensory impairment, and medical and behavioral health problems support developmental transitions across the lifespan expand their knowledge of genetics and apply it to nursing practice skillfully manage ethical and legal issuesunderstand the service agencies used by individuals with IDD Enhanced with clinical practice guidelines to support effective work with individuals who have IDD, this textbook lights every nurse's path to person-centered, evidence-based care that improves their patients' lives.