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Common Purpose, Uncommon Results: A Literacy Collaboration for a Preschooler with Down Syndrome

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Title: Common Purpose, Uncommon Results: A Literacy Collaboration for a Preschooler with Down Syndrome
Language: English
Authors: Morris, Chelsea T., Chidester, Rachel J.
Source: Journal of the American Academy of Special Education Professionals. Spr-Sum 2018:56-70.
Availability: American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Peer Reviewed: Y
Page Count: 15
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Emergent Literacy, Preschool Children, Down Syndrome, Intervention, Early Childhood Teachers, Parent Teacher Cooperation, Family School Relationship, Students with Disabilities, Sight Method, Word Recognition, Retention (Psychology), Program Effectiveness, Special Education, Reaction Time
Assessment and Survey Identifiers: Preschool Language Scale
ISSN: 2325-7466
Abstract: This paper describes a single-case study that focused on an intervention to teach sight words to a preschool student with Down syndrome through a collaborative approach in which responsibility for design and implementation was shared by the child's parents and her early childhood special education teacher. The intervention was consciously tailored in response to available research regarding the neurodevelopmental profile of children with Down syndrome. The aim of the intervention was focused on challenging deficit perspectives in special education and highlighting the importance of parent-teacher partnerships. Results indicated positive literacy outcomes, with the student retaining 14 of 22 (63%) sight words introduced as part of the intervention. Recommendations for future literacy interventions for children with Down syndrome and increased home-school collaboration are discussed.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1254555
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Common Purpose, Uncommon Results: A Literacy Collaboration for a Preschooler with Down Syndrome
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  Data: <searchLink fieldCode="AR" term="%22Morris%2C+Chelsea+T%2E%22">Morris, Chelsea T.</searchLink><br /><searchLink fieldCode="AR" term="%22Chidester%2C+Rachel+J%2E%22">Chidester, Rachel J.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+the+American+Academy+of+Special+Education+Professionals%22"><i>Journal of the American Academy of Special Education Professionals</i></searchLink>. Spr-Sum 2018:56-70.
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  Data: American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
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  Data: 15
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  Data: Journal Articles<br />Reports - Research
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  Data: This paper describes a single-case study that focused on an intervention to teach sight words to a preschool student with Down syndrome through a collaborative approach in which responsibility for design and implementation was shared by the child's parents and her early childhood special education teacher. The intervention was consciously tailored in response to available research regarding the neurodevelopmental profile of children with Down syndrome. The aim of the intervention was focused on challenging deficit perspectives in special education and highlighting the importance of parent-teacher partnerships. Results indicated positive literacy outcomes, with the student retaining 14 of 22 (63%) sight words introduced as part of the intervention. Recommendations for future literacy interventions for children with Down syndrome and increased home-school collaboration are discussed.
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  Data: 2020
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  Data: EJ1254555
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 56
    Subjects:
      – SubjectFull: Emergent Literacy
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Down Syndrome
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Early Childhood Teachers
        Type: general
      – SubjectFull: Parent Teacher Cooperation
        Type: general
      – SubjectFull: Family School Relationship
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Sight Method
        Type: general
      – SubjectFull: Word Recognition
        Type: general
      – SubjectFull: Retention (Psychology)
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Reaction Time
        Type: general
      – SubjectFull: Preschool Language Scale
        Type: general
    Titles:
      – TitleFull: Common Purpose, Uncommon Results: A Literacy Collaboration for a Preschooler with Down Syndrome
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            NameFull: Morris, Chelsea T.
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            NameFull: Chidester, Rachel J.
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              Type: published
              Y: 2018
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              Value: 2325-7466
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            – TitleFull: Journal of the American Academy of Special Education Professionals
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